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The descriptors outline how learners use English to explain self-generated writing, including emergent forms such as pictures, letter-like forms, mock words, and scribbling. They specify limits in participation in shared writing activities, degrees of connected written text production, and observable print-convention awareness, plus common second-language acquisition influences such as primary-language transfer.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/elps-telpas-proficiency-level-descriptors-grades-k-1-writing/498479/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/elps-telpas-proficiency-level-descriptors-grades-k-1-writing/498479.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"ELPS-TELPAS K-1 writing descriptors cover which proficiency levels?","Question",{"text":112,"@type":113},"They define four levels: Beginning, Intermediate, Advanced, and Advanced High for grades K-1 writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What writing abilities do Beginning English learners have at K-1?",{"text":117,"@type":113},"Beginning learners have little or no ability to use English for foundational writing, cannot explain self-generated writing, and cannot express themselves meaningfully in connected written text beyond practiced high-frequency phrases and short sentences.",{"name":119,"@type":110,"acceptedAnswer":120},"How do Advanced High English learners differ in K-1 writing?",{"text":121,"@type":113},"Advanced High learners can use English with minimal second language acquisition support to build foundational writing skills and express themselves in connected written text in a manner nearly comparable to native English-speaking peers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},498479,1791649547,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","# ELPS-TELPAS Proficiency Level Descriptors\n\nGrades K-1 Writing  \n\n| Beginning   | Intermediate   | Advanced   | Advanced High   |\n| --- | --- | --- | --- |\n| Beginning English learners  \u003Cbr>(ELs)have little or no ability  \u003Cbr>to use the English language to  \u003Cbr>build foundational wrting skills.   | Intermediate ELs have a limited  \u003Cbr>ability to use the English  \u003Cbr>language to build foundational  \u003Cbr>writing skills.   | Advanced ELs have the ability  \u003Cbr>to use the Engish language to  \u003Cbr>build,with second language  \u003Cbr>acquisition support,foundational  \u003Cbr>writing skills.   | Advanced high ELs have the  \u003Cbr>ability to use the English  \u003Cbr>language to build,with minimal  \u003Cbr>second language acquisition  \u003Cbr>support,foundational writing  \u003Cbr>skills.   |\n| These students:  \u003Cbr>·are unable to use English to  \u003Cbr>explain self-generated writing  \u003Cbr>(e.g.,stories they have created  \u003Cbr>or other personal expressions),  \u003Cbr>including emergent forms of  \u003Cbr>writing(pictures,letter-like forms,  \u003Cbr>mock words,scribbling,etc.)  \u003Cbr>·know too little English to  \u003Cbr>participate meaningfully in grade-  \u003Cbr>appropriate shared writing  \u003Cbr>actvities using the English  \u003Cbr>language  \u003Cbr>·cannot express themselves  \u003Cbr>meaningfully in self-generated,  \u003Cbr>connected written text in English  \u003Cbr>beyond the level of high-frequency,  \u003Cbr>concrete words,phrases,or short  \u003Cbr>sentences that have been recently  \u003Cbr>practiced/memorized*  \u003Cbr>·may demonstrate little or no  \u003Cbr>awareness of English print  \u003Cbr>conventions   | These students:  \u003Cbr>·know enough English to explain  \u003Cbr>briefly and simply self-generated  \u003Cbr>writing,including emergent forms  \u003Cbr>of writing,as long as the topic is  \u003Cbr>highy familiar and concrete and  \u003Cbr>requires very high-frequency  \u003Cbr>English  \u003Cbr>·can participate meaningfully in  \u003Cbr>grade-appropriate shared writing  \u003Cbr>activities using the English  \u003Cbr>language only when the wrting  \u003Cbr>topic is highly familiar and  \u003Cbr>concrete and requires very high-  \u003Cbr>frequency English  \u003Cbr>·express themselves meaningfully  \u003Cbr>in self-generated,connected  \u003Cbr>written text in English when their  \u003Cbr>writng is limted to short  \u003Cbr>sentences featuring simple,  \u003Cbr>concrete English used frequently  \u003Cbr>in class*  \u003Cbr>·frequently exhibit features of their  \u003Cbr>primary language when writing in  \u003Cbr>English (e.g.,primary language  \u003Cbr>words,spelling patterns,word  \u003Cbr>order,literal translating)*   | These students:  \u003Cbr>·use predominantly grade-  \u003Cbr>appropriate English to explain,in  \u003Cbr>some detail,most self-generated  \u003Cbr>writing,including emergent forms  \u003Cbr>of writing  \u003Cbr>·can participate meaningfully,with  \u003Cbr>second language acquisition  \u003Cbr>support,in most grade-appropriate  \u003Cbr>shared writing activities using the  \u003Cbr>English language  \u003Cbr>·although second language  \u003Cbr>acquisition support is needed,  \u003Cbr>have an emerging ability to  \u003Cbr>express themselves in self-  \u003Cbr>generated,connected written text  \u003Cbr>in English in a grade-appropriate  \u003Cbr>manner*  \u003Cbr>·occasionally exhibit second  \u003Cbr>language acquisition errors when  \u003Cbr>writing in English*   | These students:  \u003Cbr>·use English at a level of  \u003Cbr>complexty and detail nearly  \u003Cbr>comparable to that of native  \u003Cbr>English-speaking peers when  \u003Cbr>explaining self-generated writing,  \u003Cbr>including emergent forms of  \u003Cbr>writing  \u003Cbr>·can partcipate meaningfully in  \u003Cbr>most grade-appropriate shared  \u003Cbr>writing activities using the English  \u003Cbr>language  \u003Cbr>·although minimal second  \u003Cbr>language acquisition support may  \u003Cbr>be needed,express themselves in  \u003Cbr>self-generated,connected written  \u003Cbr>text in English in a manner nearly  \u003Cbr>comparable to their native English-  \u003Cbr>speaking peers*   |\n\n*These descriptors apply only to students who are at the developmental stage of generating original written text using a standardwriting system.","cbCaicLcxe3AyTdD","https://ap.wps.com/l/cbCaicLcxe3AyTdD","pdf",349289,"English","# ELPS-TELPAS Proficiency Level Descriptors\n## Grades K-1 Writing\n## Beginning\n## Intermediate\n## Advanced\n## Advanced High","[{\"question\":\"ELPS-TELPAS K-1 writing descriptors cover which proficiency levels?\",\"answer\":\"They define four levels: Beginning, Intermediate, Advanced, and Advanced High for grades K-1 writing.\"},{\"question\":\"What writing abilities do Beginning English learners have at K-1?\",\"answer\":\"Beginning learners have little or no ability to use English for foundational writing, cannot explain self-generated writing, and cannot express themselves meaningfully in connected written text beyond practiced high-frequency phrases and short sentences.\"},{\"question\":\"How do Advanced High English learners differ in K-1 writing?\",\"answer\":\"Advanced High learners can use English with minimal second language acquisition support to build foundational writing skills and express themselves in connected written text in a manner nearly comparable to native English-speaking peers.\"}]","ELPS-TELPAS Proficiency Level Descriptors - Grades K-1 Writing | PDF",1790981870]