Superior Level Students at the Superior Level per<strong>for</strong>m without difficulty when interpreting conversational and academic expressions of grade-level concepts when spoken at a normal speed. Learning objectives focus on responding appropriately with no difficulty to conversational and academic expressions spoken at normal speed. Learning objectives also focus on retelling and narrating in detail, making presentations using gradelevel vocabulary, speaking <strong>English</strong> with few errors using correct grammar and intonation, reading silently or aloud with fluency, using features of text to demonstrate comprehension, and following two-step and three-step directions. NCDPI Accountability Services Division 6 of 18
<strong>Achievement</strong> <strong>Levels</strong> <strong>for</strong> <strong>IDEA</strong> <strong>English</strong> <strong>Language</strong> <strong>Proficiency</strong> <strong>Test</strong> (<strong>IPT</strong>) Grade Four The <strong>IDEA</strong> <strong>English</strong> <strong>Language</strong> <strong>Proficiency</strong> <strong>Test</strong> (<strong>IPT</strong>) standards at grade four address the domains of Listening, Speaking, Reading, and Writing as appropriate to the needs of the fourth grade student. Novice Low Level Students per<strong>for</strong>ming at the Novice Low Level use various <strong>for</strong>ms of non-verbal communication to express ideas and demonstrate basic comprehension. They may point, touch, match, draw, act out, demonstrate an action, or play games to show their understanding. Learning objectives focus on greetings, classroom objects, repeating modeled language, developing book and print awareness, demonstrating a sense of story and sequence, copying and appropriately spacing letters, printing first and last name, drawing pictures and using letters to illustrate experiences, copying to compose simple sentences, and following one-step directions. Novice High Level Students per<strong>for</strong>ming at the Novice High Level begin to use simple words and phrases while continuing to use <strong>for</strong>ms of non-verbal communication to express ideas and demonstrate comprehension. They may use pictures, actions, and limited verbal responses to show their understanding. Learning objectives focus on using one-word responses to answer familiar questions, demonstrating comprehension of oral presentations, using simple words and phrases to ask questions, retelling familiar stories using gestures, identifying common word families, recalling facts and details from text, printing legibly, using correct word order and spacing, spelling emergent sight words, composing simple sentences, and following one-step and two-step directions. Intermediate Low Level Students per<strong>for</strong>ming at the Intermediate Low Level use limited vocabulary to participate in discussions on familiar topics spoken at normal speed. Periods of momentary silence may occur. In addition, they may use <strong>for</strong>ms of non-verbal communication to demonstrate comprehension. Learning objectives focus on identifying elements of a story, retelling text with limited vocabulary and adjectives, using decoding strategies to understand text, making predictions, using capitalization, editing writing <strong>for</strong> spelling and subject/verb agreement, writing logical sentences in sequence, and following one-step and two-step directions. Intermediate High Level Students per<strong>for</strong>ming at the Intermediate High Level use expanded vocabulary to participate effectively in social and academic conversations and presentations. Occasional difficulty may occur. They may continue to use <strong>for</strong>ms of non-verbal communication to demonstrate comprehension but rely more upon verbal skills. Learning objectives focus on responding to questions spoken at normal speed, using expanded vocabulary <strong>for</strong> discourse, retelling text with less difficulty, using phonetic knowledge and structural analysis to decode words, using reference materials to understand unknown words in text, distinguishing between fact and opinion, reading self-selected texts independently, and following one-step and two-step directions. Advanced Level Students per<strong>for</strong>ming at the Advanced Level use expanded vocabulary effectively in social and academic settings with few errors and rely much less on <strong>for</strong>ms of non-verbal communication. Learning objectives focus on speaking on a variety of topics using correct grammar and intonation; students may experience occasional difficulty. Learning objectives also focus on retelling and paraphrasing in detail, identifying elements of fiction and non-fiction, using capitalization and punctuation automatically, spelling grade-level words with little assistance, editing writing, and following two-step and three-step directions. NCDPI Accountability Services Division 7 of 18
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