Ilaas Interpretation Guide Spring 2013final

LAS Links
LANGUAGE ASSESSMENT SYSTEM
TM
Interpretation Guide
Indiana English Language Prociency Assessment Program
Developed and published by CTB/McGraw-Hill LLC, 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright 2008 by CTB/McGraw-Hill LLC. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher.
The Indiana English Language Prociency Assessment / LAS Links Interpretation Guide provides information related to the features of the assessment, test development framework, English Language Prociency (ELP) Standards, test content, prociency tables by grade, English language prociency level Descriptors (PLDs), and scoring. This document will assist schools in interpreting score reports. Since LAS Links has been implemented in several states, clarication on a few topics specic to Indiana is needed. Information about the Lowest Obtainable Scale Score (LOSS) and the cut scores is provided below. In some cases, student results will reect the Lowest Obtainable Scale Score (LOSS). A LOSS score will be provided if only one response was bubbled in each section of a test domain, or if a test is submitted with no responses. Since 2008, the test results reect cut scores determined by local experts in second language acquisition, test coordinators, and policy makers and approved by the Indiana State Board of Education. If additional technical assistance is needed after reviewing this Interpretation Guide, please contact the CTB/Indiana Help Desk by calling (800) 282-1132 or via email at CTB_ILAAS_Helpdesk@ctb.com. Thank you. Michele Walker, Director Ofce of Student Assessment
Table of Contents
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Features of LAS Links Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Common Scale and Prociency Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Prociency Level Descriptors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Test Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Testing Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Listening and Speaking Assessment Combined. . . . . . . . . . . . . . . . . . . . 6 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Theoretical and Research Basis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 English Language Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Standards-Based Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 LAS Links Test Qualities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 LAS Links ELL Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Test Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 LAS Links Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Test Description and Standards Alignment . . . . . . . . . . . . . . . . . . . . . . . 15 Speaking Test Description and Standards Alignment. . . . . . . . . . . . . . . 15 Listening Test Description and Standards Alignment . . . . . . . . . . . . . . . 17 Reading Test Description and Standards Alignment. . . . . . . . . . . . . . . . 19 Writing Test Description and Standards Alignment . . . . . . . . . . . . . . . . . 21
Table of Contents
Prociency Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Kindergarten. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Indiana Prociency Levels and Descriptors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Prociency Level Descriptors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Kindergarten. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Grades 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Grades 45 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Grades 68 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Grades 912 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Student Reports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Introduction3
Introduction
The LAS Links English Language Prociency Assessment is an NCLB-compliant instrument that is used in Grades K12 as a formal and standardized method of determining language prociency. The test results provide important information for classifying English Language Learners (ELL) and subsequently for monitoring their progress in acquiring English. The assessment measures the competencies necessary for successful academic and social language usage in mainstream classrooms: Speaking, Listening, Reading, Writing, and Comprehension. LAS Links is linked to its predecessor, the Language Assessment Scales (LAS), and aligned to the ELL learning standards of several states and of TESOL. This Interpretation Guide is designed to: outline the content qualities of the LAS Links Assessment provide proficiency level cut points and descriptors help interpret test data
Features of LAS Links Assessment

Common Scale and Prociency Levels
Title III of NCLB requires schools to track the annual progress in English language acquisition by ELL students and to establish Annual Measurable Achievement Objectives (AMAO) for measuring growth. LAS Links makes use of a common scale within each skill area to allow teachers, administrators, and policy-makers to evaluate student growth over time and across grades. To show students gains annually and as they move to different grade spans of the tests, scores on each of the ve grade spans appear on a common scale. That is, a students scores in Kindergarten and Grade 1 on the K1 test relate meaningfully to the same students scores in Grade 2 on the Grades 23 test. The common scale is particularly suitable to a language prociency assessment because the test results demonstrate the students progress toward a goal: the acquisition of language skills necessary for success in the classroom. (When the acquisition of content of a particular subject matter is being assessed, another type of scale, the vertical scale, is more appropriate.) The scale scores that make up the common scale fall into ve prociency levels for each skill area. The basic measure of growth from test to test is the change in scale score. The prociency level provides a broader categorization that has its own use in placement and reporting. The use of both scale scores and prociency levels provides ner denition of test results. It may be helpful to note that the scales for each of the skill areas are different. Each separate scale has its own range of numbers and its own cut scores dening the ve prociency levels. From the onset of development, LAS Links was written to present material appropriate to each grade with the understanding that language skills and comprehension vary among the grade levels. Additionally, the LAS Links common scale was developed and rened with the intention of minimizing the effect of general intellectual maturation and development. While the scales have a solid relationship across the grades, small variations in the cut scores occur because scores vary slightly across the grades. This is due simply to maturation in cognitive skills as an effect of both age and academic instruction, unrelated to English language learning. The variation is greatest in the reading skill area.
Prociency Level Descriptors

In addition to the Prociency Levels, Prociency Level Descriptors are provided for more specic understanding of students abilities in English at each grade range in each of the main skill areas: Speaking, Listening, Reading, and Writing. These detailed explanations of what skills a student can be expected to demonstrate at each prociency level are meant to give teachers a helpful prole of a students performance on the LAS Links with an eye toward the next steps along the language acquisition continuum. The same

information can also be given to parents so they have a clear understanding of what their child has learned and what English skills are yet expected to be acquired.
Test Scope and Sequence

The LAS Links Assessment has been structured to comprehensively assess the four language skills of Speaking, Listening, Reading, and Writing. Comprehension is assessed using selected Listening and Reading items. A combination of Dichotomous Constructed-Response (Correct or Incorrect), Constructed-Response, and MultipleChoice items are used to provide diverse opportunities for students to demonstrate prociency and to maintain reasonable testing times. Constructed-Response items are used to assess the productive domains of Speaking and Writing, whereas the MultipleChoice items are used to assess the receptive domains of Listening, Reading, and the Writing Use Conventions subtest.
Testing Length
SKILL AREA Speaking Listening Reading Writing NO. OF ITEMS 20 20 35 25 SCORE POINTS 41 20 30 (Grade K) 35 (Grades 112) 35 (Grades K1) 36 (Grades 212) ITEM TYPE DCR/CR MC MC MC/CR ADMINISTRATION MODE Individual Group Group Group ESTIMATED ADMINISTRATION TIME 10 minutes 15 minutes 35 minutes (Grade K) 45 minutes (Grades 112) 35 minutes (Grades K1) 45 minutes (Grades 212)
DCR CR MC
Dichotomous Constructed-Response Items Constructed-Response Items Multiple-Choice Items
A variety of item types accurately measures the full spectrum of possible tasks required for each language subskill and allows for interpreting the results in various ways. This breadth of format supports the content validity of the overall assessment (Bachman, 1990).
Listening and Speaking Assessment Combined

The combined assessment of Listening and Speaking allows a student to demonstrate both skills in a contextually appropriate approach. In Listening, the student receives input (listening), processes it, and then responds orally (speaking). Listening involves the receptive skills of making sense of sounds, stress patterns, words, chunks of language, and intonations, while speaking involves responding to the input and making sense to another person by using sounds, stress patterns, words, chunks of language, and intonations. This integrated assessment of Listening and Speaking yields a meaningful score that is more reliable than results from testing each skill in isolation. Furthermore, school districts that have been using tests such as LAS, which provide only one combined score, can more readily and meaningfully relate the data derived from LAS Links to past test performance. Finally, a combined Listening and Speaking score provides educators an overview of students oral language abilities, which helps tie instruction to students needs in that critical area.
Comprehension
Comprehension is a necessary element of academic success. Increasing comprehension skills beyond basic listening and reading improves student performance in such complex and abstract tasks as developing vocabulary through context, seeing patterns, inferring,

and making connections. Increased performance in these areas provides learners with a mechanism by which they can internalize the language that they hear or read and build a foundation that supports lifelong learning. CTB has followed this denition of comprehension in the conceptualization and construction of the LAS Links comprehension score, which encompasses the students receptive abilities in the school context, including the ability to understand spoken and written communication, as well as graphic representations. The Comprehension score is derived from those Listening and Reading items judged to require comprehension skills according to this denition and developed into the comprehension blueprint. The blueprint incorporates typical characteristics of comprehension at the different grade levels and stages of intellectual maturity. That is, students at the lower grade levels demonstrate stronger comprehension skills in oral communication, while students at higher grade levels demonstrate higher comprehension skills in written communication. As a result, the items contributing to the Comprehension score are consistent with the denition of comprehension. We believe that this approach to the measurement of comprehension is superior to the typical approach, which merely averages Listening and Reading scores. This latter procedure does not take into consideration whether the item actually measures comprehension, and implies that listening and reading play an equal role in the comprehension skills of every child.
Theoretical and Research Basis

Overview
As mentioned in the previous introductory comments, LAS Links is a comprehensive series of tests for assessing the English language prociency skills of English Language Learners in kindergarten (K) through twelfth grade (12). It is based on widely-accepted models of language prociency, and takes into account current knowledge of English language acquisition and state-of-the art research in standards-based assessment for K12 English Language Learners. Each of the ve grade spans includes age-appropriate vocabulary, tasks, topics, and artwork while covering a wide variety of contexts for language use in schoolsfrom social interactions with peers to persuasive writing. The tests also utilize a variety of item types, including multiple-choice, constructed-response, and open-ended response, which cover the range of ve prociency levels from Beginner to Fluent English Procient. Unlike traditional discrete-point tests, LAS Links provides opportunities for learners to demonstrate listening and speaking skills, which are scored through the use of holistic scoring rubrics based on the descriptors for the ve prociency levels: Beginner, Early Intermediate, Intermediate, Advanced, and Fluent English Procient.
English Language Development

While LAS Links designates ve prociency levels, this does not imply a linear view of language acquisition. Language acquisition is cumulative and multidimensional. Progress from one level of prociency to the next is not even; the skills required to move from Beginner to Early Intermediate, for example, are much more limited than the skills required to move from Intermediate to Advanced. Rather than a linear progression, a more accurate view of acquisition can be represented by an inverted pyramid (Hadley, 1993) with Beginner skills at the tip (the bottom of the pyramid) and higher levels at the top. In addition, since prociency incorporates so many different types of competencies, students who score at the same level may exhibit varying levels of ability in different subskills. For instance, some may demonstrate higher grammatical accuracy, but less uency, while others may be quite uent, but not as grammatically accurate even though they score at the same general prociency level. The prociency descriptors and scoring rubrics for many assessment instruments and for LAS Links specify that Beginner to Early Intermediate learners function at the word/ phrase level; Early Intermediate to Intermediate function at the sentence level; and learners at higher levels can sustain multi-sentence discourse. The LAS Links scoring rubrics take into account the developmental stages of language acquisition in which learners move from the manipulation of words and phrases to complete sentences, and then on to longer segments of discourse. Within these three levels of discourse, there are a multitude of other language elements, depending on the modality (reading, writing, speaking, or listening), in phonological, morphological, syntactical, lexical,

and pragmatic areas that are also subject to processing constraints and reected in the prociency of learners.
Standards-Based Assessment
LAS Links draws upon CTBs many years of experience in developing tests that align (match) to state standards. Test developers have reviewed the English Language Development standards for over twenty states and have found a high degree of alignment of LAS Links to several sets of individual states standards. While LAS Links is not designed to align to any specic states standards, in order to create assessment instruments that would have nationwide applicability and conform to NCLB requirements, the LAS Links standards have been organized around the three general goals outlined in the TESOL Standards for Pre-K12 Students (Teachers of English to Speakers of Other Languages, 1997), which were developed over a six-year period by educators around the country. The goals reect three areas of competence: Goal 1 focuses on English for personal and social interaction tasks; Goal 2 focuses on the use of English for academic learning and the accomplishment of academic tasks; and Goal 3 focuses on the cultural parameters of using English. The LAS Links standards are grouped by the four traditional skill areas of Speaking, Listening, Reading, and Writing (although many of the test items tap into more than one skill). The standards are worded concisely and are general enough to accommodate and align with the skills and content represented in many state standards, as well as the skills covered in various types of instructional programs (for example, self-contained ESL, sheltered instruction, content-based instruction, or transitional bilingual education).
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LAS Links Test Qualities

According to Bachman (1990), the most important quality of a test is its usefulness, which is comprised of six factors: reliability, construct validity, authenticity, interactiveness, impact, and practicality. While an individual test may vary in degree in the strength of each factor, the primary consideration still remains: How useful is this test for its intended purpose(s)? (Bachman, 1990, p. 17). Much of the discussion in previous parts of the introduction attests to many of the basic usefulness features of LAS Links: the fact that it can be used to meet NCLB requirements (impact); that scores are interpretable across grade levels (impact and practicality); that much information about the language abilities of learners can be gleaned in a short period of time (practicality); that it is easy to administer and score (practicality); and that learners language knowledge, metacognitive strategies, topical knowledge, and affective schema are engaged by a variety of test tasks (interactiveness as dened by Bachman, 1990). In addition, LAS Links was developed by individuals with expertise in one or more of the following: second language acquisition, K12 curricula and state standards, assessment, and teaching English Language Learners. At each step in the test development process, independent review committees evaluated test items, scoring rubrics, prociency descriptors, and other components of the tests. This process helped to establish the authenticity of the test, that is, how closely test tasks correspond to language use required in specic domains outside of the test (Bachman, 1990) (in this case, academic settings) while eliminating bias factors that might favor or disfavor learners of a certain gender, ethnic group, or economic status. LAS Links has also been subject to rigorous statistical analyses to (1) determine reliabilitythe consistency of measurement across testing situations and between different forms of the test, (2) eliminate unproductive items and ineffective distractors, and (3) ensure that the full range of the continuum from Beginner to Fluent English Procient is represented in the difculty level of items. All of this contributes to the construct validity, or the extent to which a given score can be interpreted as an indicator of the abilities being measured (Bachman, 1990).
References
Bachman, L. F. (1990). Fundamental Considerations in Language Testing. New York: Oxford University Press. Hadley, A. O. (1993). Teaching Language in Context, 2nd Edition. Boston: Heinle & Heinle. Teachers of English to Speakers of Other Languages. (1997). ESL Standards for Pre-K12 Students. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
LAS Links ELL Standards
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The following tables outline the LAS Links ELL standards and subskills of the four domains: Speaking, Listening, Reading, and Writing.
Speaking S1 Participate in diverse academic or social conversations, with attention to appropriate register, grammar, vocabulary, and pronunciation 1.1 Provide information 1.2 Express opinions and preferences 1.3 Make requests 1.4 Ask questions, request clarication, and negotiate for understanding 1.5 Conduct transactions S2 Demonstrate knowledge related to diverse academic or social settings, with attention to appropriate register, grammar, vocabulary, and pronunciation 2.1 Identify an object and describe its purpose or use, using words or phrases 2.2 Identify an academic or social situation and describe it, using sentences S3 Describe ideas, experiences, and immediate surroundings in diverse academic and social settings, with attention to appropriate register, grammar, vocabulary, and pronunciation 3.1 Describe processes 3.2 Describe people, locations, and scenery to give directions S4 Speak persuasively in diverse academic or social situations, with attention to appropriate register, grammar, vocabulary, and pronunciation 4.1 Explain processes 4.2 Compare and explain preferences S5 Talk in depth and with detail about diverse academic or social events, with attention to appropriate register, grammar, vocabulary, and pronunciation 5.1 Interpret, narrate, and paraphrase events, using visual information
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Listening L1 Follow common, explicit oral directions to participate in diverse academic or social tasks L2 Respond to idiomatic expressions to participate in diverse academic or social tasks, including phrasal verbs with idiomatic meaning (e.g., give me a hand or settle for) L3 Demonstrate understanding of academic and social situations that contain diverse language genres, registers, and varieties 3.1 Identify purpose 3.2 Identify main ideas 3.3 Identify supporting details L4 Interpret layers of meaning using critical listening skills and learning strategies in academic and social situations that contain diverse language genres, registers, and varieties 4.1 Make predictions based on known information 4.2 Make inferences based on known information
Reading R1 Analyze words 1.1 Identify rhyming words 1.2 Apply letter-sound relationships to read English words 1.3 Apply letter-sound relationships to read English phonemes 1.4 Apply knowledge of morphemes and syntax to word meaning
R2 Understand word meaning 2.1 Classify words 2.2 Demonstrate vocabulary R3 Comprehend written material 3.1 Demonstrate reading comprehension 3.2 Identify important literary features of text 3.3 Read critically and apply learning strategies to interpretation

Writing W1 W2 W3 Use appropriate grammar 1.1 Singular and plural 1.2 Subject/verb agreement 1.3 Tense agreement 1.4 Conjunctions 1.5 Pronouns 1.6 Prepositional phrases 1.7 Auxiliary verbs Use appropriate capitalization and punctuation 2.1 Capitalize beginning of sentence and proper names 2.2 Use sentence-ending marks 2.3 Use commas in series and dates 2.4 Use apostrophes in contractions and possessives Use standard sentence structure 3.1 Differentiate complete sentences from fragments 3.2 Use articles 3.3 Form statements and questions 3.4 Differentiate complete sentences from run-ons 3.5 Use adjectives and adverbs
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W4 Write simple sentences to describe, narrate, or explain 4.1 Write simple sentences to describe 4.2 Write simple sentences to explain W5 Write expository compositions 5.1 Write to describe, explain, report, compare, narrate, persuade, or express
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Test Content
Test Content
LAS Links Scope and Sequence
Domain Speaking Provide information Make requests Ask questions, request clarification, and negotiate for understanding Identify an object and describe its purpose or use, using words or phrases Identify an academic or social situation and describe it, using sentences Describe processes Describe people, locations, and scenery to give directions Explain processes Compare and explain preferences Interpret, narrate, and paraphrase events, using visual information Listening Follow common, explicit oral directions to participate in diverse academic or social tasks Respond to idiomatic expressions to participate in diverse academic or social tasks including phrasal verbs with idiomatic meaning Identify main ideas Identify supporting details Make predictions based on known information Make inferences based on known information Reading Identify rhyming words Apply letter-sound relationships to read English words Apply letter-sound relationships to read English phonemes Apply knowledge of morphemes and syntax to word meaning Classify words Demonstrate vocabulary Demonstrate reading comprehension Identify important literary features of text Read critically and apply learning strategies to interpretation Writing Use singular and plural, subject/verb agreement, tense agreement Use conjunctions, pronouns, prepositional phrases, and auxiliary verbs Capitalize beginning of sentences and proper names Use sentence-ending marks Use commas in series and dates Use apostrophes in contractions and possessives Differentiate complete sentences from fragments Use articles Form statements and questions Differentiate complete sentences from run-ons Use adjectives and adverbs Write simple sentences to describe Write simple sentences to explain Write to describe, explain, report, compare, narrate, persuade, or express Individually administered for Grade K; Group administered for Grades 112 Subskill K-1 Grade Span 2-3 4-5 Individually administered for Grade K; Group administered for Grades 112 Individually administered for Grade K; Group administered for Grades 112 6-8 Administration 9-12 Mode Individually administered for Grades K12
Express opinions and preferences
Test Content
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Test Description and Standards Alignment

LAS Links assesses English language prociency for each of the four skill areas of Speaking, Listening, Reading, and Writing within ve grade ranges (K1, 23, 45, 68, and 912). Each grade range includes ve prociency levels (Beginner, Early Intermediate, Intermediate, Advanced, and Fluent English Procient). The content of the LAS Links assessments uses language that has been selected for its appropriateness to specic grades and is typical of language students encounter in the classroom. The content-rich subject matter is inherently appealing to students in both social and school environments.
Speaking Test Description and Standards Alignment

The Speaking test is individually administered by a uent English speaker who reads the test questions to the student and points to illustrations. All items are in constructedresponse format. The Speaking test takes approximately 10 minutes per student to administer and consists of four subtests: Speak in Words, Speak in Sentences, Make Conversation, and Tell a Story. All Speaking items are performance-based in format and measure vocabulary, social and academic language, and more sophisticated, grammatically correct verbal expressions focusing on the production of single-word responses as well as multiple sentences on a topic. Speak in Words In Speak in Words, the Examiner points to objects depicted in cue pictures and asks questions such as What is this? and What is it used for? Students respond with single words and short phrases to identify the objects and answer questions related to those objects. Student responses are scored as correct (C), incorrect (I), or no response (NR). Speak in Sentences In Speak in Sentences, students respond in complete sentences to describe activities or actions. The Examiner points to each cue picture and directs the student to respond to prompts such as Tell me what is happening in the picture, Tell me exactly where the book is located, and Please give me clear directions on how to go from Place A to Place B. Student responses are scored on a 03 rubric. Make Conversation Students also respond in complete sentences in Make Conversation. However, instead of describing pictures, students respond to the Examiners prompts such as Tell someone to do something, Ask someone for something, Describe how to do something, or Explain why we do something. Student responses are scored on a 03 rubric.
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Test Content
Tell a Story In Tell a Story, students produce multiple sentences explaining what is happening in a series of four pictures. The pictures illustrate a story with a beginning, a middle, and an end. Pointing to the series of four pictures, the Examiner begins the story by reading a story starter to contextualize the pictures without giving away vocabulary or key content. Student responses are scored on a 04 rubric.
LAS Links Subtest Make Conversation
LAS Links Objective S1 Participate in diverse academic or social conversations with attention to appropriate register, grammar, vocabulary, and pronunciation S2 Demonstrate knowledge related to diverse academic or social settings with attention to appropriate register, grammar, vocabulary, and pronunciation S3 Describe ideas, experiences and immediate surroundings in diverse academic and social settings with attention to appropriate register, grammar, vocabulary, and pronunciation S4 Speak persuasively in diverse academic or social situations with attention to appropriate register, grammar, vocabulary, and pronunciation S5 Talk in depth and with detail about diverse academic or social events, with attention to appropriate register, grammar, vocabulary, and pronunciation
TESOL Goal
TESOL Standard
Speak in Words, Speak in Sentences
2 Use English to achieve academically in all content areas
2.2 Use English to obtain, process, construct, and provide subject matter information in spoken and written form 2.2 Use English to obtain, process, construct, and provide subject matter information in spoken and written form 2.2 Use English to obtain, process, construct, and provide subject matter information in spoken and written form 2.2 Use English to obtain, process, construct, and provide subject matter information in spoken and written form
Make Conversation
Make Conversation
Tell a Story
Test Content
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Listening Test Description and Standards Alignment

The Listening test is usually administered to a group of students by a uent English speaker who reads from the Examiners Guide. The Listening test takes approximately 15 minutes per group to administer and consists of three subtests: Listen for Information, Listen in the Classroom, and Listen and Comprehend. All Listening items are multiple-choice in format and measure general comprehension and inferential and critical thinking skills at a discourse level that integrates academic language. Students listen to classroom English to demonstrate language prociency levels within each grade span. Analyzing students mistakes can indicate areas in which students need instruction. Listen for Information In Listen for Information, students hear instructions typical of those provided by a classroom teacher. Instructions vary in length from one to three sentences and are read by the Examiner. The Examiner then asks students which of three answer choices restates the instructions they heard. Instructions and answers may contain idioms and different syntactical structures. Listen in the Classroom Listen in the Classroom assesses comprehension of academic language, where students hear two short exchanges typical of classroom discussions. The listening passages, questions, and text answer choices are read by the Examiner. After listening, students respond to three questions about what they heard. Each question has three answer choices. Listen and Comprehend A longer listening passage included in Listen and Comprehend assesses comprehension of narratives. Questions ask about main ideas, details, inferences, and idioms. The listening passages, questions, and text answer choices are read by the Examiner. Students are asked four questions about the passage. Each question has three answer choices.
18
Test Content
LAS Links Subtest Listen for Information Listen for Information, Listen in the Classroom, Listen and Comprehend Listen in the Classroom, Listen and Comprehend Listen in the Classroom, Listen and Comprehend
LAS Links Objective L1 Follow common, explicit oral directions to participate in diverse academic or social tasks L2 Respond to idiomatic expressions to participate in diverse academic or social tasks, including phrasal verbs with idiomatic meaning (e.g., give me a hand or settle for) L3 Demonstrate understanding of academic and social situations that contain diverse language genres, registers, and varieties L4 Interpret layers of meaning using critical listening skills and learning strategies in academic and social situations that contain diverse language genres, registers, and varieties
TESOL Goal
TESOL Standard
2.1 Students will use English to interact in the classroom
2 Use English to achieve academically in all content areas 2 Use English to achieve academically in all content areas
Test Content
19
Reading Test Description and Standards Alignment

The Reading test is usually administered to a group by a uent English speaker who reads from the Examiners Guide. The Reading test takes approximately 3545 minutes to administer and consists of three subtests: Analyze Words, Read Words, and Read for Understanding. All Reading items are multiple-choice in format. Some items evaluate phonemic awareness as the basis for recognizing words and developing vocabulary. In other items, students use literary and informational grade-appropriate texts to demonstrate sentence-level reading ability, as well as inferential skills. Analyze Words In Analyze Words, students respond to discrete items in a variety of formats addressing four word-analysis tasks: identifying rhyming words, applying letter-sound relationships to read English words, applying letter-sound relationships to read English phonemes, and applying knowledge of morphemes and syntax to word meaning. Each question has three answer choices. Read Words For Grades K1, students demonstrate vocabulary by classifying words, selecting written words to match those spoken by the Examiner, and matching pictures of objects to their written descriptions. In all other grade levels, students demonstrate vocabulary by choosing synonyms or antonyms of a given word and/or choosing words that correctly complete sentences. Additionally, students in Grades 612 are tested on idiomatic expressions. Each question has three answer choices. Read for Understanding Higher-level reading skills are evaluated in Read for Understanding, in which students respond to passages representing various genres (e.g., ction, nonction, and poetry). Questions address three tasks: demonstrating reading comprehension, identifying important literary features of text, and applying learning strategies to interpretation. Students in Grades K1 read along as the Examiner reads passages aloud and then identify one of three picture choices that corresponds with the reading passage. Students in Grade 1 read an additional passage independently. Students in Grades 23 read passages without assistance and choose corresponding pictures. Students in upper grades read passages without assistance and select from written answer choices. For Grades K3, each question has three answer choices; for Grades 412, each question has four answer choices.
20
Test Content
LAS Links Subtest Analyze Words
LAS Links Objective R1 Analyze words
TESOL Goal 2 Use English to achieve academically in all content areas
TESOL Standard 2.2 Use English to obtain, process, construct, and provide subject matter information in spoken and written form 2.3 Students will use appropriate learning strategies to construct and apply academic knowledge 2.2 Use English to obtain, process, construct, and provide subject matter information in spoken and written form
Read Words
R2 Understand word meaning
2 Use English to achieve academically in all content areas 2 Use English to achieve academically in all content areas
Read for Understanding
R3 Comprehend written material
Test Content
21
Writing Test Description and Standards Alignment

The Writing test is usually administered to a group by a uent English speaker who reads from the Examiner's Guide. The test takes approximately 3545 minutes to administer and consists of four subtests: Use Conventions, Write About, Write Why, and Write in Detail. Students in Grades K1 do not take Write in Detail. The test includes both multiple-choice and constructed-response items that assess both receptive and productive domains. First, items engage students to identify appropriate grammar, mechanics, and syntax, and then progress to prompt students to respond in the form of phrases, sentences, and paragraphs. Responses are evaluated for language usage and uency. Constructed-response items within the Writing test are not concerned with measuring factual knowledge but focus on knowledge of English grammar and the appropriate use of discourse. Use Conventions Discrete items in Use Conventions assess how students use grammar, capitalization, punctuation, and sentence structure. Each item has three answer choices. Write About In Write About, students in Grades K1 write one sentence, and students in Grades 212 write two sentences to describe a picture. Responses are scored on a 03 rubric. Write Why In Write Why, students make a choice between two alternatives and write to explain the choice they make. In Grades K1, students write one reason; in Grades 212, students write two reasons. Responses are scored on a 03 rubric. Write in Detail Prompts in Write in Detail elicit longer responses. Students in Grades 23 write to describe what is happening in a sequence of four pictures. Students in upper grades organize their ideas and write sentences responding to a written prompt. Responses are scored on a 04 rubric. Students in Grades K1 do not take Write in Detail.
22
Test Content
LAS Links Subtest Use Conventions
LAS Links Objective W1 Use appropriate grammar
TESOL Goal 2 Use English to achieve academically in all content areas 2 Use English to achieve academically in all content areas 2 Use English to achieve academically in all content areas 2 Use English to achieve academically in all content areas
TESOL Standard 2.1 Students will use English to interact in the classroom 2.1 Students will use English to interact in the classroom 2.1 Students will use English to interact in the classroom 2.2 Use English to obtain, process, construct, and provide subject matter information in spoken and written form 2.2 Use English to obtain, process, construct, and provide subject matter information in spoken and written form
Use Conventions
W2 Use appropriate capitalization and punctuation
Use Conventions
W3 Use standard sentence structure
Write About, Write Why
W4 Write simple sentences to describe, narrate, or explain
Write in Detail
W5 Write expository compositions
Prociency Tables
23
Kindergarten Prociency Table

1 Beginning 2 Early Intermediate 386417 418443 429457 355376 344393 386409 423450 3 Intermediate 4 Advanced 5 Fluent English Proficient 500572 500530 517580 473550 510630 486560 508620
Overall Listening Speaking Reading Writing Comp (R+L) List/Speak
260385 300417 300428 240354 200343 270385 280422
418460 444460 458490 377415 394476 410437 451475
461499 461499 491516 416472 477509 438485 476507
Grade 1 Prociency Table

260392 300430 300438 240354 200348 270392 280434
430465 449464 458494 385422 430482 417443 453479
466502 465502 495520 423472 483517 444487 480511

297429 310441 310441 300429 270405 320435 290441
468494 459482 468497 472495 475505 465488 463489
495527 483512 498523 496536 506540 489524 490517
24
Prociency Tables

297435 310445 310443 300448 270405 320446 290444
478509 472501 470504 487512 486519 479506 471502
510548 502534 505536 513562 520562 507548 503535

330441 350448 320444 360467 290405 340457 300446
488522 484519 471510 502529 496533 493524 477514
523568 520556 511548 530587 534583 525571 515552

330445 350451 320445 360473 290412 340462 300448
491527 486521 475512 510539 496536 498530 480516
528575 522567 513551 540595 537587 531581 517559
Prociency Tables
25

341449 360455 325445 380480 300418 360467 310450
495531 488524 479513 519548 497539 503536 483518
532581 525579 514553 549604 540590 537591 519566

341453 360458 325446 380486 300425 360472 310452
499535 490526 483515 527558 497542 508542 486520
536588 527590 516556 559612 543594 543601 521573

341457 360463 325447 380491 300428 360477 310455
502538 496531 484515 531563 497544 513547 490523
539590 532592 516557 564615 545596 548603 524574
26
Prociency Tables

350461 370468 330449 390496 310431 380482 320458
505541 502536 485516 535568 498545 518552 493526
542592 537594 517558 569618 546598 553606 527576

350464 370473 330450 390500 310433 380486 320461
507544 507541 486516 538573 498547 522557 496528
545593 542596 517558 574620 548600 558608 529577
Prociency Tables
27

350467 370478 330451 390505 310436 380491 320464
510547 513546 487516 542578 498548 527562 500531
548595 547598 517559 579623 549602 563610 532578

350471 370483 330452 390510 310439 380496 320467
512550 519551 488516 546583 498550 532567 503533
551597 552600 517560 584626 551604 568613 534580
28
Prociency Levels
Indiana Prociency Levels and Descriptors

The LAS Links Assessments measure language prociency within ve grade spans: K1, 23, 45, 68, and 912. Within each grade span, a student can be assigned to one of ve prociency levels: Beginner, Early Intermediate, Intermediate, Advanced, or Fluent English Procient. The following table provides the description of learners at each level of prociency according to the Indiana Department of Education Ofce of English Language Learning and Migrant Education (http://www.doe.in.gov/achievement/english-learners):
BEGiNNEr Students performing at this level of English language prociency begin to demonstrate receptive or productive English skills. They are able to respond to some simple communication tasks. EarlY INtErmEdiatE Students performing at this level of English language prociency respond with increasing ease to more varied communication tasks. INtErmEdiatE Students performing at this level of English language prociency tailor the English language skills they have been taught to meet their immediate communication and learning needs. They are able to understand and be understood in many basic social situations (while exhibiting many errors of convention) and need support in academic language. AdVaNcEd Students performing at this level of English language prociency combine the elements of the English language in complex, cognitively demanding situations and are able to use English as a means for learning in other academic areas, although some minor errors of conventions are still evident. FluENt ENGlisH PrOficiENt Students performing at this level of English language prociency communicate effectively with various audiences on a wide range of familiar and new topics to meet social and academic demands. Students speak, understand, read, write, and comprehend in English without difculty and display academic achievement comparable to native English-speaking peers. In order to attain the English prociency level of their native English-speaking peers, further linguistic enhancement and renement are necessary.
Prociency Level 1
Prociency Level 2
Prociency Level 3
Prociency Level 4
Prociency Level 5
Indiana LAS Links Prociency Level Descriptors for Kindergarten

Speaking Reading Writing Overall
Listening
Fluent English Procient
Fluent English Procient students typically recall minor details in an oral story; recall a stated sequence of events in an oral story; determine the main idea of an oral story.
Fluent English Procient students typically produce simple sentences with no grammatical errors to make requests, to conduct transactions in the classroom, and to describe familiar social situations; tell a simple story or describe a process in complete sentences with nativelike vocabulary and age-appropriate grammar that does not impede communication.
Fluent English Procient students typically identify rhyming words; use context clues to determine meanings of words; identify details and sequence in a grade-level passage read aloud.
Fluent English Procient students typically recognize correct regular plural nouns and possessive pronouns; recognize and begin to use basic sentence-ending marks; write common words or phrases correctly to describe a picture or explain a preference; communicate clearly approaching the ease of a native speaker of the same age.
Fluent English Procient students communicate effectively with various audiences on a wide range of familiar and new topics to meet social and academic demands; speak, understand, read, write, and comprehend without difculty and display academic achievement comparable to native English-speaking peers; require further linguistic enhancement and renements.
Advanced
Advanced students typically follow simple oral directions by distinguishing the location of an object in relation to another object; recall stated details in an oral story; make simple inferences.
Advanced students typically produce simple sentences with errors that do not impede communication to make a request, and to conduct transactions in the classroom; use accurate vocabulary to label and to describe the purpose of less-common objects in social situations; describe a school-related process; tell a simple story with mostly correct vocabulary and simple grammar. Intermediate students typically identify ending sounds; decode basic short-vowel words; match words to pictures; identify main details in a simplied story read aloud.
Advanced students typically identify frequently used rhyming words; discriminate between beginning and ending sounds; match basic words to denitions or descriptions; identify main events in a story read aloud; read simple sentences independently.
Advanced students typically recognize correct grammar such as singular nouns, subject pronouns, subject/verb agreement, and modal auxiliary verb constructions; write capital letters; recognize question marks and periods; differentiate between standard and non-standard simple sentence structure; write simple words correctly to describe a picture or explain a preference. Intermediate students typically attempt to write one or more words, with spelling errors, to describe a picture or explain a preference.
Advanced students combine the elements of the English language in complex, cognitively demanding situations and are able to use English as a means for learning in other academic areas, although some minor errors of conventions are still evident.
Intermediate
Intermediate students typically follow simple oral directions by distinguishing between letters, words, shapes and/or numbers, and described locations.
Intermediate students typically use appropriate words and phrases to conduct transactions and to make requests in social and academic settings; produce accurate labels for common objects and describe common functions; produce sentences with errors in vocabulary and grammar that do not interfere with communication when describing social situations.
Intermediate students tailor the English language skills they have been taught to meet their immediate communication and learning needs. They are able to understand and be understood in many basic social situations (while exhibiting many errors of convention) and need support in academic language.
Early Intermediate
Early Intermediate students typically follow simple oral directions using knowledge of everyday tasks, academic vocabulary, identication of basic shapes, letters, and numbers, and common locations.
Early Intermediate students typically use vocabulary for common objects in social and academic situations; produce words and phrases to describe social situations; use basic vocabulary and simple phrases or sentences related to a sequence of pictures about familiar settings. Beginner students are beginning to develop receptive and productive skills in English.
Early Intermediate students typically identify capital letters and lowercase letters in isolation; identify frequently used beginning sounds.
Early Intermediate students typically attempt to write few letters or simple words, with spelling errors, to describe a picture or explain a preference.
Early Intermediate students respond with increasing ease to more varied communication tasks.
Beginner
Beginner students are beginning to develop receptive and productive skills in English.
Beginner students begin to demonstrate receptive or productive English skills. They are able to respond to some simple communication tasks.
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30

LISTENING KINDERGARTEN
Fluent English Procient students typically recall minor details in an oral story recall stated sequence of events in an oral story determine the main idea of an oral story
Advanced students typically follow simple oral directions by distinguishing the location of an object in relation to another object recall stated details in an oral story make simple inferences
Intermediate students typically follow simple oral directions by distinguishing between letters, words, shapes, and/or numbers and determining described locations
Early Intermediate students typically follow simple oral directions using knowledge of everyday tasks, academic vocabulary, identication of basic shapes, letters, and numbers, and common locations
31

SPEAKING KINDERGARTEN
Fluent English Procient students typically produce simple sentences with no grammatical errors when making requests and conducting transactions in the classroom produce sentences with no errors when describing familiar social situations produce complete sentences with only age-appropriate errors in vocabulary and grammar that do not interfere with communication when describing a process use accurate vocabulary and grammatically correct sentences to explain a school-related process tell a simple story with native-like vocabulary and age-appropriate grammar
Advanced students typically produce simple sentences with errors that do not interfere with communication when making requests and conducting transactions in the classroom produce accurate labels for less-common objects in social situations use accurate vocabulary to describe the purpose of less-common objects in social situations use appropriate words and phrases when describing a school-related process tell a simple story with mostly correct vocabulary and simple grammar
Intermediate students typically use appropriate words and phrases when conducting transactions and making requests in social and academic settings produce accurate labels for common objects and describe common functions produce sentences with errors in vocabulary and grammar that do not interfere with communication when describing social situations
32

Early Intermediate students typically use vocabulary for common objects in social and academic situations produce words and phrases when describing social situations use basic vocabulary and simple phrases or sentences related to a sequence of pictures about familiar settings
33

Reading Kindergarten
Fluent English Procient students typically identify rhyming words use context clues to determine meanings of words identify details and sequence in a grade-level passage read aloud
Advanced students typically identify frequently-used rhyming words discriminate between beginning and ending sounds match basic words to definitions or descriptions identify main events in a story read aloud read simple sentences independently
Intermediate students typically identify ending sounds decode basic short-vowel words match words to pictures identify main details in a simplified story read aloud
Early Intermediate students typically identify capital letters and lowercase letters in isolation identify frequently-used beginning sounds
34

WRITING Kindergarten
Fluent English Procient students typically recognize regular plural nouns and possessive pronouns recognize and begin to use basic sentence-ending marks write common words or phrases correctly to describe a picture or explain a preference communicate clearly approaching the ease of a native speaker of the same age
Advanced students typically recognize correct grammar such as singular nouns, subject pronouns, subject/verb agreement, innitives, and modal auxiliary verb constructions write capital letters recognize question marks and periods differentiate between standard and non-standard sentence structure (read to students) write a simple word or words correctly to describe a picture or explain a preference
Intermediate students typically attempt to write one or more words, with spelling errors, to describe a picture or explain a preference
Early Intermediate students typically attempt to write a few letters or a simple word, with spelling errors, to describe a picture or explain a preference
Indiana LAS Links Prociency Level Descriptors for Grade 1

Speaking
Fluent English Procient students typically identify less-frequent rhyming words; use context clues to determine meanings of words; recall subtle details and determine sequence in a passage; use interpretation and inference to comprehend a story.
Listening
Reading
Writing
Overall
Fluent English Procient students typically recall main idea and/or details in an oral story; recall stated sequence of events in an oral story; demonstrate knowledge of common synonyms.
Fluent English Procient students typically produce simple sentences with no grammatical errors to make requests, to conduct transactions in the classroom, and to describe familiar social situations; tell a simple story or describe a process in complete sentences with nativelike vocabulary and age-appropriate grammar that does not impede communication.
Fluent English Procient students typically identify regular plural nouns and possessive pronouns; use capitalization and ending marks in sentences; write a complete sentence to describe a picture or to explain a preference; differentiate between complete sentences and fragments; communicate clearly approaching the ease of a native speaker of the same age.
Fluent English Procient students communicate effectively with various audiences on a wide range of familiar and new topics to meet social and academic demands; speak, understand, read, write, and comprehend without difculty and display academic achievement comparable to native Englishspeaking peers; require further linguistic enhancement and renements.
Advanced
Advanced students typically follow simple oral directions by distinguishing the location of an object in relation to another object; recall stated details in an oral story; make simple inferences.
Advanced students typically produce simple sentences with errors that do not impede communication to make a request, and to conduct transactions in the classroom; use accurate vocabulary to label and to describe the purpose of less-common objects in social situations; describe a school-related process; tell a simple story with mostly correct vocabulary and simple grammar. Intermediate students typically identify ending sounds; decode basic short-vowel words; match words to pictures.
Advanced students typically discriminate between beginning and ending sounds; identify frequently used rhyming words; match words to denitions or descriptions; recall events of a story in a passage read aloud; read simple sentences independently.
Advanced students typically use correct grammar such as singular nouns, subject pronouns, subject/ verb agreement, modal auxiliary verb constructions; differentiate between standard and non-standard sentence structure; write a simple sentence with minor errors to describe a picture or explain a preference.
Intermediate
Intermediate students typically follow simple oral directions by distinguishing between letters, words, shapes and/or numbers, and described locations.
Intermediate students typically use appropriate words and phrases to conduct transactions and to make requests in social and academic settings; produce accurate labels for common objects and describe common functions; produce sentences with errors in vocabulary and grammar that do not interfere with communication when describing social situations.
Intermediate students typically recognize verbs in the innitive; write a simple phrase or sentence with some grammatical and/or mechanical errors to describe a picture or explain a preference.
Early Intermediate
Early Intermediate students typically follow simple oral directions using knowledge of everyday tasks, academic vocabulary, identication of basic shapes, letters, and numbers, and common locations.
Early Intermediate students typically use vocabulary for common objects in social and academic situations; produce words and phrases to describe social situations; use basic vocabulary and simple phrases or sentences related to a sequence of pictures about familiar settings. Beginner students are beginning to develop receptive and productive skills in English.
Early Intermediate students typically identify capital letters and lowercase letters in isolation; identify frequently used beginning sounds; recall important details in a text passage read aloud.
Early Intermediate students typically write one or more words that attempt to describe a picture or explain a preference.
Beginner
35
36

LISTENING GRADE 1
Fluent English Procient students typically recall main idea and/or details in an oral story recall stated sequence of events in an oral story demonstrate knowledge of common synonyms
Advanced students typically follow simple oral directions by distinguishing the location of an object in relation to another object recall stated details in an oral story make simple inferences
Intermediate students typically follow simple oral directions by distinguishing between letters, words, shapes, and/or numbers and determining described locations
Early Intermediate students typically follow simple oral directions using knowledge of everyday tasks, academic vocabulary, identication of basic shapes, letters, and numbers, and common locations
37

SPEAKING GRADE 1
Fluent English Procient students typically produce simple sentences with no grammatical errors when making requests and conducting transactions in the classroom produce sentences with no errors when describing familiar social situations produce complete sentences with only age-appropriate errors in vocabulary and grammar that do not interfere with communication when describing a process use accurate vocabulary and grammatically correct sentences to explain a school-related process tell a simple story with native-like vocabulary and age-appropriate grammar
Advanced students typically produce simple sentences with errors that do not interfere with communication when making requests and conducting transactions in the classroom produce accurate labels for less-common objects in social situations use accurate vocabulary to describe the purpose of less-common objects in social situations use appropriate words and phrases when describing a school-related process tell a simple story with mostly correct vocabulary and simple grammar
38

Intermediate students typically use appropriate words and phrases when conducting transactions and making requests in social and academic settings produce accurate labels for common objects and describe common functions produce sentences with errors in vocabulary and grammar that do not interfere with communication when describing social situations
39

Reading GRADE 1
Fluent English Procient students typically identify less-frequent rhyming words use context clues to determine meanings of words recall subtle details and determine sequence in a passage use interpretation and inference to comprehend a story
Advanced students typically discriminate between beginning and ending sounds identify frequently-used rhyming words match words to definitions or descriptions recall events in the story in a passage read aloud read simple sentences independently
Intermediate students typically identify ending sounds decode basic short-vowel words match words to pictures
Early Intermediate students typically identify capital letters and lowercase letters in isolation identify frequently-used beginning sounds recall important details in a text passage read aloud
40

WRITING GRADE 1
Fluent English Procient students typically identify regular plural nouns and possessive pronouns identify and use some capitalization and sentence-ending marks in declarative, interrogative, exclamatory, and imperative sentences write a complete sentence to describe a picture or to explain a preference differentiate between complete sentences and fragments communicate clearly approaching the ease of a native speaker of the same age
Advanced students typically identify correct grammar such as singular nouns, subject pronouns, subject/verb agreement, and modal auxiliary verb constructions differentiate between standard and non-standard sentence structure write a simple sentence with minor errors to describe a picture or explain a preference
Intermediate students typically recognize verbs in the infinitive write a simple phrase or sentence with some grammatical and/or mechanical errors to describe a picture or explain a preference
Early Intermediate students typically write one or more words that attempt to describe a picture or explain a preference
Indiana LAS Links Prociency Level Descriptors for Grades 23

Speaking
Fluent English Procient students typically produce grammatically correct sentences with sophisticated vocabulary to provide information, to describe social situations, to describe a multi-step process, or to explain reasoning; produce accurate labels for less-common objects in social and academic situations. Fluent English Procient students typically use verb tense agreement and appropriate indenite articles; use punctuation in dates; write clearly and completely with the ease of a native speaker to describe a picture or to explain a preference, although there may be minor errors.
Listening
Reading
Writing
Overall
Fluent English Procient students typically follow directions using academic vocabulary; recall subtle details in an oral story.
Fluent English Procient students typically identify two-syllable words and rhyming words written with digraphs; use common multiplemeaning words; determine sequence in a story; determine main idea in ction and academic texts; draw conclusions and generalizations; use self-monitoring techniques to check for understanding.
Advanced students typically follow more complex directions; determine main idea of an oral story.
Advanced
Advanced students typically produce grammatically correct sentences to describe social situations, a multistep process, or to explain reasoning; use accurate words to describe the purpose of common objects in social situations; use complete sentences with errors in vocabulary/grammar that do not impede communication; tell a simple story with mostly correct vocabulary and grammar. Intermediate students typically identify one-syllable words and ending sounds; match words to denitions or descriptions; recall stated details in a passage; determine a characters feeling.
Advanced students typically identify rhyming words written with diphthongs; identify short and long vowel sounds and less-frequent ending sounds; identify synonyms; use context clues to determine a words meaning; recall implicit details; describe a character; make inferences with strong context support; transfer concepts learned to new situations.
Advanced students typically use subject/verb agreement with regular and irregular verbs, correct pronouns, nouns, and articles; use capitalization, end punctuation, and commas; differentiate complete sentences from fragments and use standard word order; use complete sentences with accurate vocabulary and ease approaching a native speaker to write a story.
Intermediate
Intermediate students typically follow oral directions using vocabulary related to home/school environment; recall stated details in an oral story; make simple inferences.
Intermediate students typically use vocabulary to state a question, preference, conduct transactions, relay information, and make requests; use basic vocabulary to describe common objects and functions, a process or explain reasoning; use sentences with minor errors to describe situations; tell a simple story with errors that impede communication.
Intermediate students typically use auxiliary verb constructions; write sentences that may contain errors that do not impede understanding to describe a picture or explain a preference; write simple sentences suggested by a series of pictures with organizational, grammatical, syntactic, and/or mechanical errors that limit communication.
Early Intermediate
Early Intermediate students typically follow simple oral directions using knowledge of everyday tasks, academic vocabulary, identication of basic shapes, letters, and numbers, and common locations; identify high-frequency vocabulary related to home/school environment.
Early Intermediate students typically use appropriate vocabulary for common objects in social and academic situations; produce words and phrases to describe social situations; use basic vocabulary and simple phrases or sentences related to a sequence of pictures about familiar settings.
Early Intermediate students typically identify beginning sounds; classify related objects in a group.
Early Intermediate students typically write words, phrases, or simple sentences that may contain errors that impede understanding to describe a picture or explain a preference; write simple phrases to describe, explain, compare, or express meaning but may contain organizational, grammatical, syntactic, and/or mechanical errors that limit communication. Beginner students are beginning to develop receptive and productive skills in English. Beginner students are beginning to develop receptive and productive skills in English.
Beginner
41
42

LISTENING GRADES 23
Fluent English Procient students typically follow directions using academic vocabulary recall subtle details in an oral story
Advanced students typically follow more complex directions determine main idea of an oral story
Intermediate students typically follow oral directions using vocabulary related to home/school environment recall stated details in an oral story make simple inferences
Early Intermediate students typically follow simple oral directions using knowledge of everyday tasks, academic vocabulary, identication of basic shapes, letters, and numbers, and common locations identify high-frequency vocabulary related to home/school environment
43

SPEAKING GRADES 23
Fluent English Procient students typically produce sentences with more sophisticated vocabulary and without errors in grammar when providing information, describing social situations, describing a multi-step process, or explaining reasoning produce accurate labels for less-common objects in social and academic situations
Advanced students typically use accurate vocabulary to describe the purpose of common objects in social situations produce grammatically correct sentences when describing social situations produce complete sentences with errors in vocabulary and grammar that do not interfere with communication when describing a multistep process or explaining reasoning tell a simple story with mostly correct vocabulary and simple grammar
Intermediate students typically use appropriate words and phrases when expressing a preference, asking questions, conducting transactions, providing information, and making requests in social and academic settings produce accurate labels for common objects and describe common functions produce sentences with errors in vocabulary and grammar that do not interfere with communication when describing social situations use basic vocabulary and simple phrases to describe a process and to explain reasoning tell a simple story with frequent errors in grammar and vocabulary that interfere with communication
44

45

Reading GRADES 23
Fluent English Procient students typically identify two-syllable words and rhyming words written with digraphs use common multiple-meaning words determine sequence in a story determine main idea of fiction and academic texts draw conclusions and generalizations use self-monitoring techniques to check for understanding
Advanced students typically identify rhyming words written with diphthongs identify short- and long-vowel sounds and less-frequent ending sounds identify synonyms of social and academic vocabulary use context clues to determine word meaning recall implicit details describe a character make inferences with strong context support transfer concepts learned to new situations
Intermediate students typically identify one-syllable words and ending sounds match words to definitions or descriptions recall stated details in a passage determine a characters feeling
46

Early Intermediate students typically identify beginning sounds classify related objects in a group
47

WRITING GRADES 23
Fluent English Procient students typically use verb tense agreement and appropriate indefinite articles use punctuation in dates write fluently to describe a picture or to explain a preference by communicating clearly and completely with the ease of a native speaker, although the writing may contain minor errors
Advanced students typically use correct grammar, such as subject/verb agreement with regular and irregular verbs, pronouns, plural nouns, and articles use writing conventions, such as capitalization, ending punctuation, and commas in a series differentiate complete sentences from fragments and use standard word order write a story, suggested by a series of pictures, using complete sentences with accurate vocabulary and ease approaching a native speaker and with errors that do not interfere with communication
Intermediate students typically use auxiliary verb constructions describe a picture or explain a preference by writing simple phrases or sentences which may contain some errors that do not impede understanding write simple sentences, suggested by a series of pictures, with organizational, grammatical, syntactic, and/or mechanical errors that limit communication
48

Early Intermediate students typically attempt to describe a picture or explain a preference by writing words, phrases, or simple sentences which may contain some errors that impede understanding attempt to write to describe, explain, compare, or express in simple phrases which convey meaning and may contain errors in structure, grammar, word choice, and/or mechanics that impede communication

Speaking
Fluent English Procient students typically use irregular plurals and appropriate articles; use commas in a date; differentiate complete sentences from run-ons; write clearly and completely with the ease of a native speaker to describe or explain a preference.
Listening
Reading
Writing
Overall
Fluent English Procient students typically follow directions containing phrasal verbs; recall subtle details in a classroom discussion, a class lesson, or an oral story; infer unstated main idea of a classroom discussion, a class lesson, or an oral story; determine key information to summarize a task.
Fluent English Procient students typically use sentences to relay information, describe, question, state opinion, conduct transactions, and explain a process; use vocabulary to describe academic objects; use complex syntax and accurate vocabulary to give directions; use simple sentences with minor errors to explain a process in an academic situation.
Fluent English Procient students typically identify rhyming words; divide words into syllables; use knowledge of low-frequency afxes and prediction to determine word meaning; identify lowfrequency synonyms and antonyms; determine sequence, main idea, supporting details in texts; read for specic information; use selfmonitoring techniques to check for understanding.
Advanced
Advanced students typically follow multi-step directions containing academic vocabulary; recall stated details in a classroom discussion and a class lesson; identify a sequence of steps; determine main idea of a class lesson; follow oral directions containing some academic vocabulary.
Advanced students typically use complete sentences with minimal errors to relay information, question, explain a process, state an opinion, or describe the purpose of common objects; produce accurate labels for uncommon objects; use grammatically correct sentences to describe situations; tell a simple story with mostly correct vocabulary and simple grammar.
Advanced students typically divide words into syllables; use knowledge of low-frequency afxes and/or context to determine word meaning; use context to identify synonyms of low-frequency vocabulary; determine main idea, infer information, and draw conclusions in texts; recall implicit details in texts and a variety of genres; determine structure of a passage.
Advanced students typically use verb tense agreement, pronouns, punctuation, commas in a series, capitalization, and apostrophes; differentiate complete sentences from fragments; place modiers correctly; write to describe, explain, compare, persuade, or express using complete sentences with accurate vocabulary and ease approaching a native speaker.
Intermediate
Intermediate students typically follow oral directions containing basic academic vocabulary; interpret simple vocabulary within a school setting; recall important details in an oral story.
Intermediate students typically use appropriate words to relay information, conduct transactions; produce labels for common objects; describe common functions; use sentences with minor errors to describe social situations; give directions and describe location; tell a simple story with errors in grammar and vocabulary that impede communication.
Intermediate students typically divide two-syllable words into syllables; divide unfamiliar words into afx and root; use knowledge of high-frequency afxes and/or context to determine word meaning; identify synonyms of high-frequency vocabulary presented in context; recall details in texts; determine main idea in texts with visual support. Early Intermediate students typically divide high-frequency words into afx and root word.
Intermediate students typically capitalize sentences and proper nouns correctly; write simple sentences with minor errors to describe a picture or explain a preference; use subject/verb agreement, auxiliary verbs, articles, pronouns, conjunctions, and standard word order; write simple sentences, containing errors that limit communication.
Early Intermediate
Early Intermediate students typically recall important basic details in an oral story.
Early Intermediate students typically identify common objects in social situations and describe their function in simple phrases; produce words and phrases when describing social situations; use basic vocabulary and simple phrases related to a sequence of pictures about familiar settings.
Early Intermediate students typically attempt to write simple sentences that may contain errors that impede understanding to describe a picture or explain a preference; attempt to write to describe, explain, compare, or express in simple phrases but may contain errors in structure, grammar, word choice, and/or mechanics that impede communication. Beginner students are beginning to develop receptive and productive skills in English. Beginner students are beginning to develop receptive and productive skills in English.
Beginner
49
50

LISTENING GRADES 45
Fluent English Procient students typically follow directions using phrasal verbs recall subtle details in a classroom discussion, a class lesson, or an oral story infer unstated main idea in a classroom discussion, a class lesson, or an oral story determine key information to summarize a task
Advanced students typically follow multi-step directions using academic vocabulary recall stated details in a classroom discussion and a class lesson identify sequence of steps determine main idea of a class lesson follow oral directions containing some academic vocabulary
Intermediate students typically follow oral directions using basic academic vocabulary interpret simple vocabulary within a school setting recall important details in an oral story
Early Intermediate students typically recall important basic details in an oral story
51

SPEAKING GRADES 45
Fluent English Procient students typically produce sentences with more sophisticated vocabulary and without errors in grammar when providing information, describing social situations, asking questions, expressing an opinion, explaining a process in a social situation, and conducting transactions produce sophisticated vocabulary to identify and describe academic objects use complex sentence structure and accurate vocabulary when giving directions and describing locations use simple sentences with minor errors that do not interfere with communication when explaining a process in an academic situation
Advanced students typically produce complete sentences with errors in grammar and/or vocabulary that do not interfere with communication when providing information, asking questions, explaining a process in a social situation, and expressing an opinion produce accurate labels for less-common objects in social and academic situations and describe the purpose of common objects in social situations produce grammatically correct sentences when describing social situations tell a simple story with mostly correct vocabulary and simple grammar
Intermediate students typically use appropriate words and phrases when providing information and conducting transactions in social and academic settings produce accurate labels for common objects and describe common functions
52

produce sentences with errors in vocabulary and grammar that do not interfere with communication when describing social situations use words and phrases when giving directions and describing locations tell a simple story with frequent errors in grammar and vocabulary that interfere with communication
Early Intermediate students typically identify common objects in social situations and describe their functions in simple phrases produce words and phrases when describing social situations use basic vocabulary and simple phrases related to a sequence of pictures about familiar settings
53

Reading GRADES 45
Fluent English Procient students typically identify rhyming words divide words into syllables use knowledge of low-frequency affixes to determine word meaning identify low-frequency synonyms and antonyms of social and academic vocabulary use prediction in context to read fluently determine the sequence in a reading selection determine main idea and supporting details in fiction and academic texts read for specific information in various types of texts use context clues to determine meaning of unfamiliar words use self-monitoring techniques to check for understanding
Advanced students typically divide words with two or more syllables that follow common patterns into syllables use knowledge of low-frequency affixes to determine word meaning identify synonyms of low-frequency social and academic vocabulary presented in context use context clues to determine less-common meanings of words determine main idea in fiction and academic texts recall implicit details in informational texts and a variety of literary genres infer information and draw conclusions in fiction and academic texts determine the organizational structure of a passage
54

Intermediate students typically divide two-syllable words that follow common patterns into syllables divide unfamiliar words into affix and root word use knowledge of high-frequency affixes to determine word meaning identify synonyms of high-frequency social and academic vocabulary presented in context use context clues to determine common meanings of words recall details in informational texts and fiction determine main idea in fiction and informational texts with visual support
Early Intermediate students typically divide high-frequency words into affix and root word
55

WRITING GRADES 45
Fluent English Procient students typically use irregular plurals and appropriate articles use commas in a date differentiate complete sentences from run-ons write fluently to describe or explain a preference by communicating clearly and completely with the ease of a native speaker, although the writing may contain errors
Advanced students typically use verb tense agreement use object pronouns in a complex sentence use writing conventions, such as capitalization, appropriate ending punctuation, commas in a series, and apostrophes in contractions and possessives differentiate complete sentences from fragments correctly place adjectives and adverbs in sentences write to describe, explain, compare, persuade, or express, using complete sentences with accurate vocabulary and ease approaching a native speaker and containing errors that do not interfere with communication
Intermediate students typically use capitalization at the beginning of sentences and with most proper nouns describe a picture or explain a preference by writing simple phrases or sentences which may contain some errors that do not impede understanding
56

recognize correct grammar such as subject/verb agreement and auxiliary verb constructions, appropriate indenite articles, object and possessive pronouns in a simple sentence, and coordinating conjunctions use standard word order write simple sentences suggested by a series of pictures with organizational, grammatical, syntactic, and/or mechanical errors that limit communication

Speaking Reading Writing Overall
Listening
Fluent English Procient students typically follow directions containing phrasal verbs; recall subtle details from a classroom discussion or a lengthy oral story; determine key information to summarize a task; draw conclusions about a character in an oral story.
Fluent English Procient students typically use sophisticated, error-free sentences to express an opinion, relay information, and conduct transactions; describe objects, uncommon social situations, or an academic process; use vocabulary with minimal errors to give directions; use complex syntax and accurate vocabulary with few errors to explain a process.
Fluent English Procient students typically divide words into syllables; use context to determine word meaning; identify synonyms and antonyms; infer character traits in ction; recall subtle details, paraphrase main ideas and details in a variety of genres; identify authors purpose; interpret poetic metaphor; read a chart, table, or diagram for information.
Fluent English Procient students typically form irregular plurals; use subject/verb agreement with indenite pronouns; use appropriate prepositions; differentiate complete sentences from run-ons or fragments; write clearly and completely with the ease of a native speaker, with only minor errors, to describe a picture or explain a preference.
Advanced
Advanced students typically determine main idea of a classroom discussion; infer directions from statements; infer simple conclusions from an oral story.
Advanced students typically speak correctly to describe a common social situation and an academic process; use complete sentences with minimal errors to give directions, express opinion, relay information, conduct transactions, and make requests; use words to label uncommon objects; tell a simple story with mostly correct vocabulary and grammar.
Advanced students typically use knowledge of low-frequency afxes to determine word meaning; use context clues to determine uncommon meanings of words; interpret low-frequency idioms; recall stated and implicit details in a variety of genres; determine main idea in texts; identify character traits in ction; divide words into syllables.
Advanced students typically use correct verb tense, conjunctions, prepositions, articles, capitalization, punctuation, commas, apostrophes; identify standard word order; place modiers correctly; differentiate complete sentences from fragments; use complete sentences with ease approaching a native speaker to describe, explain, compare, persuade, or express.
Intermediate
Intermediate students typically follow multi-step directions containing academic vocabulary; recall stated details in a classroom discussion or a short oral story.
Intermediate students typically use appropriate words to describe familiar settings, state an opinion, relay information, conduct transactions, or describe common functions; use sentences with minor errors to describe social situations; use simple sentences to tell a story or describe location with errors that interfere with communication.
Intermediate students typically divide words into prex and root word; use knowledge of highfrequency afxes to determine word meaning; identify synonyms of high-frequency social/academic vocabulary presented in context; use context clues to determine highfrequency word meaning; interpret high-frequency idioms; read for information in a simple text. Early Intermediate students typically identify and interpret high-frequency prexes.
Intermediate students typically identify proper capitalization and contractions; use subject/ verb agreement, verb tense, and conjunctions; write simple sentences that may contain minor errors to describe a picture or explain a preference; write simple sentences that contain grammatical, syntactic, and/or mechanical errors limiting communication.
Early Intermediate
Early Intermediate students typically recall important basic details in a classroom discussion.
Early Intermediate students typically produce words and phrases when describing social situations and when giving directions; use basic vocabulary and simple phrases related to a sequence of pictures about familiar settings.
Early Intermediate students typically attempt to describe a picture or explain a preference by writing simple phrases that may contain errors that impede understanding; attempt to write simple phrases to explain, compare, or express meaning but may contain errors in structure, grammar, word choice, and/or mechanics that impede communication. Beginner students are beginning to develop receptive and productive skills in English. Beginner students are beginning to develop receptive and productive skills in English.
Beginner
57
58

LISTENING GRADES 68
Fluent English Procient students typically follow directions using phrasal verbs recall subtle details from a classroom discussion or a lengthy oral story determine key information to summarize a task draw conclusions about a character in an oral story
Advanced students typically determine main idea of a classroom discussion infer directions from statements infer simple conclusions from an oral story
Intermediate students typically follow multi-step directions using academic vocabulary recall stated details in a classroom discussion or a short oral story
Early Intermediate students typically recall important basic details in a classroom discussion
59

SPEAKING GRADES 68
Fluent English Procient students typically produce sentences with more sophisticated vocabulary and without errors in grammar when expressing an opinion, providing information, conducting transactions, making requests, describing less-common social situations, or describing an academic process produce sophisticated vocabulary with minimal errors when identifying and describing objects and giving directions in academic and social situations use complex sentence structure and accurate vocabulary with minimal errors when explaining a process
Advanced students typically produce complete sentences with errors in grammar and/or vocabulary that do not interfere with communication when expressing an opinion, providing information, conducting a transaction, making a request, explaining a process in academic situations, describing less common social situations, giving directions, or describing locations produce accurate labels for less-common objects and describe common functions in academic situations produce sentences without errors in vocabulary and grammar when describing common social situations and activities use words and phrases when describing an academic process tell a simple story with mostly correct vocabulary and simple grammar
60

Intermediate students typically use a range of common vocabulary in describing familiar settings use appropriate words and phrases when expressing an opinion, providing information, conducting transactions in social and academic settings, or describing common functions produce sentences with errors in vocabulary and grammar that do not interfere with communication when describing common social situations tell a simple story with frequent errors in grammar and vocabulary that interfere with communication use simple sentences with errors in grammar and vocabulary that interfere with communication when describing locations
Early Intermediate students typically produce words and phrases when describing social situations produce words and phrases when giving directions use basic vocabulary and simple phrases related to a sequence of pictures about familiar settings
61

READING GRADES 68
Fluent English Procient students typically divide words into syllables use knowledge of low-frequency affixes to determine word meaning identify synonyms and antonyms of low-frequency social and academic vocabulary use context clues to determine meanings of unfamiliar words interpret low-frequency idioms infer character traits in fiction recall subtle details in a variety of genres identify authors purpose and techniques interpret metaphors in poetry read for specific information in a chart, table, or diagram paraphrase main ideas and details
Advanced students typically use knowledge of low-frequency affixes to determine word meaning use context clues to determine less common meanings of words interpret low-frequency idioms recall stated and implicit details in a variety of genres determine main idea in fiction and academic texts identify character traits in fiction divide words into syllables
62

Intermediate students typically divide words into prefix and root word use knowledge of high-frequency affixes to determine word meaning identify synonyms of high-frequency social and academic vocabulary presented in context use context clues to determine high-frequency word meaning interpret high-frequency idioms read for information in a simple text
Early Intermediate students typically identify high-frequency prefixes interpret high-frequency prefixes
63

WRITING GRADES 68
Fluent English Procient students typically form irregular plurals use subject/verb agreement with indefinite pronouns use appropriate prepositions differentiate complete sentences from run-ons or fragments write to describe a picture or explain a preference by communicating clearly and completely with the ease of a native speaker, although the writing may contain minor errors
Advanced students typically use correct grammar, such as verb tense agreement, appropriate prepositions in common expressions, and subordinating conjunctions use appropriate articles and adverbs use writing conventions, such as capitalization, appropriate end punctuation, commas in a series, and apostrophes in contractions and possessives identify standard subject-verb-object order correctly place adjectives and adverbs in sentences differentiate complete sentences from fragments write to describe, explain, compare, persuade, or express using complete sentences with accurate vocabulary and ease approaching a native speaker, and containing errors that do not interfere with communication
64

Intermediate students typically identify proper use of capitalization identify proper use of contractions use subject/verb agreement and auxiliary verb constructions and coordinating conjunctions describe a picture or explain a preference by writing simple phrases or sentences which may contain some errors that do not impede understanding write simple sentences, suggested by a series of pictures, with organizational, grammatical, syntactic, and/or mechanical errors that limit communication

Speaking
Fluent English Procient students typically form irregular plurals; differentiate complete sentences from fragments and run-ons; write to describe a picture or to explain a preference clearly and completely with the ease of a native speaker although there may be minor errors.
Listening
Reading
Writing
Overall
Fluent English Procient students typically interpret more complex grammar and academic vocabulary to follow complex instructions.
Fluent English Procient students typically produce grammatically correct sentences with accurate vocabulary to state a preference and conduct transactions, to describe objects in social situations, to tell a simple story, and to identify objects; use complex syntax and accurate vocabulary to give directions and describe location or process.
Fluent English Procient students typically use knowledge of lowfrequency afxes to determine word meaning; identify synonyms and antonyms; interpret lowfrequency idioms; use prediction in context to read uently; infer information from academic texts; explain author techniques; use selfmonitoring techniques to check for understanding.
Advanced
Advanced students typically recall subtle details from a classroom discussion; interpret complex academic vocabulary and concepts; interpret idiomatic expressions; use context clues to interpret new vocabulary; draw conclusions about a character in a story; determine key information to summarize a task.
Advanced students typically produce complete sentences with minimal errors to state and explain a preference, conduct transactions, or describe location or process; produce labels for uncommon objects; use accurate vocabulary to describe the purpose of common objects in social situations; tell a simple story with mostly correct vocabulary and grammar.
Advanced students typically identify rhyming words; use context clues to determine meaning of lowfrequency vocabulary and gurative expressions; use knowledge of afxes to determine word meaning; interpret high-frequency idioms; determine main idea and details, infer information, draw conclusions, and identify character traits in academic texts.
Advanced students typically use tense agreement, auxiliary verbs, pronouns, prepositions, capitalization, apostrophes, and commas in a series; differentiate complete sentences from fragments; place modiers correctly; use complete sentences with ease approaching a native speaker to describe, explain, compare, persuade, or express.
Intermediate
Intermediate students typically interpret specic academic vocabulary; recall stated details in a classroom discussion or an oral story.
Intermediate students typically use words to state a preference, conduct transactions, relay information, label common objects, describe location, personal experiences, social situations and common functions; use sentences with minor errors to give directions, or explain preferences; tell a simple story with frequent errors that impede communication.
Intermediate students typically use knowledge of high-frequency afxes to determine word meaning; identify synonyms of high-frequency social and academic vocabulary; use context clues to interpret highfrequency idioms, gurative speech, and meaning of words; recall stated and implicit details and identify main ideas in a simple narrative. Early Intermediate students typically divide high-frequency words into syllables and identify meaning of high-frequency roots and afxes.
Intermediate students typically use correct subject/verb agreement, auxiliary verbs, and word order in questions; write simple phrases that may contain errors that do not impede understanding to describe a picture or explain a preference; write simple sentences with grammatical, syntactic, and/or mechanical errors that limit communication.
Intermediate students tailor the English language skills they have been taught to meet their immediate communication and learning needs. They are able to understand and be understood in many basic social situations (while exhibiting many errors of convention) and need support in academic language. Early Intermediate students respond with increasing ease to more varied communication tasks.
Early Intermediate students typically follow simple directions.
Early Intermediate
Early Intermediate students typically use words and phrases to give directions and to describe social situations; use basic vocabulary to produce simple phrases related to a sequence of pictures about familiar settings; use basic vocabulary and simple phrases to explain personal preferences.
Early Intermediate students typically write simple phrases that may contain some errors that impede understanding in an attempt to describe a picture or explain a preference; write in simple phrases to describe, explain, compare, or express but may produce errors in structure, grammar, word choice, and/or mechanics that impede communication. Beginner students are beginning to develop receptive and productive skills in English. Beginner students are beginning to develop receptive and productive skills in English.
65
Beginner
66

LISTENING GRADES 912
Fluent English Procient students typically interpret more complex grammar and academic vocabulary to follow complex instructions
Advanced students typically recall subtle details from a classroom discussion interpret complex academic vocabulary and concepts interpret idiomatic expressions use context clues to interpret new vocabulary draw conclusions about a character in a story determine key information to summarize a task
Intermediate students typically interpret specific academic vocabulary recall stated details in a classroom discussion or an oral story
Early Intermediate students typically follow simple directions
67

SPEAKING GRADES 912
Fluent English Procient students typically produce sentences with sophisticated vocabulary and without errors in grammar when expressing a preference and conducting transactions produce sophisticated vocabulary when identifying and describing objects in academic and social situations use complex sentence structure and accurate vocabulary when giving directions and describing a location or process speak in grammatically correct sentences when describing social situations tell a simple story using accurate vocabulary and correct grammar
Advanced students typically produce complete sentences with errors in grammar and/or vocabulary that do not interfere with communication when expressing a preference, conducting transactions, or describing locations and processes in academic situations produce accurate labels for less-common objects in social and academic situations use accurate vocabulary when describing the purpose of common objects in social situations use complex sentence structure and accurate vocabulary when explaining reasons for preferences tell a simple story with mostly correct vocabulary and grammar
68

Intermediate students typically use appropriate words and phrases when expressing a preference, conducting transactions, providing information, describing locations, and describing personal experiences produce accurate labels for common objects and describe common functions in academic situations produce sentences with errors in vocabulary and grammar that do not interfere with communication when describing social situations, giving directions, or explaining reasons for preferences tell a simple story with frequent errors in grammar and vocabulary that interfere with communication
Early Intermediate students typically use words and phrases when giving directions produce words and phrases when describing social situations use basic vocabulary and simple phrases related to a sequence of pictures about familiar settings use basic vocabulary and simple phrases when explaining personal preferences
69

READING GRADEs 912
Fluent English Procient students typically use knowledge of low-frequency affixes to determine word meaning identify synonyms and antonyms of low-frequency social and academic vocabulary interpret low-frequency idioms use prediction in context to read fluently infer information from challenging fiction and academic texts explain author techniques use self-monitoring techniques to check for understanding
Advanced students typically identify rhyming words use context clues to determine meaning of low-frequency vocabulary use knowledge of low-frequency affixes to determine word meaning interpret high-frequency idioms use context clues to interpret low-frequency figurative expressions determine main idea and details in fiction and academic texts infer information and draw conclusions identify character traits
70

Intermediate students typically use knowledge of high-frequency affixes to determine word meaning identify synonyms of high-frequency social and academic vocabulary use context clues to interpret high-frequency idioms and figurative speech use context clues to determine the meaning of words recall stated and implicit details in a simple narrative identify main ideas in simple narratives
Early Intermediate students typically divide high-frequency words into syllables identify meaning of high-frequency roots and affixes
71

WRITING GRADEs 912
Fluent English Procient students typically form irregular plurals differentiate complete imperative sentences from fragments write to describe a picture or to explain a preference by communicating clearly and completely with the ease of a native speaker, although the writing may contain minor errors differentiate complete declarative sentences from run-ons and complex fragments
Advanced students typically use tense agreement, appropriate modal auxiliary verbs and adverbs, object pronouns, and prepositions use writing conventions, such as capitalization, commas in series, and apostrophes in contractions and possessives differentiate complete sentences from fragments use tag question form correctly place adjectives and adverbs in sentences write to describe, explain, compare, persuade, or express, using complete sentences with accurate vocabulary and ease approaching a native speaker, and containing errors that do not interfere with communication
72

Intermediate students typically use correct grammar, such as subject/verb agreement and auxiliary verb constructions use correct word order in questions describe a picture or explain a preference by writing simple phrases or sentences which may contain some errors that do not impede understanding write simple sentences suggested by a series of pictures with organizational, grammatical, syntactic, and/or mechanical errors that limit communication
Early Intermediate students typically attempt to describe a picture or explain a preference by writing words, phrases, or simple sentences which may contain some errors that impede understanding attempt to write to describe, explain, compare, or express in simple phrases that convey meaning but may contain errors in structure, grammar, word choice, and/or mechanics that impede communication
Student Reports
73
Student Reports
Testing large groups of students produces considerable data. Test results are most useful when they are organized in a way that allows educators to focus on the information most relevant to them. Reports for LAS Links are designed to meet this need by making it easier to use test results for educational planning. Figures 1 and 2 are examples of some commonly used reports.
A B
Figure 1
The Student Prociency Report (Figure 1) provides a students scale score and English language prociency level by skill area (Speaking, Listening, Reading, and Writing). The graph offers a quick glance on how the students scale scores relate to the corresponding prociency levels by skill area. Scores for Overall, Comprehension, and Oral are also provided. A. Prociency on Skill Areas summarizes the students scale scores for each skill area. B. This column lists the students prociency level in each skill area. C. A graph for each content area shows the students scale score and the associated prociency level. D. Score ranges for each prociency level and skill level are provided in this table.
74
Student Reports
A
Figure 2
The Skill Area and Strand Report (Figure 2) offers a comprehensive overview of each groups Scale Scores and English language prociency levels by skill area (Speaking, Listening, Reading, and Writing) as well as number correct by strand. A. Students are listed alphabetically, along with scale scores, prociency levels, number correct, and percent correct. B. Scores are provided for the Speaking (shown here), Listening, Reading, and Writing subtests. C. A key to column abbreviations.
LAS Links
LANGUAGE ASSESSMENT SYSTEM
TM
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LAS Links

LANGUAGE ASSESSMENT SYSTEM

Features of LAS Links Assessment

Features of LAS Links Assessment

Prociency Level Descriptors

Features of LAS Links Assessment

Test Scope and Sequence

Features of LAS Links Assessment

Dichotomous Constructed-Response Items Constructed-Response Items Multiple-Choice Items

Listening and Speaking Assessment Combined

Features of LAS Links Assessment

Theoretical and Research Basis

Theoretical and Research Basis

English Language Development

Theoretical and Research Basis

Theoretical and Research Basis

LAS Links Test Qualities

LAS Links ELL Standards

LAS Links ELL Standards

LAS Links ELL Standards

LAS Links ELL Standards

Express opinions and preferences

Test Description and Standards Alignment

Speaking Test Description and Standards Alignment

Speak in Words, Speak in Sentences

2 Use English to achieve academically in all content areas

2 Use English to achieve academically in all content areas

2 Use English to achieve academically in all content areas

2 Use English to achieve academically in all content areas

Listening Test Description and Standards Alignment

2 Use English to achieve academically in all content areas

2.1 Students will use English to interact in the classroom

2.1 Students will use English to interact in the classroom

2.1 Students will use English to interact in the classroom

Reading Test Description and Standards Alignment

LAS Links Subtest Analyze Words

LAS Links Objective R1 Analyze words

TESOL Goal 2 Use English to achieve academically in all content areas

R2 Understand word meaning

Read for Understanding

R3 Comprehend written material

Writing Test Description and Standards Alignment

LAS Links Objective W1 Use appropriate grammar

W2 Use appropriate capitalization and punctuation

W3 Use standard sentence structure

Write About, Write Why

W4 Write simple sentences to describe, narrate, or explain

W5 Write expository compositions

2 Use English to achieve academically in all content areas

Kindergarten Prociency Table

Overall Listening Speaking Reading Writing Comp (R+L) List/Speak

260385 300417 300428 240354 200343 270385 280422

418460 444460 458490 377415 394476 410437 451475

461499 461499 491516 416472 477509 438485 476507

Grade 1 Prociency Table

Overall Listening Speaking Reading Writing Comp (R+L) List/Speak

260392 300430 300438 240354 200348 270392 280434

430465 449464 458494 385422 430482 417443 453479

466502 465502 495520 423472 483517 444487 480511

Grade 2 Prociency Table

Overall Listening Speaking Reading Writing Comp (R+L) List/Speak

297429 310441 310441 300429 270405 320435 290441

468494 459482 468497 472495 475505 465488 463489

Features of LAS Links Assessment

Features of LAS Links Assessment

Theoretical and Research Basis

LAS Links ELL Standards

LAS Links ELL Standards

Prociency Level Descriptors

Prociency Level Descriptors

Prociency Level Descriptors

Prociency Level Descriptors

Prociency Level Descriptors