[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-498295-105":59,"doc-detail-498295-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-profiles-listening","ELPS-TELPAS Proficiency Profiles - Listening","","ELPS-TELPAS Proficiency Profiles document outlines cross-curricular listening and reading proficiency expectations with corresponding proficiency level descriptors and language supports. It specifies student performance indicators from Beginning through Advanced High, and details teacher linguistic accommodations such as allowing processing time, providing visuals and verbal cues, pre-teaching vocabulary, enabling clarification through repetition or rephrasing, and using gestures and movement to support understanding. It also references media and classroom interaction tasks like following directions and retelling spoken messages.",{"@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-profiles-listening/498295/",{"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-profiles-listening/498295.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What listening skills are expected at the Beginning proficiency level?","Question",{"text":112,"@type":113},"Students comprehend a few simple conversations with linguistic support and may not seek clarification, instead watching others for cues. Teachers are expected to allow peer and native language support and use gestures, movement, and other supports to communicate expectations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What accommodations should teachers provide in the Intermediate listening level?",{"text":117,"@type":113},"Teachers provide visuals, slower speech, verbal cues, and gestures for unfamiliar conversations. They should pre-teach vocabulary and teach phrases for students to ask speakers to repeat, slow down, or rephrase.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the Advanced High listening level differ in expectations?",{"text":121,"@type":113},"Advanced High students comprehend longer discussions on unfamiliar topics and spoken information nearly comparable to a native speaker. Teachers allow extra time when academic material is complex and unfamiliar and provide visuals, verbal cues, and gestures when needed.","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},498295,1791710972,{"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":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"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":52,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Teacher   Grade Level   \nELPS-TELPAS Proﬁciency Proﬁle: Listening  \n\n| ELPS Cross Curricular Student ExpectaƟons | Proﬁciency Level Descriptors (PLDs) | LinguisƟc AccommodaƟons for each Proﬁciency Level | Student Names |\n| --- | --- | --- | --- |\n| Listening\u003Cbr>2A: DisƟnguish sound and intonaƟon paƩerns of English with increasing ease 2B: recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent leƩers, and consonant clusters\u003Cbr>2C: learn new language structures, expressions, and basic and academic vocabulary heard during classroom instrucƟon and interacƟons\u003Cbr>2D: monitor understanding of spoken language during classroom instrucƟon and interacƟons and seek clariﬁcaƟon as needed\u003Cbr>2E: use visual, contextual, and linguisƟc support to enhance and conﬁrm understanding of increasingly complex and elaborated spoken language\u003Cbr>2F: listen to and derive meaning from a variety of media such as audio, video, DVD to build and reinforce concept and language aƩainment\u003Cbr>2G: understand the general meaning, main points, and important details of spoken language ranging from situaƟons in which topics, language, and contexts are familiar to unfamiliar\u003Cbr>2H: understand implicit ideas and informaƟon in increasingly complex spoken language commensurate with grade-level learning expectaƟons; and\u003Cbr>2I: demonstrate listening comprehension of increasingly complex spoken English by following direcƟons, retelling or summarizing spoken messages, responding to quesƟons and requests, collaboraƟng with peers, and taking notes, commensurate with content and grade-level needs | Beginning/The student comprehends…\u003Cbr>•few simple conversaƟons with linguisƟc support\u003Cbr>•modiﬁed conversaƟon\u003Cbr>•few words, does not seek clariﬁcaƟon, watches others for cues | Beginning/Teachers…\u003Cbr>•Allow use of same language peer andnaƟve language support\u003Cbr>•Expect student to struggle to understand simple conversaƟons\u003Cbr>•Use gestures and movement and other linguisƟc support to communicate language and expectaƟons\u003Cbr>| |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  | Intermediate/The student comprehends…\u003Cbr>•unfamiliar language with linguisƟc supports and adaptaƟons\u003Cbr>•unmodiﬁed conversaƟons with keywords and phrases\u003Cbr>•with requests for clariﬁcaƟon by asking speaker to repeat, slow down or rephrase speech | Intermediate/Teachers…\u003Cbr>•Provide visuals, slower speech, verbal cues, and gestures for unfamiliar conversaƟons\u003Cbr>•Pre-teach vocabulary before discussions and lectures\u003Cbr>•Teach phrases for student to request speakers repeat, slow down, or rephrase speech\u003Cbr>| |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  | Advanced/The student comprehends…\u003Cbr>•with some processing Ɵme, visuals, verbal cues, and gestures; for unfamiliar conversaƟons\u003Cbr>•most unmodiﬁed interacƟon\u003Cbr>•with occasional requests for the speaker to slow down, repeat, rephrase, and clarify meaning | Advanced/Teachers…\u003Cbr>•Allow some processing Ɵme, visuals, verbal cues, and gestures for unfamiliar conversaƟons\u003Cbr>•Provide opportuniƟes for student to request clariﬁcaƟon, repeƟƟon andrephrasing\u003Cbr>| |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  | Advanced High/The student comprehends…\u003Cbr>•longer discussions on unfamiliar topics\u003Cbr>•spoken informaƟon nearly comparable to naƟve speaker\u003Cbr>•with few requests for speaker to slowdown, repeat, or rephrase | Advanced High/Teachers…\u003Cbr>•Allow some extra Ɵme when academic material is complex and unfamiliar\u003Cbr>•Provide visuals, verbal cues, and gestures when material is complex and unfamiliar\u003Cbr>| |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n|  |  |  | |\n\nColor Code Student Names: Red-Students that regressed, Blue-Students that remained in same level, Green-Students that advanced levels, Black-Students with no prior data  \nTeacher   Grade Level   \nELPS-TELPAS Proﬁciency Proﬁle: Reading  \n\n| ELPS Cross Curricular Student ExpectaƟons | Pr","cbCaiudJG2ect61I","https://ap.wps.com/l/cbCaiudJG2ect61I","pdf",340378,"English","# ELPS-TELPAS Proficiency Profile: Listening\n## Beginning\n## Intermediate\n## Advanced\n## Advanced High\n# ELPS-TELPAS Proficiency Profile: Reading","[{\"question\":\"What listening skills are expected at the Beginning proficiency level?\",\"answer\":\"Students comprehend a few simple conversations with linguistic support and may not seek clarification, instead watching others for cues. Teachers are expected to allow peer and native language support and use gestures, movement, and other supports to communicate expectations.\"},{\"question\":\"What accommodations should teachers provide in the Intermediate listening level?\",\"answer\":\"Teachers provide visuals, slower speech, verbal cues, and gestures for unfamiliar conversations. They should pre-teach vocabulary and teach phrases for students to ask speakers to repeat, slow down, or rephrase.\"},{\"question\":\"How does the Advanced High listening level differ in expectations?\",\"answer\":\"Advanced High students comprehend longer discussions on unfamiliar topics and spoken information nearly comparable to a native speaker. Teachers allow extra time when academic material is complex and unfamiliar and provide visuals, verbal cues, and gestures when needed.\"}]","ELPS-TELPAS Proficiency Profiles - Listening | PDF",1790979215]