STEP Grades 4-6 Observable Language Behaviours (OLB) Continua

ORAL LANGUAGE (Grades 4-6) STUDENT NAME:

Element Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
Listening
Listen and Respond to a personally Respond to simple Respond to a simplified oral Respond to an oral text with Respond to oral texts on Respond to an oral
respond for a relevant question with questions in English and L1 text linguistic complexity abstract and complex grade- academic text through active
variety of gestures, and L1 approaching grade level level topics with vocabulary participation in a class
purposes interspersed with English Follow simple instructions Follow multi-step and grammar support discussion with some
words and phrases instructions vocabulary and grammar
support
Follow instructions for
classroom routines, using
visual cues and pre-taught
English words and phrases
Speaking
Use vocabulary Use familiar words to Use pre-taught and high Use key academic Use vocabulary to Use an expanded range of Select from a range of social
and other express meaning frequency vocabulary in vocabulary and some clarify/enhance meaning by vocabulary to contribute to and academic vocabulary to
language simple sentences multiple-meaning words in incorporating low-frequency classroom activities enhance meaning, using a
features in a Express personal needs compound sentences words in complex sentences range of grammatical
comprehensible using gestures, and L1 Initiate and engage in social Use an expanded range of structures
and interspersed with English interactions with peers, Use connecting words to grammatical structures to
grammatically words and phrases using words and phrases in show relationships between increase speaking accuracy
English interspersed with L1 events and ideas and clarity
accurate way
Use simple conjunctions to
join words and phrases in
speech
Use language Use non-verbal Use a small range of Use conversational Use subject-specific Use language to effectively Adjust speech for the
strategically to communication and personal and academic strategies to maintain language to state an opinion convince or persuade appropriate purpose and
communicate personally meaningful words and phrases to make fluency audience
for a variety of vocabulary to convey and and respond to requests in Rephrase information to
purposes receive messages familiar situations Ask follow-up questions to clarify meaning
seek additional information Strategically use
Ask for key words and Initiate and engage in social conversational norms
phrases using gestures, and interactions with peers, Self-correct or seek
L1 interspersed with English using words and phrases in confirmation that a word or
words and phrases English interspersed with L1 expression is used correctly

Use a small range of

conversational strategies

READING (Grades 4-6) STUDENT NAME:

Element Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
Meaning
Understand and Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding
respond to by responding to a highly by responding to a simple by responding to simple or by responding to authentic by responding to authentic by responding to a wide
texts visual text, using a text with visual support using adapted text texts with linguistic texts, from a variety of variety of grade-appropriate
combination of visuals, drawings, L1, pre-taught complexity approaching genres, with linguistic texts with vocabulary
drawings, L1, pre-taught vocabulary and high- Read and follow instructions grade level complexity of early grade support
vocabulary and gestures frequency words consisting of a few steps for level
a variety of tasks Read and follow instructions
Read and follow simply Read and follow short, for multi-step tasks in a Read and follow complex
worded instructions with simply worded instructions variety of academic instructions
visual support situations

Use concepts of English

print (e.g., directionality of
print, English alphabet,
sound/symbol patterns, and
upper and lower case
letters)
Form and Style
Understand role Locate information in a Identify and use common Identify and use some text Identify and use a variety of Locate information on a Identify different text forms
of text features highly visual text, using text features to locate features to locate text features to locate range of topics using text and features and, using
and text forms visual cues information in a text with information information features in complex texts, academic vocabulary,
to construct visual support multimedia sources and explain how they help
meaning graphic materials readers understand the text
Fluency
Read and Read and understand high Read and understand high- Read and understand pre- Read and understand low- Read and understand low- Read and understand most
understand frequency words and pre- frequency words and taught academic words frequency words, academic frequency and academic vocabulary in a variety of
familiar and taught vocabulary in context phrases, some words with words and descriptive vocabulary in early grade- grade-appropriate texts
unfamiliar multiple meanings and key Determine the meaning of language level texts
words and Apply sound-symbol academic vocabulary unfamiliar vocabulary, using Incorporate a variety of
phrases, and connections to decode root words, prefixes and Determine the meaning of Determine the meaning of strategies so that unfamiliar
unfamiliar words in context Decode unfamiliar suffixes unfamiliar words, using unfamiliar words, using words do not interrupt
expand
vocabulary, using key context context, knowledge of reading
vocabulary
visuals and other cueing sentence structure and
systems sound-symbol patterns

WRITING (Grades 4-6) STUDENT NAME:

Element Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
Developing and Organizing Content
Engage in prewriting to Generate key ideas in L1 Generate ideas by Generate ideas with peers, Generate ideas about a Gather information to Locate and select relevant
generate ideas and and English using a brainstorming with peers using familiar strategies topic, using a variety of develop ideas for writing, information for a writing
information teacher-generated model and teachers in L1 and strategies using a variety of sources topic, using multiple
or guide English, using graphic resources
organizers
Organize ideas and Organize key information, Organize ideas or key Sort and organize ideas or Organize ideas and Organize main ideas and Organize main ideas and
information using visuals, single words information using simple information by choosing a information, using a self- supporting details, using a supporting details to
and phrases, and L1 with a sentences, phrases, and familiar organizer generated strategy variety of strategies develop a structured piece
teacher-generated model L1, and a teacher-selected of writing, using
organizer appropriate strategies
Form and Style
Incorporate a variety of Participate in shared Write simple sentences, Write about familiar topics, Write about a range of Identify and use text forms Write more complex texts,
text forms and features writing experiences, using using familiar words and a using linked sentences in topics, using a variety of appropriate for specific using a range of forms
in writing a teacher selected text framework provided by the some text forms text forms writing purposes appropriate to purpose and
form and personally teacher audience
relevant English words and
L1
Language Conventions
Choose words that Use appropriate Select appropriate high- Choose key subject- Choose expressive and Choose a variety of Choose vocabulary that
convey specific vocabulary from a list with frequency words and specific words to write subject-specific vocabulary academic words to write for includes figurative
meaning and add visual support for simple familiar vocabulary to write about a topic to write in a variety of specific purposes language to engage the
interest to the writing writing tasks about a personally relevant forms reader
topic
Write with fluency, Write simple sentences Write compound sentences Write a variety of simple Write sentences of different Write a variety of linked Write using a range of
using a variety of following a model provided using and, but, and or and compound sentences lengths, using complex simple, compound, and linked simple, compound
sentence structures by the teacher sentences incorporating complex sentences and complex sentences
because, so, and if suited to the purpose and
form
Use grammatical Use some simple elements Use some elements of Use parts of speech to Write incorporating a larger Apply learned language Communicate meaning
structures appropriate of English grammar English grammar in simple strengthen writing variety of grammatical structures and conventions precisely, using specific
to the purpose compound sentences structures to new writing grammatical structures

Spell familiar and Write key personal Write words, using Write key subject-specific Write subject-specific Write unfamiliar words, Write unfamiliar words,
unfamiliar words, using information common sound symbol vocabulary by referring to words, using spelling rules using student-selected using a variety of spelling
a variety of strategies Write high-frequency words patterns lists and resources and conventions resources strategies
Write familiar words
Revising
Revise for content and Discuss writing with the Edit writing, using guiding Use teacher and peer Revise to address specific Revise after re-reading to Self-assess writing and
clarity teacher questions provided by feedback to edit writing writing conventions using ensure a logical and fluent independently choose a
Use teacher-feedback and teacher Use classroom resources an editing checklist presentation of information strategy to revise writing
resources, such as word Use teacher-feedback and and simple strategies to Revise for clarity, flow of or ideas
walls and anchor charts, to classroom resources to revise writing ideas within a paragraph
improve writing revise writing