Language Level Alignment Matrix

Novice-Low

Mostly with very high frequency, highly contextualized, individual words or memorized phrases

5

Naming & labeling (A)

Entity Inventory:
Students can name concrete objects, actions, or observable things, but do not yet organize them into properties, facts, or relationships.

Word banks & visual labels
• Concrete nouns, actions, or processes
• Word choice over accuracy
• Multiple labels for the same object (build a map, not a list)

Novice-Mid

Simple combinations of words; contextually relevant phrases; very inconsistent grammar

5.5

Naming & labeling (B)

Attribute (Predicate) Inventory:
Students can attach simple attributes, actions, or states to things (e.g., is / has / does), but these are not yet consistently organized into complete facts or events.

Two-word ideas
• “is / has / does” frames
• Color, size, number, basic action
• Accept fragments that still express meaning

Novice-High

Consistent use of simples entences; still only basic grammatical control

6

Stating observable facts

Static Schema (Simple Facts):
Students can express simple, observable facts that are explicitly stated, using complete sentences, without inference or explanation.

Simple sentence frames
• Someone / something + does something
• Something is affected by something
• Basic location: in / on / next to
• Focus on completeness, not variety

Intermediate-Low

Strings or lists of sentences, not necessarily connected; multi-sentence texts may be written as paragraphs (e.g., "at least 5 sentences"), but are more just collections of facts; may use some basic sequential or causal connectors; simple, integrated details

7

Concrete inferential: inferring beyond what is seen

Enriched Static Schema (Extended Facts):
Students can infer additional concrete facts from details and hold multiple related facts about the same thing, but without organizing them causally or temporally.

Staying on topic across sentences
• Repeating or referring back to the same noun
• Simple reference words: it, this, here, there
• Basic time words: now, before, later

Intermediate-Mid

Connected sentences that cannot be moved around without affecting meaning; basic, sparse use of perspective orienting (however) and inference connectors (therefore)

8

Process / causal: reasoning about change and sequence (A)

Executable Model (Single-Step):
Students can explain why something happens using a single, direct cause or condition, but they do not yet track extended sequences, multiple causes, or alternatives.

Partitions, simple causes, and comparison (Sentence stems are most helpful here)
• first / next / last
• because / so
• same / different / more than

Intermediate-High

Simple / informal paragraphs; more natural flow, with more consistent use of connectors, transitions

8.5

Process / causal: reasoning about change and sequence (B)

Executable Model: (Multi-Step)
Students can run a simple simulation with a single alternative or counterfactual (What if...?) within a narrowly defined context and narrate it coherently. (Growing grasp of causation leads to stronger mastery of sequence.)

Sequencing & variation: Language for steps and outcomes
• first / next / leads to / finally
• what would happen if…
• when X changes, Y changes

Advanced-Low

Organized, mature paragraphs; paragraph-length, natural flow; nuanced use of connectors and transitions

9

Concrete world modeling (modeling social and physical realities)

Integrated Situational Model:
Students can construct a coherent picture of the situation or world, integrating people, roles, norms, and rules to support claims and explanations.

Claim + reason + support
• I think / I claim / I argue
• This shows that…
• One reason is…
• Begin contrasting ideas respectfully

Advanced-Low+

Multiple, thematically unified paragraphs; emerging control of register; sustained argument or explanation with clear internal organization; increasing abstraction and generalization; occasional breakdowns at the discourse or precision level

10

Abstract (abstracting patterns and roles)

Abstracted Situational Model:
Students can abstract patterns or roles from specific situations, treating characters or events as examples of broader types or themes.

Elaboration and qualification
• in addition / furthermore / however
• this holds true when…
• one limitation is…
• this suggests, but does not fully explain…

Advanced-Mid

Extended paragraphs; public and abstract topics, beyond immediate experience

11

Formal (abstract inferential reasoning)

Multi-Model Abstract Integration:
Students can connect and synthesize abstract patterns across texts, time periods, or contexts, transferring ideas beyond a single case.

Perspective & synthesis
• On the one hand / on the other hand
• In contrast to…
• This suggests a broader pattern
• Language for generalization and transfer

Advanced-Mid+

Extended, coherent discourse across multiple paragraphs; clear audience awareness and register control; abstract, analytical treatment of topics; nuanced transitions and rhetorical structuring; occasional non-native patterns that do not impede meaning

12

Systemic (modeling interacting systems)

Reflexive Multi-Model Control:
Students can evaluate and refine explanations by coordinating multiple systems, weighing tradeoffs, assumptions, and long-term effects with awareness of perspective and audience.

Rhetorical control and abstraction
• this analysis assumes that…
• a more precise way to frame this is…
• from this perspective…
• this distinction clarifies why…