Intermediate (Grade 4 to Grade 7)
                                             I am able to…
               The girls went to the bakery,
                                   when it opened.
                         The black bear has sharp claws
                                 foliage     and runs fast.
                          They baked and I ate.  colleague
                                                  Furthermore
             ELL Matrix: Intermediate (4-7) Writing
             If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language 
             proficiency, this student can:
               ASPECT                        Beginning (1)                                Developing (2)                                Expanding (3)                                 Consolidating (4)                            Bridging (5)
               Meaning
               •	 Ideas	&	information        •	 Express	ideas	through	listing	familiar	   •	 Express	some	logical	ideas	using	lists	    •	 Express	a	main	idea	in	simple	text	        •	 Express	a	focused	idea	in	more	           •	 Express	&	sustain	a	clear	&	focused	
                                                words	&	phrases,	labelling,	&	shared	         &	copying	or	adapting	text;	meaning	         that	is	partially	developed;	meaning	is	       complex	text	with	some	elaboration	         main	idea	with	some	depth	&	
                                                writing;	meaning	may	be	difficult	to	         is	somewhat	comprehensible                   generally	comprehensible                       &	clarification;	meaning	is	usually	        coherence	
                                                discern                                                                                                                                   comprehensible
               •	 Use	of	detail              •	 Present	single	idea	or	random	            •	 Provide	limited	related	details	to	        •	 Provide	a	few	related	details	to	          •	 Provide	some	relevant	supporting	         •	 Provide	some	relevant	&	specific	
                                                unrelated	ideas	with	no	elaboration	          support	meaning                              support	meaning	                               details	to	enhance	meaning                  details	&	examples	to	support,	clarify,	
                                                or	detail	to	support	meaning                                                                                                                                                          &	enhance	meaning
               •	 Strategies                 •	 Use	strategies	such	as	oral	dictation,	   •	 Use	strategies	such	as	repetitive	         •	 Use	strategies	such	as	graphic	            •	 Use	strategies	such	as	graphic	           •	 Use	a	variety	of	strategies	such	
                                                first	language,	copying,	word	banks,	         patterns,	repetition,	modelled	forms,	       organizers,	templates,	writing	plans,	         organizers,	templates,	models,	             as	pre-writing	plans,	writing	
                                                picture	prompts,	&	graphic	organizers	        formulaic	structures,	sentences	             models,	&	knowledge	of	sentence	               writing	conferences,	checklists,	&	         conferences,	models	&	templates,	
                                                to	produce	text                               starters,	&	graphic	organizers	to	           patterns	to	produce	&	revise	text              rubrics	to	produce	text                     guidelines,	&	rubrics	to	produce	&	
                                                                                              produce	text                                                                                                                            revise	text
               Style
               •	 Word	choice	(diction,	     •	 Use	some	high-frequency	vocabulary	       •	 Use	some	vocabulary	including	             •	 Use	more	vocabulary	including	             •	 Choose	from	a	range	of	vocabulary	        •	 Choose	from	a	broad	range	of	
                  precise	language)             related	to	familiar	topics	&	personal	        high-frequency,	descriptive,	&	              high-frequency,	descriptive,	academic,	        including	high-frequency,	                  academic	&	content	vocabulary	with	
                                                experiences                                   subject-specific	vocabulary	related	to	      &	subject-specific	words,	&	familiar	          descriptive,	subject-specific,	&	           more	precision	including	words	with	
                                                                                              familiar	objects,	actions,	&	topics          words	with	multiple	meanings                   academic	words,	including	some	             multiple	meanings,	&	a	variety	of	
                                                                                                                                                                                          homophones	&	homonyms                       word	forms
               •	 Sentence	fluency	          •	 Complete	simple	patterned	                •	 Produce	simple	&	compound	sen-             •	 Produce	simple,	compound,	&	some	          •	 Produce	a	variety	of	simple,	             •	 Produce	connected	sentences	
                  (rhythm,	flow,	variety)       sentences,	&	use	single	words	&	              tences;	often	repetitive                     complex	sentences	with	little	variety          compound,	&	complex	sentences               demonstrating	a	variety	of	lengths	&	
                                                phrases                                                                                                                                                                               patterns
               •	 Voice	(phrasing,	tone,	    •	 Write	for	limited	purposes	modelled	      •	 Write	for	limited	purposes	using	          •	 Write	for	an	expanding	range	of	           •	 Write	for	a	variety	of	purposes	with	     •	 Write	for	a	variety	of	purposes	with	
                  purpose,	awareness	           on	familiar	forms	&	repetitive	               graphic	organizers	&	models;	some	           purposes	using	organizers	&	models	            a	voice	that	reflects	individuality	&	      a	voice	that	attempts	to	engage	&	
                  of	audience)                  patterns	                                     evidence	of	individuality	evident	in	        showing	an	emerging	sense	of	                  attempts	to	engage	reader                   impact	the	reader
                                                                                              pictures	used	to	support	text                individuality
             24                                                                                              ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017
             ELL Matrix: Intermediate (4-7) Writing (cont’d)
              ASPECT                      Beginning (1)                              Developing (2)                             Expanding (3)                               Consolidating (4)                         Bridging (5)
              Form
              •	 Organization	&	          •	 Organize	ideas	in	random	order	with	    •	 Organize	some	related	ideas	together	   •	 Organize	related	ideas	together	in	a	    •	 Organize	ideas	in	a	multi-paragraph	   •	 Organize	ideas	in	a	multi-paragraph	
                 Sequencing                   no	introduction	or	conclusion             with	a	simple	or	vague	introduction	       simple	paragraph	with	a	predictable	        composition	with	a	clear	introduction	    composition	with	a	purposeful	
                                                                                        &	no	conclusion;	sequence	may	be	          introduction	&	conclusion;	sequence	is	     &	formulaic	conclusion;	sequence	is	      introduction	&	conclusion;	sequence	
                                                                                        inconsistent	&	may	include	drawings        generally	logical                           logical                                   is	logical
                                                                                     	                                          	                                           	                                         	
              •	 Connections	&	           •	 Connect	words	using	“and”	to	           •	 Connect	sentences	using	“and”	&	        •	 Connect	ideas	in	related	sentences	      •	 Connect	sentences	into	a	cohesive	     •	 Connect	ideas	in	a	composition	using	
                 transitions                  produce	simple	sentences                  simple	time	markers                        using	common	conjunctions,	&	time	&	        paragraph	using	a	variety	of	             a	variety	of	cohesive	devices	&	some	
                                                                                     	                                             sequence	markers                            conjunctions,	&	time	&	sequence	          transition	words
                                                                                                                                	                                              markers                                	
                                                                                                                                                                            	
              •	 Awareness	of	forms/	     •	 Represent	the	structure	of	a	basic	     •	 Produce	some	examples	of	a	few	         •	 Produce	examples	of	a	some	genres	       •	 Produce	increasingly	long	&	complex	   •	 Produce	long	&	complex	examples	of	
                 genre	(linguistic	&	         narrative	or	procedure	(sequence	         basic	genres	(pieces	of	information	       (sequential	explanations,	factual	texts,	   examples	of	a	variety	of	genres	          a	variety	of	genres	(arguments,	caus-
                 structural	features)	        of	events,	beginning,	middle,	end)	       about	an	object	or	thing,	parts	of	a	      simple	arguments,	narratives)	to	suit	      (arguments,	causal	explanations,	         al	explanations,	reports,	narratives,	
                                              through	pictures,	key	words,	or	          recount,	descriptive	words	or	phrases	     purpose                                     reports,	narratives,	poetry)	to	suit	     poetry)	to	suit	purpose
                                              phrases                                   for	a	procedure)	to	suit	purpose                                                       purpose
              Conventions                 •	 Form	or	copy	letters	&	words	with	      •	 Use	capitals	at	the	beginning	of	       •	 Use	capitals,	periods,	&	commas          •	 Use	capitals,	periods,	&	commas,	&	    •	 Use	mostly	accurate	punctuation
              •	 Capitals	&	Punctuation       attention	to	spacing,	line,	&	direction   sentences	&	periods	at	the	end	of	                                                     some	quotation	marks,	apostrophes,	
                                                                                        sentences                                                                              &	hyphens
              •	 Spelling                 •	 Spell	some	sight	words	accurately       •	 Spell	a	range	of	familiar	words	        •	 Spell	a	range	of	words	using	word	       •	 Use	common	&	irregular	spellings	      •	 Spell	many	challenging	words	with	
                                                                                        accurately	&	use	invented	spelling	as	     lists,	personal	dictionaries,	&	            with	increasing	accuracy                  accuracy
                                                                                        necessary                                  knowledge	of	common	patterns
              •	 Grammatical	elements	    •	 Use	familiar	nouns,	present	tense	      •	 Use	nouns,	present,	past,	&	            •	 Use	adjectives	&	adverbs,	&	             •	 Use	a	range	of	grammatical	            •	 Use	a	broad	range	of	grammatical	
                 &	syntax                     verbs,	plurals,	&	prepositions	with	      continuous	tense	verbs,	pronouns,	         demonstrate	some	control	of	word	           structures	showing	more	control	          structures	including	embedded	
                                              errors	&	omissions                        prepositions,	&	articles	with	errors       order,	plurals,	&	tenses                    of	word	order,	plurals,	tenses,	&	        pronouns,	irregular	plurals,	&	various	
                                                                                                                                                                               subject-verb	agreement                    verb	tenses	with	increasing	accuracy
                                                                                                       ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017                                                                                                       25
                ELL Quick Scale: Intermediate (4-7) Writing
                This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as 
                working within that level. At the given level of language proficiency, this student can:
                  ASPECT                               Beginning (1)                                           Developing (2)                                          Expanding (3)                                            Consolidating (4)                                      Bridging (5)
                  SNAPSHOT                             The	student	can	use	or	copy	a	string	                   The	student	can	use	some	familiar	                      The	student	can	use	some	academic	                       The	student	can	use	a	range	of	                        The	student	can	use	a	wide	range	of	
                                                       of	simple	words	and	phrases	to	                         vocabulary,	repetitive	phrases	and	                     vocabulary	with	some	detail	to	create	                   vocabulary	and	connections	to	                         vocabulary	with	loosely	organized	ideas,	
                                                       communicate.                                            patterned	sentences	to	communicate.                     simple	sentences	and	short	paragraphs.                   communicate	ideas	in	sentences	and	                    and	begin	to	write	clearly	with	insight	
                                                                                                                                                                                                                                paragraphs.                                            and	detail.
                  Meaning                              •	 Draw,	label,	and	copy	models                         •	 Write	some	short	phrases	and	                        •	 Express	ideas	by	writing	simple	                      •	 Express	ideas	related	to	a	topic,		                 •	 Express	ideas	and	many	specific	
                  •	 Ideas	&	information               								    e.g. Copies own name from letter                repetitive	sentences                                    sentences,	with	a	few	related	details	                   with	relevant	supporting	details                       details	and	examples	related	to	
                  •	 Detail                                    models                                          									   e.g. Uses the sentence frame “I like            to	support	ideas                                     									   e.g. “Soccer is an exciting sport              purpose	in	a	variety	of	contexts
                  •	 Strategies                                   e.g. Draws and labels a picture of the               to…” to write “I like to play in the            									   e.g. “I have a great family. We go to                played everywhere. There are                   									   e.g. Writes a paragraph about what 
                                                              water cycle                                              snow”,  “I like to walk in the park”                    the lake. We like swimming.“                             two teams and twenty-two players.                      makes a person happy, with details 
                                                       •	 Intersperse	first	language                           •	 Use	some	basic	strategies	to	label	                  •	 Use	a	few	strategies	to	write	sentences	                      The players are skilled. People like to                and examples
                                                       •	 Write	and	complete	patterned	                            and	complete	sentences                                  and	short	paragraphs                                         watch the game.”                               •	 Use	a	wide	range	of	strategies	to	
                                                           sentences                                           									   e.g. Uses sentences starters to write       								    e.g. Uses a graphic organizer on the         •	 Use	varied	strategies	to	write	                         write	complete	paragraphs	on	a	topic
                                                       							     e.g. Inserts words such as “pen”,                   “there are two dogs”, “there is one                     topic “I am able to…” to write a series              multiple	sentences	and	paragraphs                  									   e.g. Uses a completed writing plan 
                                                               “door”, “book” in “This is a ____”                      black cat”                                              of sentences on abilities                        								    e.g. Uses a completed Venn diagram                 to write a paragraph about global 
                                                                  e.g. “my father is in China” “he is                                                                                                                                   to write a paragraph comparing bats                    warming
                                                              smart”                                                                                                                                                                    and birds
                  Style                                •	 Use	mostly	common	and	familiar	                      •	 Use	some	common	and	subject-spe-                     •	 Use	numerous	common	and	                              •	 Use	a	variety	of	common,	academic,	                 •	 Choose	from	a	wide	variety	of	
                  •	 Word	choice                           words                                                   cific	words                                             subject-specific	words,	and	some	                        subject-specific,	and	descriptive	                     academic,	subject-specific,	and	
                  •	 Sentence	fluency                  									   e.g. “mother”, “green”, “walk”, “good”      								    e.g. “backpack”, “walking”, “fast”,             descriptive	words                                        words                                                  descriptive	words
                  •	 Voice                             •	 Write	some	basic	short	sentences                             “temperature”                                   									   e.g. “flew”, “metal”, “less than”,           									   e.g. “steering”, “aluminum”, “roll”,       									 e.g. “equation”, “predict”, “unusual”
                                                       									  e.g. “I like school.”                        •	 Use	simple	sentences	and	some	                               “gravity”, “butterfly”                                   “invent”                                                  e.g. “load”, “unload”, “loading”,  
                                                       •	 Use	a	string	of	simple	and	repetitive	                   compound	sentences                                  •	 Use	simple	sentences	and	compound	                    •	 Use	compound	and	complex	                                  “payload”
                                                           sentences                                           									  e.g. “I like school in Canada.”                  sentences                                                sentences                                          •	 Use	a	variety	of	sentence	types,	
                                                       									   e.g. “The teacher is nice. I like her.”                e.g. “The bear has big claws.”               									   e.g. “The black bear has sharp claws         									   e.g. “The grizzly bear has sharp               attempting	to	engage	the	reader
                                                                                                                                                                               and runs fast.”                                          dangerous claws and runs after its             								   e.g. “The ferocious grizzly bear with 
                                                                                                                                                                                                                                        prey.”                                                its sharp dangerous claws swiftly 
                                                                                                                                                                                                                                                                                              attacked its prey.”
                                                                                                                                                                                                                                                                                       •	 Experiment	with	writing	paragraphs
                26                                                                                                                    ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017