[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-498372-105":59,"doc-detail-498372-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","elps-telpas-proficiency-level-descriptors-grades-k12-listening","ELPS-TELPAS Proficiency Level Descriptors - Grades K–12 Listening","","ELPS-TELPAS Proficiency Level Descriptors define observable English language proficiency expectations for limited English proficient (EL) students across grades K–12. The document provides separate performance descriptors for Listening and Speaking, organized into four proficiency levels: Beginning, Intermediate, Advanced, and Advanced High. Each level lists what ELs can understand or produce in academic and social settings, including support needs such as visuals, slowed speech, gestures, processing time, and clarification requests.",{"@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-k12-listening/498372/",{"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-k12-listening/498372.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","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},"How are ELPS-TELPAS proficiency levels organized for grades K–12?","Question",{"text":112,"@type":113},"They are organized into four levels—Beginning, Intermediate, Advanced, and Advanced High—based on what students can understand or produce in academic and social settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What listening supports are referenced for ELs at different levels?",{"text":117,"@type":113},"Descriptors include varying needs for supports such as visuals, slower speech, verbal cues, gestures, simplified language, and processing time to support comprehension.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the Speaking section focus on for K–12 EL students?",{"text":121,"@type":113},"It describes students’ ability to speak in academic and social settings, including use of vocabulary and sentences, participation in conversations, grammar development, pronunciation, and the types of second language acquisition errors that may affect communication.","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},498372,1791285784,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"ELPS-TELPAS  \nProficiency Level Descriptors  \nPermission to copy the ELPS-TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining the English language proficiency ratings of their limited English proficient students.  \nELPS-TELPAS Proficiency Level Descriptors Grades K–12 Listening  \n\n| Beginning | Intermediate | Advanced | Advanced High |\n| --- | --- | --- | --- |\n| Beginning English learners (ELs) have little or no ability to understand spoken English used in academic and social settings. | Intermediate ELs have the ability to understand simple, high-frequency spoken English used in routine academic and social settings. | Advanced ELs have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings. | Advanced high ELs have the ability to understand, with minimal second language acquisition support, gradeappropriate spoken English used in academic and social settings. |\n| These students:\u003Cbr>• struggle to understand simple conversations and simple discussions even when the topics are familiar and the speaker uses linguistic supports (e.g. , visuals, slower speech and other verbal cues, gestures)\u003Cbr>• struggle to identify and distinguish individual words and phrases during social and instructional interactions that have not been intentionally modified for ELs\u003Cbr>• may not seek clarification in English when failing to comprehend the English they hear; frequently remain silent, watching others for cues | These students:\u003Cbr>• usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations (e.g. , visuals, slower speech and other verbal cues, simplified language, gestures, preteaching to preview or build topic-related vocabulary)\u003Cbr>• often identify and distinguish keywords and phrases necessary to understand the general meaning (gist) during social and basic instructional interactions that have not been intentionally modified for ELs\u003Cbr>• have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech | These students:\u003Cbr>• usually understand longer, more elaborated directions, conversations, and discussions on familiar and some unfamiliar topics, but sometimes need processing time and sometimes depend on visuals, verbal cues, and gestures to support understanding\u003Cbr>• understand most main points, most important details, and some implicit information during social and basic instructional interactions that have not been intentionally modified for ELs\u003Cbr>• occasionally require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear | These students:\u003Cbr>• understand longer, elaborated directions, conversations, and discussions on familiar and unfamiliar topics with only occasional need for processing time and with little dependence on visuals, verbal cues, and gestures; some exceptions when complex academic or highly specialized language is used\u003Cbr>• understand main points, important details, and implicit information ata level nearly comparable to native English-speaking peers during social and instructional interactions\u003Cbr>• rarely require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear |\n\nELPS-TELPAS Proficiency Level Descriptors Grades K–12 Speaking  \n\n| Beginning | Intermediate | Advanced | Advanced High |\n| --- | --- | --- | --- |\n| Beginning English learners (ELs) have little or no ability to speak English in academic and social settings. | Intermediate ELs have the ability to speak in a simple manner using English commonly heard in routine academic and social settings. | Advanced ELs have the ability to spe","cbCaiiWpzad2EKer","https://ap.wps.com/l/cbCaiiWpzad2EKer","pdf",156629,"English","# ELPS-TELPAS Proficiency Level Descriptors\n## Grades K–12 Listening\n## Grades K–12 Speaking","[{\"question\":\"How are ELPS-TELPAS proficiency levels organized for grades K–12?\",\"answer\":\"They are organized into four levels—Beginning, Intermediate, Advanced, and Advanced High—based on what students can understand or produce in academic and social settings.\"},{\"question\":\"What listening supports are referenced for ELs at different levels?\",\"answer\":\"Descriptors include varying needs for supports such as visuals, slower speech, verbal cues, gestures, simplified language, and processing time to support comprehension.\"},{\"question\":\"What does the Speaking section focus on for K–12 EL students?\",\"answer\":\"It describes students’ ability to speak in academic and social settings, including use of vocabulary and sentences, participation in conversations, grammar development, pronunciation, and the types of second language acquisition errors that may affect communication.\"}]","ELPS-TELPAS Proficiency Level Descriptors - Grades K–12 Listening | PDF",1790980333,18]