Dulany
Alexander
Donald
Freeman
Linda
Gosselin
Kathleen
Graves
Dot
Gulardo
Lee
Haller
Roger
Hooper
Diane
Larsen-Freeman
Joan
LeMarbre
Alice
Levine
Andrea
O'Brien
Rebecca
Pomerantz
Alison
Simmons
Heide
Spruck Wrigley, Consultant
Widi
Sumaryono
Leslie
Turpin, Project Leader
Connie
Tumavicus
Wagner
Veillard
Lynne
Weintraub
Eileen
Witkop
Participants
in the Adult ESOL Curriculum Field-testing Projects, 1999 included:
Practitioner
Research Group:
Chris Luongo
Rebecca
Pomerantz
Sr. Marion Cotty
Joanna Scott
Chrsitine Taylor
Alison Simmons
Learner
Research Group:
Michael Feher
Marayana Huston
Mostafa
Mouhieeddine
Victor Eboigbe
Sherry Spaulding
Sr. Nancy
Simonds
Facilitators:
Dulany Alexander
Alice Levine
Andrea O’Brien
Heide Spruck
Wrigley
Joan LeMarbre
Kathleen Graves
Connie Tumavicus
Leslie Turpin
Members of
the Performance Accountability Working Group (PAWG) who developed revised ESOL
strands and standards in 2002 included:
Mina
Reddy
Andy
Nash
Chris
Hebert
Jane
Schwerdtfeger
Robert
Foreman
Dori
McCormack, Consultant
Members of the 2004-2005 ESOL Framework Revising Team
included:
Dulany Alexander
Jeanne Burke
Janet Fischer
Lee Haller
Mitchell Krouner
Dori McCormack
Andrea O’Brien
Jane Schwerdtfeger
Lynne Weintraub
§
Janet Fischer and Lynne Weintraub were primarily responsible for
developing the Listening benchmarks
§
Jane Schwerdtfeger and Dulany Alexander were primarily
responsible for developing the Speaking benchmarks
§
Andrea O’Brien and Lee Haller were primarily responsible for
developing the Reading benchmarks
§
Dori McCormack and Lynne Weintraub were primarily responsible for
developing the Writing benchmarks, with Jeanne Burke and Mitchell Krouner
Andrea O’Brien
compiled and wrote the Glossary in Appendix A. Jane Schwerdtfeger edited this
document in 2005. Jane Brown, Karen McCabe, Meg Murphy, and Fabio Scarcelli
proofread. Many thanks to Dale Helenius and Julie Crowley for hosting working
meetings at Mt. Wachusett Community College’s Devens Adult Learning Center.
Thanks also to
Peggy Seufert, formerly of American Institutes for Research, staff at AIR and
the Office of Vocational and Adult Education who sponsored the Adult Education
Content Standards Consortia, through which this revision work was completed. We also appreciate the fruitful conversations and
collaborative spirit of the other state participants in the Consortia.
In creating the
ESOL framework benchmarks, we analyzed the standards and benchmarks of many
other states, organizations, and one country, including: the ACTFL
Proficiencies, the TESOL Standards, the BEST Plus and REEP Assessment rubrics,
the CASAS Content Standards, the SPL Level Descriptors for Listening and
Speaking, Reading and Writing, the NRS Level Descriptors; the Adult Education
Content Standards Warehouse, the ESOL standards and benchmarks of Arizona,
Maryland, Massachusetts (K-12), Ohio, Texas, Virginia, West Virginia,
Massachusetts ABE (DOE-funded) Programs’ level descriptors, and the Canadian
Language Benchmarks.
As well as those
above, we thank all of the unnamed others who have seen this document in at
least one of its many iterations in the past 10 years and offered their
thoughtful comments.
The
following quotes were collected from Adult ESOL learners in response to the
question, “what do you need to learn?” Learners from a variety of levels
responded, and some responses were translated from their native language. Some
were corrected or edited as part of class activities, and others were left
unaltered.
“Six
months ago my mother had chest pain after midnight. I was alone. We going to
the hospital and I try speaking with them about her problem. She was very bad
and I get nerves because we doesn't have translation to help us. The doctor
come to me and ask lot of questions, but I couldn't understand everything. I am
feel bad. I try to help them the best I can, but sometimes I afraid about
everything. I hope I learn English fast. I don't want another experience like
that.”
§
“Before
I had never learned English. I had difficult time. I couldn’t talk myself, only
my family translated to me. My feeling was deaf mute.... One time maybe two or
three years ago I pick up phone in home. Women talked very fast. I didn't
understand anything. I only say polite “yes, yes”. After few days we had
protection plan in credit card and very high next bill.”
§
“I was
looking for a job. I was talking with the manager about to get a job in my
profession. In my country I was work the social worker, I know many problems, I
can try the problems and help to people when they will need it. If people talk
to me slowly, I understand them well. The manager said to me, ‘You had a good
resume, but in this job you will need speak well’. I felt very sad, because in
my country, I worked all the time.”
§
“When I
talk my son's teacher about his progress, I need understand more.”
§
From a
group of students (translated from Spanish):
“Most of the teachers teach grammar rules but what they don't teach is enough
speaking...When you're on the street you need to talk with people. Know how to
express yourself--use sentences to make yourself understood... People on the
street don't talk the same as people in the classroom. You get accustomed to
the teacher but when you get outside the class it's different...Students should
get outside the class and interact with others.”
§
Frame (fram) n. A skeletal structure designed to give
shape or support.
The American Heritage Dictionary, Second College Edition
Frame is a term that can be used in numerous contexts to refer to a variety
of things, from buildings to bodies to bowling. The definition quoted above is
most appropriate for our purposes, although any of the others citing a rim,
border, or outline would suffice.
A curriculum framework offers a basic structure for how and
what we teach in adult basic education programs. It does not contain
lesson plans or scope and sequence charts, but it does describe the content
areas and skills with which each program and teacher can design a curriculum
that is relevant to the needs of his/her particular group of learners.
Curriculum frameworks are meant to provide a guide to instruction at the local
level.
Some
of the terms that are used throughout this document and the other frameworks may be unfamiliar to you, or you may
associate them with meanings other than those intended here. It is important
that you learn and practice using the terminology. Seek clarity from others if
you are unsure about a word’s meaning or use. By speaking the same curriculum
language, teachers across the state can discuss and share their ideas and
experiences more easily. Below is a list of essential vocabulary.
Core Concept: an articulation of the importance
of the subject of a given framework to the lives of adult learners.
Guiding Principle: an underlying tenet or assumption
that describes effective learning, teaching, and assessment in a subject area.
Habit of Mind: a disposition, tendency or
practice that strengthens and supports life-long learning.
Strand: a category of knowledge within the study of a given
discipline. A strand is also a cluster of learning standards in the content
area organized around a central idea, concept, or theme.
Standard: what learners should know and be able
to do within a specific content area, such as a strand. Standards reflect the
knowledge and skills of an academic discipline, and reflect what the
stakeholders of educational systems recognize as essential to be taught and
learned. The standards provide a clear outline of content and skills so that
programs can develop and align curriculum, instruction, and assessments.
Standards should not dictate pedagogy or teaching styles, nor prescribe class
lessons or assignments.
Proficiency Level: portrays what students at a particular level know and can do
in relation to what is being measured (e.g. a learner can do “x, y and z” in
the Massachusetts ABE ESOL Framework, Reading strand, Proficiency Level
5). Proficiency levels are not to be confused with a program’s class design
levels. Programs should, however, use proficiency levels to closely crosswalk
with their program class design levels.
Benchmark: the specific set of skills learners
need to develop and achieve in order to meet a more broadly stated standard.
Benchmarks provide more detailed information on the specific skills and
contexts for learners to meet the standard. They reference specific
proficiency levels in terms that are concrete and observable, and serve as
checkpoints to monitor learner’s progress toward meeting a standard.
***
While using the
ESOL framework, don’t forget that
Massachusetts has Curriculum Frameworks for
Adult Basic Education in the following additional areas:
§
English Language Arts
§
Mathematics and
Numeracy
§
History and the
Social Sciences
§
Science and
Technology/Engineering
§
Health
Like the ESOL
Framework, these Frameworks include Core Concepts, Guiding Principles, Habits
of Mind, Strands, and Standards. In the case of the ESOL, English Language
Arts, and Mathematics and Numeracy frameworks, they also contain benchmarks and
proficiency levels to inform teaching and learning within the subject areas.
You may also wish to read the Common Chapters for the Massachusetts Adult Basic
Education Curriculum Frameworks, which are designed to provide an overview of
and guide to working with the entire set of ABE Curriculum Frameworks. You can
find a table listing the strands of each of these Frameworks in Appendix G. You may also download copies of the other ABE
Frameworks or the Common Chapters from the Massachusetts Department of
Education’s website, http://www.doe.mass.edu/acls/frameworks/.
The importance of English Language
Learning for the adult learner
This framework articulates the knowledge and
skills adult ESOL learners need in order to communicate effectively and
confidently in English so that they can meet their needs, advocate for
themselves, their families and their communities, and participate more fully in
U.S. society.
The content outlined in this document is meant
for all levels and all learners, from beginning to advanced. It applies to
various program contexts including general ESOL, ESOL literacy, workplace
education, family literacy, corrections, or those that transition students to
higher education, vocational training and/or employment.
The
core concept of the ESOL Framework recognizes two critical dimensions of adult
education. First, it focuses on skills, not content; secondly, it acknowledges
that adults are developing their skills in order to use them in specific
contexts.
The
contexts that we consider here are the same ones addressed by the National
Institute for Literacy’s Equipped for the Future (EFF) framework. The
EFF includes role maps for adults that consider their responsibilities as
parents/family members, citizens/community members, and workers. (See Appendix
F for the EFF role maps.)
The
skills necessary for mastery of English language learning are contained within
the seven strands of this framework—Listening, Speaking, Reading, Writing,
Navigating Systems, Intercultural Knowledge and Skills, and Developing
Strategies and Resources for Learning. All of these skills, in turn, are
necessary for mastery of what the EFF calls generative skills: communication,
decision-making, interpersonal, and lifelong learning skills. You can find the
web address for EFF in Appendix E: Internet Resources.
Considering
language skills of listening, speaking, reading, and writing in these contexts
and seeing their inter-relatedness allow teachers to develop and implement
curriculum that will help students to meet high academic standards and help
them to meet the challenges and responsibilities of their many roles.
Underlying assumptions about effective learning,
teaching, and assessment in the subject of English Language Learning for adults
1. Adults come to ESOL classes with a diversity
of native language skills, formal education, learning styles, cultural
backgrounds, and life experiences, which impact their learning. It is important
that teachers use their understanding of these differences to guide their
selection and assessment of program models, curriculum materials, and teaching
strategies.
It
is crucial for teachers to be aware of the characteristics of their learners
and that they develop lessons that address both the strengths and the needs of
their individual students. Whereas some learners may have little formal
education but a great command of basic spoken English, others may have an excellent
grasp of formal grammar but be unable to understand native English speakers in
real life situations. If teachers are aware of the differences within their
classes, they can develop lessons that build on individual strengths and
address individual needs.
In
order for teachers to plan classes that best address the needs of particular
learners, careful assessment needs to be done, both when students enter the
program and as they progress. In particular, teachers need to obtain
information about students' native language literacy skills. Whether it will be
possible to set up native language literacy classes or not will be based on a
variety of factors. What is crucial is that each program decides how it will
address the particular needs of ESOL students with little or no first language
education.
Once students are placed in classes, methods
and materials should be chosen based on the students' learning styles and needs
with attention to differences in formal education, age, cultural background,
interest, and life experiences. Teachers also need to be aware of how learning
disabilities may impact the progress of some ESOL learners and seek assistance
in assessing and responding to the particular needs of learning disabled (LD)
students. It is important for teachers to use a wide variety of teaching
strategies in order to help all students progress.
2. Adult learners come to ESOL programs with a
variety of motivations for learning English, a range of personal, educational
and career goals, and differing expectations about the learning process. It is
important that teachers, program staff, and students work together to identify
learners’ goals and expectations to ensure that each program’s curriculum,
instruction, and assessment address learners’ immediate and long-term goals.
Teachers and
counselors need to meet with learners early on in the program in order to
identify students' most urgent needs for using English. These will vary greatly
based on learners' life circumstances. For example, newcomers to the community
may have a need to learn how to navigate the public transportation system.
Students from smaller immigrant groups may have a pressing need to learn how to
communicate with doctors or shop owners in English; students who live in large
mono-ethnic communities (such as Chinatown) may not share this sense of
urgency.
Some
learners may be elderly immigrants or stay-at-home parents. These learners may
need English to answer the phone, deal with medical problems, sort out their
mail, and handle emergencies. Many of them have family health issues as well as
child care responsibilities to attend to. Sometimes whole families rely on them
to keep young children safe so that everybody else can work several jobs.
Other
learners also have long-term educational and career goals and hope that
learning English will allow them to gain entry to better jobs, vocational
training, and/or higher education. Teachers need to develop curriculum that
will make it possible for learners to take their next steps. As students
develop confidence and fluency in English, teachers may also need to place an
increased emphasis on helping students develop accuracy in using standard
English, in order to make it possible for them to move on to good jobs and
higher education. For many students, particularly those with limited first
language education, ESOL instruction must help them develop effective study
skills and learning strategies so that they are able to continue their
education in programs such as high school diploma programs or colleges.
Many
adult learners also experience great joy in learning English and find that
their lives are enriched as they learn to understand and appreciate a new
language and culture. Beyond meeting their practical goals, they also want to
be challenged and exposed to new worlds through their educational experience.
As
all learners have expectations about how learning happens and what is
meaningful to them, they will best be served if their input is solicited when
making decisions that affect the process and content of their learning.
3. Adult ESOL learners need to develop English
language skills that will allow them to understand and be understood in both
oral and written English. The emphasis of instruction, therefore, should be on
those activities that increase students' ability to communicate their own
thoughts and to understand the ideas of others in a variety of settings.
For
the language classroom this implies that students will benefit from practice in
listening, speaking, reading, and writing that takes into account the kinds of
communication that happen in different contexts outside the classroom.
Materials, content, and methods should help students improve their ability to
communicate and to understand authentic English.
Reading and listening clearly go beyond word-by-word translation. Classroom activities can
equip learners to better understand written and spoken English when instruction
includes strategies for deriving meaning: pre-reading, skimming, asking
clarifying questions, and recognizing the reductions that are characteristic of
American English, among others.
Speaking
and writing instruction need to prepare students to express original thoughts
as well as to engage in formulaic social exchanges. Teachers should plan
classes in a way that maximizes the amount of time that all students spend
expressing thoughts and feelings in English, using plenty of small group and
pair work. Classroom instruction should include strategies and practice in
finding a variety of ways to get ideas across in spite of limited vocabulary.
Language learners also need to learn to adjust their speech, depending on who
they talk with (the boss or their children), what they want to accomplish (make
a request or give an order), or what the level of urgency might be (“I need
help NOW!” or “Would you be so kind as to...”).
Similarly,
writing lessons should give practice with real writing tasks found outside the
classroom, and help students express original ideas. Letter writing and journals
are examples of classroom activities in which the learners practice finding
their own voices in written English. Students need to learn how to adapt their
writing style based on audience and purpose.
4. Language learners move through a series of predictable
stages; however, teachers and learners need to understand that progress may be
inconsistent from day to day and across the four skill areas. Teachers need to
plan lessons that introduce new skills as students are ready for them and
reinforce old skills from previous stages.
Language
structures are developed sequentially; for example, new language users are able
to speak in simple sentences using the present tense before speaking in more
complex sentences using the present perfect tense. However, language skills do
not develop at an even pace. Individual students have differences across
language skill areas; for example, a good writer may have difficulty with
speaking or some students may always write the "s" on third person
singular present tense verbs, but may take years before they pronounce it
regularly.
Learners
often leap forward in their understanding and use of a particular language
concept and have great difficulty grasping another. A learner may have minimal
problems learning to use irregular past tense forms correctly, but take a very
long time to use pronouns correctly. Learners benefit from a cyclical review
and reinforcement of learned skills so that these skills become internalized.
Not all students will master a skill before the class moves on, but they may
master it later, as the teacher focuses on a different context or topic. This
is an especially important concept as teachers try to address individual
learner needs in programs that are multilevel and/or open entry.
Teachers
should be aware that students try to make sense of a new language and construct
rules of how English works, often based on how their home language works; this
concept is referred to as “interlanguage”. Interlanguage is evident as adult
students try to express complex thoughts although they may have only a
beginning command of English language structure. Over-correction of mistakes at
this point will retard fluency and prevent expression of those complex
thoughts. It is often better to “accept” the learner’s thoughts as expressed in
“interlanguage” and then respond back using more standard forms to focus the
learner’s awareness on structures or lexical problems that need attention
without overtly correcting mistakes.
5. Language learning requires risk-taking.
Adult learners will benefit from a classroom community that supports them in
taking risks in authentic communication practice.
Learning
and using a new language is an inherently risky process. Both in the classroom
and in the community, limited English speakers will make mistakes as they try
to communicate in their new language. Outside the classroom, learners may face
impatience or prejudice from native speakers and this may increase their
reluctance to use English.
Because
of this, it is crucial that the teacher provide a safe and supportive
environment that will allow--and encourage--students to take risks, first in
the classroom and then out in the community. Students need to understand that
mistakes are a natural part of language development. Teachers should avoid
over-correction, which can hinder the development of fluency and will
discourage students from taking chances. Learners should be given ample
opportunities in the secure environment of the classroom to use language
creatively and experimentally.
Many
teachers work with their learners to set ground-rules for the class (e.g. no
laughing at classmates' mistakes) and use a variety of approaches (such as
cooperative learning) to build a supportive classroom community. Teachers
should also provide students with tools they can use to get meaning across when
they feel frustrated by limited vocabulary or difficulties with pronunciation.
As students learn how to ask for clarification or how to find more than one way
to express a particular idea, they will become more confident about using
English and will thus be more willing to experiment.
Teachers
not only need to create safety and develop students' confidence but they must
also actively promote risk-taking and plan activities in a way that gradually
diminishes students' cautiousness. The teacher can build a series of
activities that move from the relatively safe to the more threatening in order
to help students develop skills and confidence. Teachers should plan time to
have students share their experiences as they venture into the English-speaking
community: How did the person react when you asked your question? What did you
do when they told you they didn't understand?
Students'
boldness in trying out their new language skills may be affected by individual
personality, cultural background, their personal support system (i.e. whether
they have spouses, children, or friends who serve as translators), and their
immediate need for using English. Teachers need to assess their students' willingness
to take risks in using English and build curriculum and lessons that will help
students move forward in this area.
6. Learning about cultural norms and
institutions in the United States is an integral aspect of learning English.
While individual learners must make decisions about the extent of their own
acculturation into US culture, they will benefit from knowing how these systems
work and how to engage and advocate for themselves within these systems.
Teachers
and learners need to appreciate the complexity of US culture and society. It is
often difficult to define the norms of American culture. Americans include
people with a wide variety of values, political perspectives, racial and ethnic
backgrounds, customs, and traditions. As much as possible, classroom materials
should reflect the diversity of our students and those of the range of groups
who live in the US without oversimplifying and stereotyping.
As
students learn about American culture, their own culture needs to be validated.
They should understand that they don't have to lose the personal identity and
values they came here with and change themselves into a new “American” person.
Students need to gain enough knowledge to compare and contrast cultures and
decide how much they want to integrate themselves into their new culture.
Teachers should be sure that the materials they use are non-judgmental and that
they don't present one set of “American” ways as better or more advanced in our
pluralistic society.
Knowledge
about a culture includes understanding its attitudes and values, but it also
includes conveying meaning through body language (gestures, facial expressions,
and proximity). Students need to learn the cultural significance of body
language to prevent misunderstandings or miscommunications. For example, the
symbol for "okay" used commonly in the U.S. is an obscene gesture in
some countries, and direct eye contact is important here but is a sign of
disrespect in other cultures.
Students
need to learn how American systems work and practice interacting with these
systems. They need to learn how to access services such as medical care,
community services, and the legal system. In addition, they need to be able to
advocate for themselves and/or family members within the system. This might
range from being able to represent and advocate for their children’s school
needs when talking with their teachers, or in responding to discrimination in
their work and daily lives. Teachers need to provide opportunities for students
to share resources and help each other learn to interface with various
institutions.
7. Second language acquisition for adults is a
process that typically takes more time than most learners can spend in an ESOL
classroom. Therefore, an important priority of ESOL instruction is to help
students become autonomous language learners so they can continue the learning
process on their own.
Adult
ESOL learners’ long-term goals often hinge on their ability to communicate in
English. Learners may feel dependent on their teachers to supply the necessary
language proficiency. Language learning is a skill in its own right, and one
that the curriculum implicitly addresses. What is perhaps less obvious is the
necessity of making techniques of language learning an explicit part of the
curriculum.
In
order to develop greater autonomy as language learners, students need help
understanding that the enormous task of learning English consists of a variety
of activities, each targeting one or more specific language skills. Teachers
can develop this awareness by introducing each classroom activity with a
statement about its language acquisition objective and by periodically
reviewing with the class the catalog of learning activities and the skills they
target.
A
second aspect of cultivating learner autonomy involves teaching the students to
monitor and evaluate their personal study habits. How much time do they spend
studying outside of class? How are they studying? What is working for them and
what is a frustrating waste of time? At which language skill is a particular
study habit aimed? Can classmates or the teacher suggest other techniques for
learning that skill? Class sessions that focus on self-evaluation and
goal-setting help learners make the most of their current language learning
efforts; they also teach the students techniques for managing future learning.
Along with English, the Habits of Mind such as persistence and reflection are
important to teach learners.
Teachers
should also encourage learners to take advantage of learning opportunities
outside the classroom. Where possible, instructors should plan class activities
or assign homework that give students practice in learning on their own. These
could include “eavesdropping” on the conversations of native speakers, by
talking to people at work or their children's school, by watching TV or
listening to the radio, or by reading magazines and newspapers. Teachers should
make time in class for students to share their experiences and reflect on what
they are learning from these different sources. In this way, learners will
become more independent and effective language learners while they are in
class, and will gain the skills and confidence that will allow them to continue
to build their English skills once they have left the program.
Dispositions, tendencies or practices
that strengthen and support life-long learning for English Language Learners
Perseverance is the foundation for all
learning. Anyone can pick up a skill quickly and rapidly develop a certain
level of proficiency, but no one learns a subject in depth without struggle.
Perseverance is the ability to work through that struggle and recognize that
the frustration of the moment will yield rewards.
For
adult learners whose earlier educational experiences were difficult,
perseverance is a hard habit to develop. Anyone who has repeatedly struggled
and failed, often without understanding why, will feel some reluctance to take
up the struggle again. If the rewards seem very distant, it is hard for any of
us to push forward. It is important to recall that a reluctance to persevere
in the classroom does not necessarily indicate that a learner is unable to
persevere. Many adult students work long hours, often at two jobs, raise
families, and take part in the activities of their communities. We must
acknowledge the skills and habits that learners demonstrate in other areas of
their lives and respect their choices if we hope to convince them that the same
kind of effort is worthwhile in our classrooms.
While the ability to persevere serves as the foundation for
learning and progress, it is important that it be teamed with reflection.
We want students to maintain their efforts, but we need to explain why, and to
what end. Perseverance is not mere repetition and dogged effort. Balanced
with opportunities for reflection, the student who learns to continue through
challenges also learns to discern when more effort is needed, when a different
kind of effort may be needed, when to get help, and when it is time to move
on. Reflection also helps students to connect their efforts in the classroom
to their larger life goals and ambitions. Teachers who always have a
thoughtful answer to the question, “Why are we doing this?” are modeling the
thoughtfulness and reflection that will help students make deliberate,
thoughtful judgments about how to direct their efforts in order to achieve
their selected ends.
Patience supports
and extends the ability to persevere and to reflect. For many learners the
first hurdle will be to have patience toward the subject being studied, and
with themselves, particularly when they first return to school when everything
is new and to some degree unfamiliar. Many students are quick to berate
themselves when they don’t grasp a concept quickly, or have difficulty
remembering rules of grammar, or can’t figure out the logic behind long
division. It is important that these students learn to treat themselves with
patience and consideration. It can be helpful to ask adult students who are
feeling angry with themselves how they would treat a friend or family member
who had difficulty with the same task. Realizing how much harder they are on
themselves than they would be on someone else can give them distance,
perspective, and see the value of patience. Sometimes, even students who are
making rapid progress and want to move on to one new thing after another will
resist suggestions that some repetition and rehearsal will help to build a
skill.
The
habit of patience can be connected with students’ levels of self-esteem. If
students do not hold themselves in high regard, it is difficult to treat
themselves and their learning with respect, and allow the time and practice
necessary for the development of their skills and content knowledge. Teachers
support the quest for patience when they demonstrate patience in the classroom,
refuse to hurry a student along, and continually find new ways to explain and
demonstrate material so that everyone will reach a deep understanding.
Openness helps us to recognize that there may be more than one right answer, more than
one way to view a topic, and more than one way to assign value to skills and
knowledge. Being open relies on and extends the range of our perseverance and
reflection. When we are willing to entertain new and challenging ideas, to
stay with them until we understand, and then to decide whether to absorb them
into our view of the world, we have both used and increased our ability to be
open. Being open to new ideas and ways of thinking is often the foundation for
critical thinking skills such as analysis, as well as enriching one’s
imagination, communication, and perspective—all critical to building one’s
capacity for lifelong learning. Openness allows adult learners to gain some
distance on a difficult or charged issue.
The ESOL learning standards represent the essential skills
that English language learners need to know and be able to do in each strand.
Guidance for working with learners in different contexts and at different
language skill levels comes through the examples under each standard and in the
benchmarks, from the teacher vignettes in Appendix C, and from learner, teacher
and program assessments of needs and progress.
Each
strand and standard in the document is divided into six proficiency levels that
describe the specific skills that are appropriate for learners working at each
level. The benchmarks describe what the standards look like in more detail at
the six proficiency levels. The goal for these proficiency levels and
benchmarks is to provide programs, teachers, and learners a common language and
understanding of the skills necessary for learning English.
At
first I couldn’t speak English so well because I only knew a few words. I
worked at a
hotel
where customers there asked me questions such as where is the laundry room. I
showed
them
where it was because I was too scared that my answer would not be correct. Sometimes
the
customers wrote what they needed on a piece of paper because it was hard for
them to
communicate
with me…
The Listening
Strand and the Speaking Strand:
These
two strands include the skills that focus on developing fluency and making and
gaining meaning in oral communication. The skills also focus on developing
accuracy in the use of vocabulary, structures, grammar, and conventions of
spoken language. The Listening Strand challenges the notion that listening is
a passive activity and, through the clusters of skills at each level, indicates
the ways that perceptive listening will help learners to participate as
thoughtful contributors in a variety of formal and informal discussion formats.
The Reading Strand:
This
strand includes the skills
necessary to interpret printed material, including charts, graphs, schedules,
and environmental print. Those skills include symbol mastery, phonological
awareness, decoding, word recognition, word analysis, and comprehension.
The Writing Strand:
This
strand includes the skills necessary for both physical and intellectual mastery
of written communication. Arenas of competence include language structure and
mechanics, organization, and fluency. Development of every writer’s unique and
personal “voice” is also valued.
Listening,
Speaking, Reading and Writing have intentionally been broken out into the four
strands in order to highlight the skills specific to each area. The purpose is
not to teach listening skills separately from speaking skills. Oral communication
is a two-way process of listening and speaking. Rather, the oral and written
skill areas are separated out so both teacher and learner can more easily
identify what skills are specific to each skill area. The ability to discern
what a listening skill is as opposed to what a speaking skill is (or a reading
skill as opposed to a writing skill), will help teachers be purposeful about
what they are teaching. This breakdown of skills will also help learners
identify where they are gaining mastery, and where they need more work.
For
this reason, all four strands of Listening, Speaking, Reading and Writing have
the same three standards. The first standard in each focuses on fluency, and
describes the purposes for which English language learners listen and speak,
read and write. The second standard focuses on vocabulary, language structure,
and mechanics used in oral and written communication, while the third standard
offers strategies specific to developing Listening, Speaking, Reading, or Writing
skills. These four strands also have proficiency Levels One through Six, and
each level contains benchmarks that describe what oral and literacy skills look
like at each level.
The
Intercultural Knowledge and Skills Strand:
I
made a decision to come to the U.S. from China three years before. After this
decision I
left
my homeland that I lived in 43 years. I lost my good job. I left my parents and
relatives. I
came
to a new country. This is a beautiful, free, and developed country. But I
turned my face
to
new people, new language and new culture. This decision changed my life. It
gave me a
big
chance but it also gave me a lot of trouble.
This strand
focuses on becoming familiar with the concept of culture, with the
understanding that people exhibit culturally defined behaviors. These
behaviors are further influenced by variables such as race, ethnicity, age,
gender, social class, and religion. The focus in this strand is on developing
an awareness of cultural differences and attitudes and in developing the skills
and knowledge needed to function in a culturally diverse society. Learning in
this strand includes learning the ability to recognize over-generalized
statements and stereotypes and to develop a more complex understanding of
cultural differences in both familiar and unfamiliar situations. This strand
contains standards, but no proficiency levels or benchmarks.
The
Navigating Systems Strand:
I
was driving on the street. The traffic was so bad someone crashed into my
car. He said
was
my fault so that moment I don’t understood English…I called the police…I tried
to
explain
he don’t understood me. He gave me some paper for fill it out, the police
[who]
made
the report gave me other paper too. I called my friend to help me…my friend
explain
what
is going on. My insurance company fought his insurance, my insurance won.
This
strand focuses on helping learners develop the ability to navigate through
systems that influence their lives. This includes knowing what opportunities
exist and acting in accordance with both their rights and responsibilities
within a particular system. It includes knowing about both mainstream systems
(i.e. housing, etc.) and resources that are available to them in advocating
within those systems (i.e. tenants' rights groups, etc.). Some systems impose problems or barriers
on students, some systems (i.e. libraries) are opportunities, and many systems
are a combination of barrier and opportunity.
While
some classes might need an overview of different systems, often the particular
systems that are addressed in classes are ones that develop in response to
learner needs and experiences. Often learners have much more experience and
knowledge of navigating a system than the teacher does, and working through
these standards may be an opportunity for class members to act as
resources to each other. The
four learning standards in this strand address the general skills of being able
to recognize a problem or need in relationship to a system; developing the ability
to navigate and advocate for themselves within a system; assessing their
progress, and determining next steps. This strand contains standards, but no
proficiency levels or benchmarks.
Developing
Strategies and Resources for Learning:
(Translated
from Vietnamese) It’s so frustrating. Yesterday I went to the senior center to
ask
if somebody could help me with my taxes. They told me where to go for help
but I
didn’t
understand what they were telling me.…For young adults it’s easy, but for older
people
it’s really hard. I don’t have anybody to practice with and I can’t remember
what
I’ve
just learned.
This strand
focuses on developing students’ abilities to continue learning beyond their
often-brief time in ESOL classrooms. Starting with teacher-directed activities
that explicitly teach study skills and a variety of learning strategies,
students become more aware of which techniques are effective for them so that
their learning can become more self-directed. This strand contains standards, but
no proficiency levels or benchmarks.
How Do the
Seven ESOL Strands Work Together?
The Listening,
Speaking, Reading and Writing strands have benchmarks, while the last three
strands of Intercultural Knowledge and Skills, Navigating Systems, and Developing
Strategies and Resources for Learning do not. These latter three strands
cannot be measured by benchmarks and proficiency levels in the same way that
oral and literacy skills can be, nor can they be assessed using BEST Plus or
REEP, which measure English oral or writing proficiency.
The skills
described in Intercultural Knowledge and Skills, Navigating Systems, and
Developing Strategies and Resources for Learning, however, are vitally
important to teach and measure informally in the classroom. On the following
page is a graphic of how the skills shown in the center can provide the context
for teaching oral and literacy skills at all levels.
How Do the Seven ESOL Strands Work
Together?
|
|
 |
|
Strands
|
Standards
English Language Learners Will…
|
|
Listening
|
- Comprehend
spoken English from a variety of sources for various purposes
- Acquire
vocabulary and apply knowledge of language structure and mechanics to
comprehend spoken English
- Use
a variety of strategies to acquire and comprehend spoken English
|
|
Speaking
|
- Express
themselves orally in English for a variety of purposes
- Acquire
vocabulary and apply knowledge of English language structure and
mechanics to produce comprehensible speech in English
- Use
a variety of strategies to acquire and convey meaning through spoken
English
|
|
Reading
|
- Read
and comprehend a variety of English texts for various purposes
- Acquire
vocabulary and apply knowledge of English language structure and mechanics
to read and comprehend written text
- Use
a variety of strategies to comprehend written English
|
|
Writing
|
- Express
themselves in written English for a variety of purposes
- Acquire
vocabulary and apply knowledge of English language structure and mechanics
in writing
- Use
a variety of strategies to acquire language and convey meaning through
written English
|
|
Intercultural
Knowledge and Skills
|
- Identify
and describe the significance of cultural images and symbols—U.S. cultures and their own
- Analyze
everyday behaviors in U.S. cultures and compare and contrast these with
their own
- Identify
culturally-determined behavior patterns
- Analyze
and describe diversity in U.S. cultures
- Compare
and contrast the differences and similarities in the values and beliefs
in their own culture and in U.S. cultures
- Recognize
cultural stereotypes—favorable and discriminatory—and describe how they
impact their own and others’ behavior
- Examine
their own cultural adjustment process and the personal balance that must
be struck between acculturation and preserving their own culture
|
|
Navigating
Systems
|
- Describe
their needs
- Identify
and locate particular systems connected to the specific needs they have
identified
- Develop
the skills needed to act within these systems to meet their needs
- Assess
whether these systems have responded to their needs, determine revised
steps, and challenge these systems if they choose
|
|
Developing
Strategies and Resources for Learning
|
|
Benchmarks
are the specific set of skills learners need to develop and achieve in order to
meet a more broadly stated standard. Benchmarks provide more detailed
information and contexts on the specific skills for learners to meet within a
specific standard. They reference specific proficiency levels in terms that are
concrete and observable, and serve as checkpoints to monitor learners' progress
toward meeting a standard.
The
learner may be primarily working on skills at one framework proficiency level without
having necessarily mastered all the skills in the benchmarks before that
level. The benchmarks encompass experienced teachers' knowledge of what is
important for learners to know and be able to do at a specific level, and so
most learners will likely need many of the benchmarks. What is important for
each learner to master, however, will vary. Depending on a learner's goal(s)
and his/her strengths and weaknesses, some benchmarks will be more important
than others to master.
It is up to the
teacher and learner to determine which benchmarks are important for the learner
to master in a particular proficiency level. Proficiency levels are not to be
confused with a program’s class design levels. Programs should use proficiency
levels, though, to closely crosswalk with their program class design levels.
On
the following pages are the charts of the four strands--Listening, Speaking,
Reading, and Writing. Each of the four strands has three standards and
numerous benchmarks. The benchmarks range from proficiency levels one through
six. The format of these charts is useful in understanding the progression
of skills within each standard, from a beginning learner to an advanced
learner. The charts are also helpful in seeing the “threads” of the skills
within the benchmarks as they build in difficulty (or complexity) across the
proficiency levels of the strand.
In
Appendix B, you will find a different format of charts: The Listening, Speaking, Reading and Writing Strands and Standards, by Levels. In these charts, the four strands are compared at
each standard with their benchmarks for each
level, one through six. In
this alternate format, teachers and learners can see how oral and literacy
skills compare to one another at the same proficiency level. Some of the
skills within the standards coincide at the same level. Other skills in the
benchmarks may be introduced on one level (such as one in the Listening strand
for example), while its counterpart in the Speaking strand is mastered at a
higher level.
Understanding
the Strand, Standard, and Benchmark Numbering System
This system for
organizing strands, standards and benchmarks allows teachers and others to
refer to specific ones when they are connecting them to their curriculum, or
instruction, or to assessments. For example:
R2.3b:
Follow punctuation cues when reading aloud
§
“R” The uppercase
letter “R” stands for the Strand, in this case
Reading (L = Listening, S =
Speaking, Writing = Writing, IKS
= Intercultural
Knowledge and Skills; NS = Navigating
Systems, DSRL= Developing
Strategies and Resources for
Learning)
§
“2” The
numeral before the dot “2” stands for the number of the
Standard, in this case Standard
2: English language learners will
acquire vocabulary and
apply knowledge of English language
structure and mechanics
to read and comprehend written text
§
“3” The
numeral after the dot “3” stands for the Level, in this case
Level 3, or High Beginning (SPL 3)
§
“b” The
lower case “b” stands for the Benchmark, in this case:
Follow punctuation cues
when reading aloud
Listening Strand, Standard
1: English language learners will Comprehend spoken English from a
variety of sources for various purposes
|
Beginning Literacy
SPL 0-1
|
Low Beginning
SPL 2
|
High Beginning
SPL 3
|
Low Intermediate
SPL 4
|
High Intermediate
SPL 5
|
Advanced
SPL 6 and above
|
|
By
the end of the level,
L1.1a
Follow non-verbal cues (e.g. pause, quizzical expression) and rising
intonation to determine when a response is expected
L1.1b
Listen and understand basic personal information questions and statements,
(e.g. Where are you from?)
L1.1c
Listen and follow simple classroom instructions (e.g. No pencils; Repeat;
Stand up)
L1.1d
Listen and understand basic formulaic speech (e.g. greetings, I’m sorry;
thank you)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L1.2a
Identify gist and/or purpose of brief spoken messages with support and/or
scaffolding (e.g. asking a question or stating a fact)
L1.2b
Listen and understand phrases and short sentences on familiar topics when spoken
slowly and clearly and with support (e.g. pictures, visual aids)
L1.2c
Listen and follow simple warnings or one-step instructions (e.g. Stop;
Open the door.)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L1.3a
Identify gist and/or purpose of brief spoken messages on everyday topics
(e.g. an apology)
L1.3b
Listen and understand phrases, statements, and questions when spoken slowly
and clearly
L1.3c
Listen and follow 2- or 3-step instructions (e.g. Open your book and turn
to page 10.)
L.1.3d Extract relevant
detail from familiar information (e.g. descriptions of daily routines) with
some support/ scaffolding
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L1.4a
Follow and identify purpose and/or gist of spoken messages on topics beyond
immediate survival needs (e.g. invitation or agreement/disagreement)
L1.4b
Listen and understand short connected statements and questions on familiar
topics when spoken at a moderate rate
L1.4c
Listen and follow instructions with some details (e.g. Get the paper from
the top shelf of the closet.)
L1.4d
Identify specific information in everyday contexts (e.g. phone message, brief
conversations) with some support/ scaffolding
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L1.5a
Identify the speaker’s intention in brief spoken messages (e.g. to inform,
to suggest)
L1.5b Listen and understand
extended discourse with a clear organization and a familiar topic
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L1.6a
Identify the speaker’s intention in spoken messages on less familiar topics
(e.g. to persuade; to joke)
L1.6b
Listen and understand basic information on new or unfamiliar topics
L1.6d
Identify main idea and key details in simple, authentic contexts (e.g. phone
conversation, medical instructions)
|
Listening Strand, Standard 2: English language learners will Acquire vocabulary and apply
knowledge of language structure and mechanics to comprehend spoken English
|
Beginning Literacy
SPL 0-1
|
Low Beginning
SPL 2
|
High Beginning
SPL 3
|
Low
Intermediate SPL 4
|
High Intermediate SPL 5
|
Advanced
SPL 6 and above
|
|
By
the end of the level,
L2.1a
Understand basic survival vocabulary words in isolation (e.g. foods, family,
personal identification)
L2.1b
Understand differences in meaning among subject pronouns
L2.1c
Listen to Do you. . .? and Wh– do you. . .? to understand that
a question is being asked
L2.1d
Identify plural inflection (e.g. student/ students)
L2.1e
Recognize individual letters in isolation and numbers up to 20
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L2.2a
Understand basic vocabulary used in social interactions and related to
personal needs (e.g. work, home, and daily activities)
L2.2b
Understand beginning grammatical structures (e.g. present tense expression of
actions, habits, and states of being, object pronouns)
L2.2c
Distinguish between positive and negative statements and between statements
and questions
L2.2d
Identify beginning base words and inflections (e.g. nationalities in the
class: China/Chinese)
L2.2e
Recognize numbers up to 100 and words spelled out loud (e.g. telephone
numbers, addresses, prices) Note: some numbers are difficult to
distinguish (e.g. fourteen and forty), and may need more work
in higher levels
L2.2f
Recognize and understand contractions of BE and use of doesn’t/don’t
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L2.3a
Understand an expanded vocabulary related to their needs (e.g. health care
and housing)
L2.3b
Understand basic grammatical structures (e.g. how past and future verb tenses
affect meaning, basic prepositions, direct pronoun references: Roberto likes rice, He
eats it every night)
L2.3c
Distinguish between yes/no and information questions
L2.3d
Identify more beginning base words and common inflections (e.g. live/living;
-er for professions)
L2.3e
Use knowledge of phonemes and syllable stress to distinguish between
similar-sounding words (e.g. can vs. can’t)
L2.3f
Understand basic antonyms (e.g. happy/sad)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L2.4a
Understand specific vocabulary in controlled settings (e.g. role play about
community resources, occupations)
L2.4b
Understand intermediate grammatical structures (e.g. tag questions, simple
and continuous verb tenses, most prepositions, simple conjunctions, and simple
modal forms)
L2.4c
Understand transition words (e.g. then/next, finally, before/after)
L2.4d
Identify intermediate base words and common inflections (e.g. live/lived;
employee/ employer) and meanings of words with prefix un-
L2.4e
Understand common contractions and word reductions in everyday topics or
speech (e.g. did not à didn’t; going to à gonna; want to à wanna; got to à gotta)
L2.4f
Understand basic synonyms, comparisons, some common idioms and some phrasal
verbs
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L2.5a Understand vocabulary
in everyday conversations (e.g. vocabulary used in workplace, community, or
children’s school)
L2.5b
Understand high-intermediate grammatical structures (e.g. modals, conjunctions,
adverbial clauses of time, real conditionals, embedded statements/questions,
and indirect pronoun references (e.g. Ahmed left his country last year. This
was hard for him.)
L2.5c
Recognize and understand simple conversation markers (e.g. so after that,
well) and more complex transition words (e.g. however, that is, in
particular)
L2.5d Identify
high-intermediate base words and common inflections (e.g. take/taken,
employ/employment) and meanings of words with common prefixes and suffixes
(e.g. re-;
-less)
L2.5e
Understand common idioms and phrasal verbs
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L2.6a
Understand vocabulary related to a variety of topics (e.g. steps for writing
on a word processor)
L2.6b
Comprehend some advanced grammatical structures (e.g. participial adjectives,
such as interested vs. interesting; reported speech; adverbial clauses that
express unreal condition or opposition: He would go if he had money; He
went to work even though he was sick.)
L2.6c
Understand intermediate function words: auxiliary verb and vocabulary that
indicates comparisons and contrasts (e.g., as well, such as, similar)
L2.6d
Apply
knowledge of inflections, prefixes, and suffixes to infer meaning of
unfamiliar words in context
L.2.6e
Comprehend patterns of less frequent reduced speech and linked words (e.g. Itz
a girl; did you (didja), don’t
you (doncha),
gimme that)
L2.6f
Understand idioms and phrasal verbs
|
Listening Strand, Standard 3: English language learners will Use a variety of strategies to
acquire and comprehend spoken English
|
Beginning Literacy
SPL 0-1
|
Low Beginning
SPL 2
|
High Beginning
SPL 3
|
Low Intermediate
SPL 4
|
High Intermediate
SPL 5
|
Advanced
SPL 6 and above
|
|
By
the end of the level,
L3.1a Seek repetition
with non-verbal cues (e.g. quizzical look)
L3.1b
Negotiate meaning with speaker (e.g. I don’t understand.)
L3.1c
Use speaker’s facial expressions, body language, and intonation to identify
context of message (e.g. a question, frustration)
L3.1d
Recognize when part of a message is understood
L3.1e
Take risks in predictable situations (e.g. listen carefully in an attempt to
understand, stay focused, control any panic)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L3.2a
Use learned phrases to seek repetition (e.g. What?; Excuse me?;
Again, please.)
L3.2b
Check understanding by repeating part of message that is understood (e.g. No
class tomorrow?)
L3.2c Listen for emphasized
or stressed words in a phrase or sentence
L3.2d If applicable,
use knowledge of cognates between English and other languages to gain meaning
L3.2e Guess meaning of
unknown words in familiar contexts
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L3.3a
Use phrases such as: What does ___ mean? or I don’t understand ___
to clarify meaning of an oral message
L3.3b
Check understanding by clarifying part of message that is not understood
(e.g. Eighteen or eighty?)
L3.3d
Take risks despite anxiety (e.g. encouraging oneself through positive
statements, accepting that errors are part of language learning)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L3.4a
Seek additional information to check understanding (e.g. What did you say?
and What do you mean?)
L3.4b
Negotiate meaning with speaker (e.g. Please say that another way; Please
use a different word.)
L3.4c
Indicate to the speaker what was (or was not) understood
from a spoken message
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L3.5a Make predictions
before and during listening, and check against them after listening (e.g. for
news broadcasts, short speeches, or announcements)
L3.5b
Clarify and confirm accuracy of information by summarizing, rephrasing, or
repeating back what is understood
L3.5c
Work cooperatively with others to gain understanding
L3.5d
Self-monitor understanding (e.g. checklists) and self-evaluate for listening
improvement (e.g. percentage of message understood)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L3.6a Infer meaning by
using available information and/or context clues in face-to-face and/or
recorded speech
L3.6b
Focus on emphasized or repeated words, or paraphrased information in order to
identify key ideas in a spoken message
|
Speaking
Strand, Standard 1: English language learners will Express themselves
orally in English for a variety of purposes
|
Beginning Literacy SPL 0-1
|
Low Beginning
SPL 2
|
High Beginning
SPL 3
|
Low Intermediate SPL 4
|
High Intermediate
SPL 5
|
Advanced
SPL 6 and above
|
|
S1.1a
Give basic personal identification information (e.g. name, address, phone
number)
S1.1b
Use and respond to basic greetings and questions (e.g. Hello; What’s
your name? Where are you from?)
S1.1c
Produce simple statements about familiar topics (e.g. survival needs, family,
work, or goals)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S1.2a
Say and spell simple words and numbers (e.g. children’s school, number of
years in the US)
S1.2b
Participate in routine social conversations on familiar topics with support
(e.g. How old are your children? They are six and two.)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S1.3a Produce simple
statements, providing more detail without necessarily more complexity (e.g. a
daily routine, a simple instruction, preferences, and opinions)
S1.3b
Participate in short social conversations (e.g. make introductions, request,
accept or decline an offer: I need a ride; my car is broken.)
S1.3c
State a position and support it (e.g. It’s a good job because it has
benefits)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S1.4a Request and
provide information with elaboration beyond the minimum (e.g. I want to
learn English so I can…; I’m sneezing because I’m allergic to…)
S1.4b Employ formal or
informal social courtesies, depending on the listener(s) and social context
(e.g. How are you today? vs. How are you doing?)
S1.4c Relate a sequence
of events (e.g. to give instructions, to tell a story, to explain a process)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S1.5a Request and
provide detailed information (e.g. work requirements, giving multi-step
directions)
S1.5b
Converse at some length on topics of interest (e.g. cross cultural
comparisons, family, work or community goals)
S1.5c Express
consequences, inferences, and cause and effect (e.g. She’s not here; I
think her baby Nami is sick today.)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S1.6a
Express themselves on unfamiliar topics and/or in problematic situations
(e.g. giving information at the scene of an accident, talking to your child’s
teacher)
S1.6b Elaborate on
complex ideas, both their own and others’ (e.g. use examples, explanations
and descriptions)
S1.6c
Express ideas and develop them in an organized manner (e.g. with a main idea,
supporting details, and conclusion)
|
Speaking Strand, Standard 2: English language learners will Acquire vocabulary and apply
knowledge of English language structure and mechanics to produce comprehensible
speech in English
|
Beginning Literacy
SPL 0-1
|
Low Beginning
SPL 2
|
High Beginning
SPL 3
|
Low Intermediate SPL 4
|
High Intermediate SPL 5
|
Advanced
SPL 6 and above
|
|
By the end of the
level:
S2.1a
Recite the letters of the alphabet and count up to 100
S2.1b
Develop basic vocabulary related to personal information (e.g. family, home,
and daily activities)
S2.1c
Construct and respond to basic subject-predicate statements and questions
using learned phrases and easy verbs (e.g. I have two children; Where
do you live? I live in Pittsfield.)
S2.1d
Use syllable stress in familiar words
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
S2.2a
Ask and respond to simple questions and affirmative and negative statements,
working towards correct word order
S2.2b
Develop basic vocabulary related to descriptions and everyday needs
S2.2c Use basic
grammatical structures (e.g., present tense expression of action, habit, and
states of being, singular and plural nouns, subject and object pronouns,
adverbs of frequency and time, predicate and descriptive adjectives)
S2.2d Use appropriate
English intonation patterns (e.g. rising intonation in yes/no questions)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S2.3a
Construct information questions (e.g. Where is the pharmacy? How
much are the oranges?)
S2.3b
Develop vocabulary for targeted topics (e.g. related to community, work,
home, current events)
S2.3c
Use basic grammatical structures with less reliance on learned phrases (e.g. some
irregular past verb forms and future tenses, prepositional phrases, some
conjunctions and contractions)
S2.3d Use syllable
stress in newly learned vocabulary
S2.3e
Speak with appropriate pauses and rejoinders (e.g. Um; Uh-huh; Let’s
see)
S2.3f Link words that
often go together with some support (e.g. It’s a ___ = Itza ___)
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
S2.4a
Construct compound sentences
S2.4c
Use intermediate grammatical structures (e.g. correct word order, simple and
continuous verb tenses and simple modal forms, comparative and superlative,
selected prefixes and suffixes, and correct pronoun case)
S2.4d Stress the
appropriate syllable in everyday multi-syllabic words (e.g. seventy
vs. seventeen, tomorrow, family)
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
S2.5a
Ask and respond to questions using a variety of sentence structures
S2.5b
Develop vocabulary for a variety of topics, (e.g. explain
work procedures to a colleague with sufficient technical language)
S2.5c Use intermediate
grammatical structures (e.g. simple, continuous, and present perfect verb
tenses, noun, adjective and adverbial clauses, participial adjectives,
modals)
S2.5d
Emphasize information by shifting word stress in a sentence to indicate
meaning (e.g. I won’t do that! vs. I won’t do that!)
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
S2.6a Speak in complex
sentences using adjective and noun clauses (e.g. I liked the story we read
yesterday; I don’t know what you mean by that)
S2.6b
Select vocabulary to express shades of meaning (e.g. smell vs. scent, too
much vs. so much, I should go vs. I have to go)
S2.6c Use most verb
tenses and forms, including present perfect and past progressive tenses
S2.6d Adapt tone,
register, and expression of vocabulary for audience and context, with
awareness of how they affect meaning
.
|
Please Note: Pronunciation skills have not been
benchmarked because they can vary so much from student to student, and student
needs regarding pronunciation can vary so widely. Learners acquire
pronunciation skills over time, but for some learners, accent persists as an obstacle
to communication. The goal for teachers and learners is not to eradicate
accent, but to create opportunities for learners to work on their pronunciation
as a part of naturalistic speech. Teachers can help facilitate learners’
practicing both pronunciation (where needed) and their “getting the message
across.”
One way to help learners is for teachers to set up opportunities for learners to practice pronunciation in situations slightly more
controlled than those outside of class. Since learners’ pronunciation skills
are so highly individualized, some teachers track each learner’s needs and
progress separately.
In
pronunciation, the most pressing goal is for English language learners to
produce the vowel and consonant sounds of the basic English sound set,
especially when it differs from the student’s native language. Sometimes
learners can’t hear certain English sounds that their native language doesn’t
contain, and students can’t produce a sound they can’t hear. Where this is an
area of need for a learner, it is important for him/her know the different
sound and mouth positions in order to hear subtle sound differences.
Pronunciation is also made up of many other aspects, such as
stress, rhythm, pitch, intonation, and word linking. As a language task
increases in difficulty or magnitude (e.g. if a learner is working to master a
number of these related aspects of pronunciation), pronunciation accuracy can
decrease temporarily. When teachers facilitate practice in a controlled
setting like the classroom, learners can prepare for more spontaneous
situations.
Depending on their needs, learners are encouraged to work on
the following pronunciation skills in class:
- Produce vowel
sounds (e.g. long and short vowel sounds, schwa, diphthongs) and consonant
sounds in learning the basic English sound set
- Produce most
of the initial blends and digraphs in learning the basic English sound
set
- Pronounce
sounds in some terminal blends and digraphs in a controlled context (e.g.
desk, pound, S-ending sounds)
- Apply letter
and sound associations to pronounce word families (e.g. fat, cat)
- Practice
minimal pairs (bit/bat) to focus on differences in sound, and be able to
produce phonemes accurately
§
Recognize syllables, be able to separate words into syllables, practice
noting stressed and unstressed syllables and pauses in a variety of ways (e.g.
voice emphasis, finger counting, tapping, marking a script, etc.)
- Control rate
of speech for listener comprehension
- Use phrasing
to group words into thought patterns (e.g. /She’s not here; / I
think her baby Nami is sick today./)
- Practice
linking and reductions to be able to produce phrases accurately (e.g. Try
it. = /tra - yIt/; I don't know = I dunno)
- Use
appropriate English stress patterns for intended meaning (e.g. length,
loudness and pitch) applied to syllables in a word (Baseball, Weekend)
and sentence stress (“I won’t do THAT” vs. “I WON’T do that”)
- Become
increasingly intelligible with focused/controlled pronunciation practice
- Monitor
production and self-correct within a conversation
Speaking
Strand, Standard 3: English language learners will Use a variety of
strategies to acquire and convey meaning through spoken English
|
Beginning Literacy SPL 0-1
|
Low
Beginning
SPL 2
|
High Beginning
SPL 3
|
Low Intermediate
SPL 4
|
High Intermediate
SPL 5
|
Advanced
SPL 6 and above
|
|
By the end of the
level:
S3.1a Indicate
comprehension by using non-verbal cues (e.g. eye contact, smiling, nodding),
and short phrases (e.g. uh-huh, please speak slowly)
S3.1b
Make attempts to express oneself in
predictable situations (e.g. teacher-led question and answer)
S3.1c Monitor listener
comprehension and repeat words to listener if necessary
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S3.2a
Ask for clarification or one-word translation (e.g. How do you say
muchacha in English?)
S3.2b
Convey meaning (however minimal) by using isolated words, memorized phrases,
and some re-combinations of learned words or phrases
S3.2c
If applicable, use cognates between English and other languages to gain
meaning (e.g. scientific, medical or technical terms; Latin-based languages)
S3.2d
Take risks using language in predictable situations (e.g. small groups in
class, role plays, or with a prepped guest speaker)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S3.3a
Monitor listener comprehension and clarify by using mime, drawing, or
repeating
S3.3b
Repair communication problems (e.g. No, take a left, not a right; I
said ‘a’ not ‘h’)
S3.3c
Use conversation strategies to participate actively (e.g. turn-taking,
interrupting appropriately, attracting attention)
S3.3d
Take risks using language in less predictable situations (e.g. outside of the
classroom with support, in less familiar or less controlled situations)
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
S3.4a Monitor listener
comprehension and explain something in a variety of ways to help a listener
understand (e.g. rephrase, circumlocute, provide an example, spell or write
the misunderstood word or phrase)
S3.4b Take an active
role in a conversation (e.g. asking follow up information questions; asking
for explanation; holding the floor; keeping your turn; resuming after
interruption; changing the topic)
S3.4c Seek independent opportunities to practice speaking
S3.4d Take risks in
spontaneous situations with native English speakers (e.g. with guest speakers
in class, on a class field trip)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S3.5a Use appropriate
placeholders (e.g. I mean) and hesitation techniques (e.g. Um)
while searching for appropriate vocabulary and grammar
S3.5b If applicable,
use knowledge of cognates or word structure between English and other languages
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S3.6a Explain
challenging concepts through examples, anecdotes, or circumlocution
S3.6b Sequence and
organize information for the listener (e.g. use of more sophisticated
transitional words and phrases such as, here’s another example; my point is; in that case)
S3.6c Pay attention to
the success of the interaction and adjust components of speech such as
vocabulary, rate of speech, complexity of grammatical structures to maximize
listener comprehension and involvement
|
|
Beginning Literacy
(SPL 0-1)
|
Low Beginning
(SPL 2)
|
High Beginning
(SPL 3)
|
Low Intermediate
(SPL 4)
|
High Intermediate
(SPL 5)
|
Advanced
(SPL 6 and above)
|
|
Learners
who are not literate in their first language or whose first language uses a
non-Roman alphabet writing system will take longer to progress through this
first level and perhaps subsequent levels.
By
the end of the level,
R1.1a
Read and understand simple sentences on a familiar topic (e.g. Ana has a
big family)
R1.1b
Use visuals to gain meaning. (e.g. pictures, photographs)
R1.1c
Use prior personal experience and knowledge of context to make meaning
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R1.2a
Read and understand short, simple paragraphs of simplified or adapted text on
a familiar topic
R1.2b
Scan and extract relevant information from a simplified or adapted formatted
text (e.g. forms, labels, maps, schedules, notices, flyers)
R1.2c
Read and follow simple, familiar one-step written directions (e.g. Turn
the page; Copy the word.)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R1.3a
Read and understand simplified or adapted text that includes longer sentences
(e.g. compound and some complex sentences)
R1.3b
Identify main idea, supporting details, sequence,
and common transitions (e.g. first, next) in simplified or adapted short texts
on a familiar topic
R1.3c
Compare/contrast information in simplified or adapted short texts on a
familiar topic (e.g. Linda gets up at 8:00 a.m. Jose gets up at 9:00 a.m.)
R1.3d
Read and follow multi-step written directions (e.g. Write the correct word
below each picture, and put the pictures in order.)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R1.4a
Read and understand simplified or adapted multi-paragraph text on a familiar
topic
R1.4b
Identify main idea, supporting details, sequence, and
transitions in simplified or adapted multi-paragraph text on a familiar topic
R1.4c
Compare/ contrast information from a simplified or adapted multi-paragraph
text on familiar subjects
R1.4d
Use text features to predict general idea of a text (e.g. visuals, title,
headings)
R1.4e
Recognize the format and purpose of various genres (e.g. narrative,
informational text, letter, poem)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R1.5a
Read and understand a multi-paragraph, authentic text on a familiar topic
with support
R1.5b
Identify and analyze cause/effect information
R1.5c
Distinguish between fact and opinion
R1.5d
Distinguish between relevant and irrelevant information
R1.5e Identify writer's
purpose and point of view
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R1.6a
Read, comprehend, and analyze multi-paragraph materials on everyday subjects
(e.g. health brochure from a doctor, newspaper article, work newsletter, short
story)
R1.6b
Skim (to determine purpose of text) authentic prose or informational text
R1.6c
Scan (for specific details) for information in authentic prose or
informational text
R1.6d
Make inferences and draw conclusions
R1.6e
Compare/contrast information with other texts/sources
|
Reading
Strand, Standard 2: English language learners will Acquire vocabulary and
apply knowledge of English language structure and mechanics to read and
comprehend written text
Beginning
Literacy
(SPL 0-1)
|
Low Beginning
(SPL 2)
|
High
Beginning
(SPL 3)
|
Low
Intermediate
(SPL 4)
|
High
Intermediate
(SPL 5)
|
Advanced
(SPL 6 and above)
|
|
Learners
who are not literate in their first language or whose first language uses a
non-Roman alphabet writing system will take longer to progress through this
first level and perhaps subsequent levels.
By
the end of the level,
R2.1a
Recognize conventions of print (e.g. reading left to right, word and sentence
boundaries)
R2.1b
Identify upper and lower case letters, and cardinal numerals
R2.1c
Identify the sound of letters, digraphs, and diphthongs (e.g. C sounds
like cat /k/, SH sounds like shut, Z sounds like zip /z/, OY
sounds like /oi/)
R2.1d
Apply sound/symbol relationship to decode one syllable, phonetically regular
words even if meaning is unfamiliar (e.g. shed can be decoded but
student may not know the meaning)
R2.1e
Blend sounds together to create words orally (e.g. /b/ /a/ /t/ together say
/bat/)
R2.1f
Recognize the most common high frequency words (e.g. and, me, it, about,
they)
R2.1g
Read words that they already know how to say (e.g. the word supermarket
used in a Language Experience Story)
R2.1h
Develop basic vocabulary related to personal information words, signs, and
symbols (e.g. stop, exit, address)
R2.1i
Recognize common abbreviations (e.g. Mon. St.)
R2.1j
Recognize basic English punctuation and capitalization
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R2.2a
Decode familiar words with several syllables (e.g. family; teacher)
R2.2b
Read aloud short, simple sentences with minimal hesitation
R2.2c
Read an increased number of phonetically regular and irregular high frequency
words (e.g. today, there, have)
R2.2d
Identify patterns and categorize words, as in word sorts (e.g. days of the
week, foods, numbers)
R2.1e
Identify common base words that comprise compound words (e.g. birthday,
toothbrush)
R2.2f
Develop vocabulary related to everyday needs and other targeted topics
R2.2g
Recognize basic function words: pronouns, articles, prepositions,
conjunctions, and auxiliary verbs (e.g. he, a/an, in, but, because, is)
R2.2h
Locate direct pronoun referents (e.g. Nami has a job. She
works at the hospital.)
R2.2i
Understand the differences in meaning between simple present and present
continuous tense
R2.2j
Understand that word order affects meaning (e.g. The Red Sox beat the
Yankees has a different meaning than The Yankees beat the Red Sox.)
R2.2k
Recognize more complex punctuation use (e.g. apostrophe for possession
and contraction, quotation marks)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R2.3a
Use knowledge of common letter patterns to decode words (-ight, -tion)
R2.3b
Follow punctuation cues when reading aloud
R2.3c
Recognize alternate wording of basic information terms (e.g. date of
birth/birth date)
R2.3d
If applicable, use knowledge of cognates between English and other languages
to gain meaning
R2.3e
Identify base words and common inflections (e.g. dish, dishes; want, wanted;
talk, talking; China, Chinese)
R2.3f
Develop vocabulary including common antonyms and synonyms (e.g. open/close,
wash/clean)
R2.3g
Understand the differences in meaning of the present, present continuous,
future, and past tenses
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R2.4a
Use letter-sound knowledge to decode unfamiliar words
R2.4b
Recognize most irregular high frequency words (e.g. would, again)
R2.4c
Use phrasing when reading aloud to increase fluency (e.g. the
girl/walked/into the room/
R2.4d
Develop vocabulary including common roots and prefixes/suffixes, homonyms,
transition words, words with multiple meanings, and some common idiomatic
expressions
R2.4e
Recognize intermediate function words: pronouns, prepositions, conjunctions,
auxiliary verbs (e.g. that, since, have, was)
2.4f
Understand the differences in meaning for the simple and continuous verb
tenses and simple modals
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R2.5a
Read with minimal hesitation (orally and silently)
R2.5b
Develop vocabulary including word families (e.g. invest, investor,
investment), common idioms, and some phrasal verbs
R2.5c
Locate indirect pronoun referents (e.g. Juan is late. It’s
not his fault. The bus was not on time.)
R2.5d
Understand the difference in meaning for the simple, continuous, and present
perfect verb tenses and modals
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R2.6a
Read orally with expression (with appropriate pausing, stress, and
intonation)
R2.6b
Develop vocabulary including antonyms and synonyms, acronyms, common
collocations, idioms, and phrasal verbs
R2.6c
Distinguish between literal and figurative language (e.g. My job stinks.)
R2.6d
Recognize advanced function words: pronouns, prepositions, conjunctions,
auxiliary verbs (e.g. which, in spite of, although, neither/nor, would)
R2.6e
Understand the differences in meaning for most verb tenses and forms,
including the prefect tenses and active/passive voice
R2.6f
Recognize all forms of punctuation (e.g. ellipses, colon)
|
Reading
Strand, Standard 3: English language learners will Use a variety of
strategies to comprehend written English
|
Beginning Literacy
(SPL 0-1)
|
Low
Beginning
(SPL 2)
|
High
Beginning
(SPL 3)
|
Low
Intermediate
(SPL 4)
|
High
Intermediate
(SPL 5)
|
Advanced
(SPL 6 and above)
|
|
By
the end of the level,
R3.1a
Re-read to clarify meaning
R3.1b
Seek assistance when aware that own reading is not accurate
R3.1c
Tap or scoop syllables to decode words (e.g. fam/i/ly, moth/er)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R3.2a
Use a place-holder word (e.g. “something”) for an unknown word and continue
reading
R3.2b
Self-monitor comprehension by identifying what is understood and what is not
understood when reading a text
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R3.3a
Read-on (read ahead) to get meaning from context
R3.3b
Think-aloud (verbalize thoughts) and visualize while reading (e.g. ask
yourself questions as you read, visualize the characters or scenes)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R3.4a
Focus on units or chunks of meaning rather than on individual words
R3.4b
Use context clues to derive meaning of words with multiple meanings (e.g. She
runs to catch the bus; She runs a small company.)
R3.4c
Adjust reading rate depending on the purpose (e.g. reading for detail vs. for
general idea)
3.4d
Use a graphic organizer to organize information, ideas, words (e.g. word web,
Venn diagram, timeline, K-W-L chart)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R3.5a
Identify and search for key words to make meaning (e.g. If reading for information
about diabetes, look for words like cause, symptom, or
treatment to aid comprehension)
R3.5b
Look for key phrases to locate a definition of an unfamiliar word elsewhere
in the text (e.g. In other words; that is to say; for example)
R3.5c
Underline or highlight key ideas or words while reading
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
R3.6a
Vary reading strategies for different texts and for different purposes
R3.6b
Take notes while reading (e.g. paraphrase in the margins, outline)
|
Writing Strand, Standard 1: English language
learners will: Express themselves in written English for a variety of
purposes
Beginning
Literacy
SPL 0-1
|
Low
Beginning
SPL 2
|
High
Beginning
SPL 3
|
Low
Intermediate
SPL 4
|
High Intermediate
SPL 5
|
Advanced
SPL 6 and above
|
|
Learners
who are not literate in their first language or whose first language uses a
non-Roman alphabet writing system will take longer to progress through this
first level, and perhaps subsequent levels.
By
the end of the level,
W1.1a
Generate original statements of personal relevance, following simple models
(e.g. My name is ___. I am from ___.)
W1.1b
Write basic personal identification information (e.g. name, address, date of
birth) in simplified forms
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W1.2a
Generate original statements on familiar topics, with some support (e.g.
likes and dislikes, states of being, brief descriptions: I like rice;
Maria is sick.)
W1.2b
Fill out simplified forms with expanded personal identification information
(e.g. place of birth, signature)
W1.2c
Write lists (e.g. for shopping, personal schedule, classmates' names and
phone numbers)
W1.2d
Write simple answers to basic yes/no or information questions (written or
spoken)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus
W1.3a
Write several related statements on a familiar topic (e.g. I am proud of
my children. They work hard in school and they help me at home.)
W1.3b
Fill out simple authentic forms using models (e.g. library card application,
school record form)
W1.3c
Write short messages or notes, using models (e.g. phone message with basic
information, thank you card, email)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W1.4a Organize related
ideas around a theme (e.g. simple descriptions, narration of events,
expressions of feelings)
W1.4b
Fill out simple authentic forms (e.g. bank check, post office
change-of-address form)
W1.4c
Sequence steps or events, to give instructions, tell a story, or explain a
process
W1.4d
Express preferences, and comparisons
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W1.5a
Explain ideas, opinions, problems, or plans in some detail
W1.5b
Fill out authentic forms using models (e.g. job application, medical history,
order forms)
W1.5c
Address a familiar audience in writing (e.g. short informal letters to
teacher, classmates, colleagues)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W1.6a
Elaborate ideas in a clear, cohesive passage
W1.6b
Describe a procedure (e.g. how to obtain a loan, how to perform a task at
work)
W1.6c
Address an unfamiliar audience in writing (e.g. letters to editor or
legislator, letter of complaint)
W1.6d
Paraphrase or summarize information received orally, graphically, or from a written text
|
Writing Strand, Standard 2: English language learners will Acquire vocabulary and apply
knowledge of English language structure and mechanics in writing
|
Beginning Literacy
SPL 0-1
|
Low Beginning
SPL 2
|
High Beginning
SPL 3
|
Low Intermediate
SPL 4
|
High
Intermediate SPL 5
|
Advanced ESOL SPL 6 and above
|
|
Learners
who are not literate in their first language or whose first language uses a
non-Roman alphabet writing system will take longer to progress through this
first level and perhaps subsequent levels.
By
the end of the level,
W2.1a
Print upper and lower case letters and numbers 0-100 in legible handwriting
W2.1b Use vocabulary
related to basic information (e.g. street; car; son.)
W2.1c
Stay within lines and boxes when filling out simplified forms
W2.1d Write complete
and abbreviated forms of dates, addresses (e.g. September 12, 2005; 9/12/05; Elm St.)
W2.1e Write simple
phrases and some simple sentences using simple present tense (e.g. big
city; My name is Ada.)
W2.1f
Use correct capitalization for personal identification information and beginning of a sentence
W2.1g Write the correct
consonant or digraph to show a particular sound (e.g. when teacher says, dog,
write “d;” when teacher says the, write “th”)
W2.1h
Spell some simple sight words correctly
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
W2.2a
Write affirmative sentences, formulaic questions, and all numbers, including
those for time and money
W2.2b
Use vocabulary related primarily to everyday needs, descriptions and daily
activities (e.g. food, health, habits)
W2.2c Write a complete
simple sentence (i.e. Subject-predicate)
W2.2d Use basic
grammatical structures (e.g. simple present and present continuous verb
tenses; common singular and plural nouns; common adjectives)
W2.2e Use capitalization
(e.g. to begin a sentence, proper nouns, dates, addresses) and end punctuation
(e.g. periods, and question marks in formulaic questions)
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
W2.3a
Write simple affirmative and negative sentences and questions using correct
word order (e.g. I do not eat pork; Where are you from?)
W2.3b
Use vocabulary for targeted topics (e.g. related to home, community, work)
W2.3c Connect several
related sentences (e.g. using transition words, conjunctions, and pronouns)
W2.3d
Use basic grammatical structures with support (e.g. simple future, some
common irregular past tense verbs such as was, went, had;
articles, direct object pronouns, prepositional phrases; frequency adverbs)
W2.3e
Use basic punctuation (e.g. period for abbreviations; commas for series of
words)
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
W2.4.a
Construct compound sentences using simple conjunctions (e.g. and, or, but)
and complex sentences using because or when
W2.4b
Use vocabulary related to topics beyond personal sphere (e.g. local current
events, world affairs, cross-cultural discussions)
W2.4c Write a paragraph with a beginning, middle and end,
using teacher support
W2.4d Use intermediate
grammatical structures (e.g. past continuous and some irregular past verb
tenses; comparatives and superlatives)
W2.4e
Use quotation marks, commas and apostrophes with support
W2.4f
Demonstrate some control over spelling conventions, word families, common
spelling patterns (e.g. silent e; -tion).
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
W2.5a Construct
sentences using a variety of dependent clauses (e.g. I know where he lives;
When I eat too much, I get sick.)
W2.5b Use expanded
vocabulary that includes abstract nouns (e.g. convenience; luck; diversity)
and some common idiomatic expressions (e.g. take care of; count on)
W2.5c
Write a paragraph with a clear focus and a beginning, middle, and end
W2.5d
Use intermediate grammatical structures (e.g. present perfect, some modals;
indirect object pronouns)
2.5e Apply conventional
spelling rules (e.g. understand spelling options for long vowel sounds,
double consonants with -ed or --ing), or understanding of
inflections (e.g. -ness) to spell accurately
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
W2.6a
Use a range of simple, compound and complex sentences
W2.6b
Demonstrate varied and effective word choice and some figurative language
(e.g. house vs. home; play it by ear)
W2.6c
Write several related, organized paragraphs with an introduction, developed
ideas, and conclusion
W2.6d Use advanced
grammatical structures (e.g. present perfect progressive tense, passive
voice; participial adjectives; conditionals)
W2.6e
Use punctuation and capitalization correctly
|
Writing Strand, Standard 3: English language learners will Use a variety of strategies to
acquire language and convey meaning through written English
Beginning
Literacy
(SPL 0-1)
|
Low
Beginning
SPL 2
|
High
Beginning
SPL 3
|
Low
Intermediate
SPL 4
|
High Intermediate SPL 5
|
Advanced
SPL 6 and above
|
|
By
the end of the level,
W3.1a
Copy models (of letters, words, phrases, numbers)
W3.1b
Record new vocabulary in organized form (e.g. personal dictionary, index
cards) and use as a resource when writing
W3.1c
Practice writing on lined paper
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W3.2a
Practice sentence structure and mechanics by copying sentences and simple,
short paragraphs
W3.2b
Practice spelling by writing targeted words several times
W3.2c
Label objects to recall or reinforce new vocabulary
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W3.3a
Practice putting ideas in writing, however minimally
W3.3b
Use invented spelling, words from L1, or other placeholders
when writing unfamiliar words in order to keep writing
W3.4c Attempt to
self-correct writing errors when location of errors has been pointed out
W3.3d
Use graphic organizers (e.g. word web, time line) as a way to organize
thoughts
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W3.4a
Develop ideas through pre-writing activities (e.g. free writing, mind
mapping) without stopping to correct grammar or spelling
W3.4b
Take risks by writing longer sentences and using new vocabulary
W3.4c
Type written work on word processor/computer to facilitate revising (if they
already know how to type)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W3.5a
Revise successive drafts for clarity (i.e. content and organization) before
editing for correctness (spelling, punctuation, grammar)
W3.5b
Take risks by putting complex ideas in writing
W3.5c
Examine and learn about writing from reading well-written / exemplary texts
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W3.6a
Rewrite several drafts of own writing, as needed, basing revisions on
feedback from others and from self. (The final draft does not need to be
perfect)
W3.6b
Attempt to identify and self-edit own errors (e.g. using spell checker,
dictionary) in order to develop independent writing
|
Massachusetts ABE Content Frameworks
As stated before, the ESOL framework (as
well as the English Language Arts and Math frameworks), is focused on skills,
not content. Three of the other ABE frameworks, however, do focus on content
and can be used in conjunction with the ESOL framework to generate exciting
curricula. The three content frameworks are Health, History and the Social
Sciences, and Science, Technology and Engineering. (See Appendix G). The following diagram represents a model for
holistic student-centered framework integration. It assumes and incorporates a
teacher’s understanding of his/her unique body of learners, effective teaching
practices, meta-cognition (thinking about thinking), and learning tools in the
selection and exploration of a wide variety of topics. Those topics can be
identified by students and connected to the strands of other frameworks. The activities
through which those topics are explored offer English language learners many
opportunities to develop their English skills.
Model for an Integrated
Framework
Learner’s Lives, Goals, and Literacy Needs
Strategies and Resources for Learning
(metacognition, teaching
practices, technology)
Adapted
materials Authentic
texts and other materials that have been modified for lower-level students. The
format, vocabulary, grammatical forms, or sentence structure of authentic
materials can be adapted. (See Simplified materials and Authentic
materials.)
Affective
strategies Strategies
that link learning with feelings, a powerful influence on storage and retrieval
of learning. These strategies focus on motivation,
anxiety, and self-encouragement.
Aural
discrimination
Recognition of the meaningful differences between spoken sounds, words, or
phrases.
Authentic
materials Actual reading or listening materials,
not modified or simplified, from the real world (e.g. newspaper articles,
pamphlets, radio broadcasts). (See Adapted materials and Simplified
materials.)
Background
knowledge Existing knowledge that the learner
already has. In the second language comprehension process, at least three types
of background are potentially activated: (1) linguistic information, (2)
knowledge of the world (one’s store of concepts and experiences), and (3)
knowledge of discourse structures or how various types of authentic discourse
(e.g. conversations, radio broadcasts, newspaper articles, political speeches)
are generally organized.
Benchmarks Benchmarks
describe the set of skills learners need to develop and achieve in order to
meet the more broadly stated content standards.
Blends A combination of two or more adjacent
consonant phonemes pronounced rapidly (e.g. /bl/ in blue).
Body
language Nonverbal
communication by means of facial expressions, eye behavior, gestures, posture,
and the like. Body language expresses emotions, feelings, and attitudes,
sometimes even contradicting the messages conveyed by spoken language. Some
nonverbal expressions are understood by people in all cultures; other
expressions are particular to specific cultures. (See Nonverbal
communication.)
Chunking Putting small groups of words together
into meaningful phrases. We tend to speak in chunks that reduce the energy
required for processing language.
Circumlocution A strategy used by a learner who does
not know or can’t recall a word but wants to express a concept. Instead of
using a concise term, a speaker will use a string of words to express the same
meaning (e.g. “The wife of your father’s brother” is a
circumlocution for “your aunt”).
Cognates Words
having a common linguistic origin (e.g.
café and coffee derive from the Turkish, kahve). (See False
cognates.)
Collocation A predictable combination of words
that commonly go together. For example: Some
words that collocate well with work are full-time work, work area,
work smoothly, and challenging work. Also, collocates are important
in ESL because they help to explain why some learner language is grammatically
correct and the meaning is apparent, yet the utterance seems strange. For
example, in North America, teeth collocates with brush, as in I
am going to brush my teeth, whereas I am going to clean my teeth is
a grammatically correct and comprehensible sentence but seems awkward and is
something a native speaker would not ordinarily say.
Comparative A form of an adjective, adverb, or
noun that is used to express differences between two items or situations (e.g. Juan is taller than Miguel. He works more
quickly than she does. That machine makes more noise than this
one.)
Connected
speech Spoken language
simplified so that sounds run into one another, are reduced or left out,
contracted, or blended. Connected speech is commonly used in the informal
speech of native speakers. One important effect of
connected speech is that the boundaries between words become blurred. While
this may not represent a particular problem for a native speaker, a nonnative
speaker who has been taught to recognize individual words and short sentences
in their idealized citation forms, may have difficulty comprehending. (See
Linked words and Reduced speech.)
Conditionals
(if clauses) Sentence
structures used to state a cause and effect event or situation (e.g. If
it rains, the game will be cancelled. If it rained, the game would
be cancelled. If it had rained, the game would have been
cancelled.)
Content-based instruction Instruction using
subject matter such as life-skills topics (e.g. housing, work), themes, or
academic course materials (e.g. math, science, social studies) as a basis for
language teaching.
Content words Those words that are stressed within a
sentence; those words that carry the most meaning, for example, nouns, verbs,
or adjectives. (See Function words.)
Context clues Information found in the material that
helps decide the meaning of a word or phrase in order to maintain reading or
listening comprehension fluency. Readers and listeners can use context clues to
determine the meaning of words by using the other words around the term in a
sentence or surrounding sentences to determine a logical definition.
Contextualized Sounds, vocabulary, and grammar
presented within a meaningful context to facilitate learning (e.g. The
grammatical structure of commands taught within the context of a doctor’s
visit: Open your mouth. Raise your arms.).
Decode Translating letters into the sounds of
spoken language so as to pronounce or read a visually unfamiliar word. Often
referred to as “sounding out” a word.
Discourse Communication in speech or in writing
that is two or more sentences long.
Embedded
questions Embedded
questions begin with phrases such as Do you know… or Can you tell me…
and are followed by a noun clause that begins with who, what, where, when, why,
how, or if. In the noun clause the verb order is not transposed as it is in a
question (e.g. Can you tell me where it is? (See Embedded statements.)
Embedded
statements Embedded
statements look as if they are questions inside sentences. An introductory
clause is followed by a noun clause that begins with who, what, where, when,
why, how, or if. In the noun clause the verb order is not transposed as it is
in a question (e.g. I don't know who he is. I can't remember where I
put it. I wonder when she left. (See
Embedded questions.)
Function words
Words that mainly express a relationship between the grammatical elements of a
sentence. Function words include articles, auxiliary verbs, personal pronouns,
possessive adjectives, demonstrative adjectives, prepositions, and
conjunctions. Function words make up 65% or more of all written material. (See Content
words.)
Genre A literary category. The main literary genres are fiction,
nonfiction, poetry, and drama. Each type conforms to specific expected rules
and, often, a unique format.
Gist An overall or generalized
understanding of a piece of communication. A learner can gain meaning and
understand what is happening even if she can't understand every phrase or
sentence. The listener tries to pick up key words, intonation, and other clues
to make a guess at the meaning. The reader tries to locate key words and
context clues to make a guess at the meaning.
Graphic
organizers A visual
used to organize information so it can be more easily represented, recalled, or
understood (e.g. word webs, Venn diagrams, charts, tables). (See K-W-L
chart, Mind map, Venn diagram.)
Guided
writing In guided
writing, the teacher and learners (or pairs or small groups of learners)
compose together. They go through the steps of the writing process together:
brainstorming, drafting, revising, editing, and producing a final product.
High-frequency
words Words that
appear repeatedly in printed material. High-frequency words include a large
number of function words (articles, auxiliary verbs, pronouns, possessive
adjectives, demonstrative adjectives, prepositions, and conjunctions), and
common nouns, verbs, adjectives, and adverbs. Many high-frequency words are not
phonetically regular. (See Sight vocabulary.)
Homonym One of two or more words that have the
same sound and often the same spelling but differ in meaning; such as to,
two, and too; or bank (embankment) and bank (place
where money is kept).
Inference Inference
is the activity performed by a reader or listener in drawing conclusions that
are implied but not explicit in what is written or said.
Inflection A change in the form of a word
(usually by adding a suffix) to indicate a change in its grammatical function
such as number, person, or tense (e.g. –ed, --er).
Intonation The melody or pitch contour of speech.
Invented
spelling Spelling
based on letter-sound and word knowledge that approximates conventional
spellings. Invented spelling is not “spell it any way you wish” but is reasoned
linguistic approximations that are appropriate for the learner’s developmental
knowledge of letters and sounds. The use of invented spelling speeds up writing
and encourages broader use of words (e.g. A learner isn’t sure how to spell stairs
and generalizes the vowel sound based on words he/she knows how to spell
and spells the word sters.)
Irregular
verb A verb that forms
the simple past in a different way than regular verbs. Regular verbs add –d or
–ed. Irregular verbs can have the same form in simple present and simple past
(e.g. put) or a different form (e.g. went).
K-W-L Chart A graphic organizer that helps
learners to draw on what they know, focus on what they want to
learn, and identify what they learned. To create a K-W-L Chart, learners
draw three columns. In the first column, write what is already known about a
topic. In the second column, write questions about the topic. In the third
column, write important information and answers to the questions after reading
or studying about the topic. K-W-L charts can be completed as a class with the
teacher or independently. (See Graphic
organizers, Mind map, Venn
diagram).
Key words Words that carry significant meaning
in the utterance or text, as opposed to words that may have a grammatical
function and whose meaning may not be crucial for comprehension.
L1 A learner’s first or native language.
Language Experience
Approach (LEA) The
learner tells a story to a teacher who scribes the learner’s words. The
learner’s story becomes the basis for literacy instruction.
Learned
phrases Common often
used or repeated English expressions in the form of slang, idiom or high
exposure spoken language. (See Formulaic speech.)
Learning
strategies Specific
actions, behaviors, steps, or techniques used by learners to improve their
learning. (e.g. using a graphic organizer, asking a speaker to repeat, using
context clues).
Learning
style A learner’s
preferred way of perceiving, organizing, and retaining information.
Lexicon In a teaching context, all the words
the learner knows.
Linked words Also known as elision. The last
consonant of the first word is joined to the vowel starting the second word.
(e.g. Get out! /getout/; we’re ready? /we’reready/). (See Connected speech and
Reduced speech.)
Metacognition Thinking about one’s own thinking or
learning process. Metacognition
refers to higher-order thinking that involves active control over the cognitive
processes engaged in learning. Activities such as planning how to approach a
given learning task, monitoring comprehension, and evaluating progress toward
the completion of a task are metacognitive in nature. Because metacognition
plays a critical role in successful learning, it is important to study
metacognitive activity and development to determine how learners can be taught
to better apply their cognitive resources through metacognitive control.
Mind map A mind map is a graphic
organizer used for developing ideas and organizing information. Mind mapping
helps to identify central ideas, the relative importance of other ideas, and
how they are connected. A main or central word or image is placed in the center
and then key words, symbols, images, and abbreviations are added as sub ideas.
Sub-ideas should be on lines that ultimately connect to the center. Each new
line should be open, allowing space for more connections to sub-ideas farther
from the center. Mind maps are used for a pre-writing activity, note
taking, developing grocery lists, brainstorming sessions, etc. (See Graphic
Organizers, K-W-L chart, Venn diagram.)
Multiple
meanings A word that
has more than one definition dependent on its use in context within a sentence or passage (e.g. Manny hit a home run. “With or
Without You” by U2 was a hit in the ‘80’s.)
Non-verbal communication Aspects of communication that do not
involve language or are used in conjunction with language (e.g. intonation,
stress, pauses, gestures, facial expressions, eye contact, physical proximity,
body language). (See Body language.)
Phonemic
awareness The ability
to hear, identify, and manipulate the separable sounds in words (e.g. The
listener’s ability to distinguish the three sounds (phonemes) in pet:
/p/e/t/ from the three sounds in bet: /b/e/t/).
Phonics Letter-sound relationships, and the
related skills used in analyzing words into phonemes or larger units and
blending them to form recognizable words (e.g. the str- pattern and the –ing
pattern in string and the sounds they represent).
Phrasal verbs Verbs that are used in common with
other parts of speech, usually prepositions, and take on meanings of their own
when combined with these other parts of speech. Although phrasal verbs are
written as a combination of two or more words, they act as if they were one
word (e.g. to go out with = to date, to bring up = to raise).
Predicate
adjectives Predicate
adjectives come after some form of the verb be or some other linking
verb (e.g. taste, feel, turn: Nami is beautiful. The
train was crowded. For a while I felt bad.)
Proficiency Level Portrays what students at a
particular level know and can do in relation to what is being measured (e.g. a
learner can do “x, y and z” in the Massachusetts ABE ESOL Framework, Reading strand, Proficiency Level 5). Proficiency levels are not to be confused
with a program’s class design levels. Programs should, however, use
proficiency levels to closely crosswalk with their program class design
levels.
Reduced
speech The reduction
of destressed syllables so that both consonants and vowels are less explicitly
pronounced. Reductions can be within a word (e.g.
int(e)rest), or in a phrase or sentence (e.g. because becomes kuz,
want to becomes wanna, him is pronounced as /Im/
instead of /hIm/ in the sentence She wants him to
come.). (See Connected speech and Linked words.)
Register Variety of language appropriate to the
level of formality in a particular social setting, the relationship among the
participants, and the purpose of the interaction (e.g. Hi, George, vs. Good
afternoon, Mr. President or Open the window! vs. Would you mind
opening the window?).
Rejoinder A short response used in conversation.
Rejoinders do not convey any information as such, but they keep the
conversation going and show that the listener has understood and is receptive
(e.g. That’s too bad; Good idea; So do I.).
Retelling An activity where students summarize
and retell a story or conversation; one of the best ways to test comprehension.
Role play A classroom activity in which learners
assume roles to enact a situation or conversation.
Scaffolding Temporary support from a teacher that
enables the learner to take on and understand new material and tasks they are
not quite ready to do independently. (e.g. engaging learners in pre-reading
activities, using graphic organizers, providing definitions of key vocabulary,
teacher modeling of an activity, providing multiple resources).
Scan Quickly search a text for some
particular piece of information (e.g. Looking quickly through a newspaper
article for a name).
Sequencing
words Words that help
learners comprehend or relate the order in which events occur (e.g. first,
then, finally, next, then, at this point, later, afterwards).
Sight vocabulary Words that a student learns to read as whole words
without sounding out.
Even if these words are phonetically regular, they may follow phonetic patterns
the learner has not yet mastered (e.g. “name” may be memorized as a sight word
if the learner does not know silent –e.)
Skimming Quickly running one’s eyes over a text
to get its gist (Skim to determine if an article is about a crime or about an
accident).
Spiraling Reusing or recycling vocabulary,
grammar, or concepts throughout a text or series of lessons.
Strand A strand is a cluster of learning
standards in the content area organized around a central idea, concept, or
theme.
Tone An expression of the attitude of a
writer or speaker toward a subject. Unlike mood, which is intended to shape the
emotional response of the reader or listener, tone reflects the feelings of the
writer or speaker. Tone is created by the pitch, rhythm, volume and/or choice
of words. It can be serious, humorous, sarcastic, playful, ironic, bitter, or
objective. (See Voice.)
Transition
words or expressions
Words or phrases often used to link sentences, subjects or other parts
of a written text. They are also used when speaking. Transitions include:
adding
an idea: also, in
addition, further, furthermore, moreover
contrasting: however, nevertheless
providing
an alternative: instead,
alternatively
showing
similarity: similarly,
likewise
showing
order of time or order of ideas:
first, then, next, later, meanwhile, previously,
finally
showing
result: as a result,
consequently, therefore, thus, so
affirming: of course, in fact, certainly,
obviously
giving
example: for
example, for instance
explaining: in other words, that is
adding
an aside: by the
way, incidentally
summarizing: in conclusion, above all
Visualizing The reader makes a mental picture or
sketch of the words on the page and draws on what is “seen” to help create
meaning.
Voice A writer’s unique use of language that
allows a reader to perceive a human personality in his or her writing. The
elements of style that determine a writer’s voice include sentence structure,
diction, and tone.
“With
support” Reinforcement
of instructional skill learning with assistance, guidance and/or supervision.
Word families Grouped words linked by derivation or
etymology (e.g. doubt, doubtful, doubtless, dubious). Word families or word
sorts can also refer to words that belong to a particular group. This group can
be a semantic group (e.g. bean, squash, carrot belong to the semantic
group, vegetables); a syntactical group (e.g. walk, run, jump
belong to the syntactic group, verbs); or functional group (e.g. hello,
hi, good morning belong to the functional group, greetings).
Word order The correct order of subject, verb,
adjectives, and other parts of speech in an utterance or sentence. Word order
often follows set rules (e.g. a blue book instead of a book
blue.) Word order in a sentence can affect meaning (e.g. In the sentence,
“The Red Sox beat the Yankees,” the first three words indicate the doer of the
action, while the sixth indicates the recipient of the action.) Word order can
also provide clues for the meaning of a word (e.g. In the sentence “The jeft is
on the floor.”, the reader or listener can surmise that the nonsense word, jeft,
is a noun because it comes after the article, the, and before a verb.)
Writing
process An approach to
writing and teaching writing that includes developing ideas, writing a rough
draft, revising, editing, and completing a final product.
On
the following pages, you will find a different format of charts: The Listening, Speaking, Reading and Writing Strands and Standards, By Levels. In these charts, the four strands are compared at
each standard with their benchmarks for each
level, one through six. In
this format, teachers and learners can see how oral and literacy skills compare
to one another at the same proficiency level. Some of the skills within the
standards coincide at the same level. Other skills in the benchmarks may be
introduced on one level (such as one in the Listening strand), while its
counterpart in the Speaking strand is mastered at a higher level.
STANDARD
ONE for Listening, Speaking, Reading, Writing Strands, by
Level: Beginning Literacy ESOL (SPL 0-1)
English
language learners will:
|
Comprehend
spoken English from a variety of sources for various purposes
|
SPEAKING
Express
themselves orally in English for a variety of purposes
|
READING
|
WRITING
|
|
By
the end of the level,
L1.1a
Follow non-verbal cues (e.g. pause, quizzical expression) and rising
intonation to determine when a response is expected
L1.1b
Listen and understand basic personal information questions and statements,
(e.g. Where are you from?)
L1.1c
Listen and follow simple classroom instructions (e.g. No pencils; Repeat;
Stand up)
L1.1d
Listen and understand basic formulaic speech (e.g. greetings, I’m sorry;
thank you)
|
S1.1a
Give basic personal identification information (e.g. name, address, phone
number)
S1.1b
Use and respond to basic greetings and questions (e.g. Hello; What’s
your name? Where are you from?)
S1.1c
Produce simple statements about familiar topics (e.g., survival needs,
family, work, or goals)
|
Learners
who are not literate in their first language or whose first language uses a
non-Roman alphabet writing system will take longer to progress through this
first level and perhaps subsequent levels.
By
the end of the level,
R1.1a
Read and understand simple sentences on a familiar topic (e.g. Ana has a
big family)
R1.1b
Use visuals to gain meaning. (e.g. pictures, photographs)
R1.1c Use prior
personal experience and knowledge of context to make meaning
|
Learners
who are not literate in their first language or whose first language uses a
non-Roman alphabet writing system will take longer to progress through this
first level and perhaps subsequent levels.
By
the end of the level…
W1.1a
Generate original statements of personal relevance, following simple models
(e.g. My name is _____. I am from _______.)
W1.1b Write basic
personal identification information (e.g. name, address, date of birth, etc.
in simplified forms)
|
Note: The
examples given in the “e.g.s” are meant to be ideas that the learner can
communicate at each level, but learners may not be able to produce the grammar
accurately.
STANDARD
ONE for Listening, Speaking, Reading, Writing Strands, by Level: Low
Beginning ESOL (SPL 2)
English
language learners will:
|
Comprehend
spoken English from a variety of sources for various purposes
|
Express
themselves orally in English for a variety of purposes
|
READING
|
WRITING
|
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L1.2a
Identify gist and/or purpose of brief spoken messages with support and/or
scaffolding (e.g. asking a question or stating a fact)
L1.2b
Listen and understand phrases and short sentences on familiar topics when
spoken slowly and clearly and with support (e.g. pictures, visual aids)
L1.2c
Listen and follow simple warnings or one-step instructions (e.g. Stop;
Open the door.)
L1.2 d Extract a particular
detail from a simple statement with support (e.g. the price from the
statement, Cookies are $3.00 a box.)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S1.2a
Say and spell simple words and numbers (e.g. school, number of years in the US)
S1.2b
Participate in short social conversations on familiar topics with support
(e.g. How old are your children? They are six and two.)
S1.2c
Ask and respond to simple questions related to basic needs with support (e.g.
prices, health, transportation)
|
By the end of the
level, demonstrate previous
benchmarks as needed, plus…
R1.2a
Read and understand short, simple paragraphs of simplified or adapted text on
a familiar topic
R1.2b
Scan and extract relevant information from a simplified or adapted formatted
text (e.g. forms, labels, maps, schedules, notices, flyers)
R1.2c
Read and follow simple, familiar one-step written directions (e.g. Turn
the page, Copy the word.)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W1.2a
Generate original statements on familiar topics, with some support (e.g.
Likes and dislikes, states of being, brief descriptions: I like rice;
Maria is sick.)
W1.2b
Fill out simplified forms with expanded personal identification information
(e.g. place of birth, signature)
W1.2c
Write lists (e.g. for shopping, personal schedule, classmates’ names and
phone numbers)
|
STANDARD
ONE for Listening, Speaking, Reading, Writing Strands, by
Level: High Beginning ESOL (SPL 3)
By
the end of the level, English language learners will:
|
Comprehend
spoken English from a variety of sources for various purposes
|
SPEAKING
Express
themselves orally in English for a variety of purposes
|
READING
Read
and comprehend a variety of texts for various purposes
|
WRITING
|
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L1.3a
Identify gist and/or purpose of brief spoken messages on everyday topics
(e.g. an apology)
L1.3b
Listen and understand phrases, statements, and questions when spoken slowly
and clearly
L1.3c
Listen and follow 2- or 3-step instructions (e.g. Open your book and turn
to page 10.)
L.1.3d
Extract relevant detail from familiar information (e.g. descriptions of daily
routines) with some support/ scaffolding
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S1.3a
Produce simple statements, providing more detail without necessarily more
complexity (e.g. a daily routine, a simple instruction, preferences and
opinions)
S1.3b
Participate in short social conversations (e.g. make introductions, request,
extend, accept or decline an offer: I need a ride; my car is broken)
S1.3c
State a position and support it (e.g. It’s a good job because it has
benefits)
|
By the end of the
level, demonstrate previous
benchmarks as needed, plus…
R1.3a
Read and understand simplified or adapted text that includes longer sentences
(e.g. compound and some complex sentences)
R1.3b
Identify main idea, supporting details, sequence,
and common transitions (e.g. first, next) in simplified or adapted short
texts on a familiar topic
R1.3c
Compare/contrast information in simplified or adapted short texts on a
familiar topic (e.g. Linda gets up at 8:00 a.m., Jose gets up at
9:00 a.m.)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus
W1.3a
Write several related statements on a familiar topic (e.g. I am proud of
my children. They work hard in school and they help me at home.)
W1.3b
Fill out simple authentic forms using models (e.g. library card application,
school record form)
W1.3c
Write short messages or notes, using models (e.g. phone message with basic
information, thank you card, email)
|
STANDARD
ONE for Listening, Speaking, Reading, Writing Strands, by
Level: Low Intermediate ESOL (SPL 4)
By
the end of the level, English language learners will:
|
Comprehend
spoken English from a variety of sources for various purposes
|
SPEAKING
Express
themselves orally in English for a variety of purposes
|
READING
|
WRITING
|
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L1.4a
Follow and identify purpose and/or gist of spoken messages on topics beyond
immediate survival needs (e.g. invitation or agreement/disagreement)
L1.4b
Listen and understand short connected statements and questions on familiar
topics when spoken at a moderate rate
L1.4c
Listen and follow instructions with some details (e.g. Get the paper from
the top shelf of the closet.)
L1.4d
Identify specific information in everyday contexts (e.g. phone message, brief
conversations) with some support/ scaffolding
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S1.4a Request and
provide information with elaboration beyond the minimum (e.g. I want to
learn English so I can…; I’m sneezing because I’m allergic to…)
S1.4b
Employ formal or informal social courtesies, depending on the listener(s) and
social context (e.g. How are you today, vs. How are you doing?)
S1.4c Relate a sequence
of events (e.g. to give instructions, to tell a story, to explain a process)
S1.4d
Summarize information from a variety of sources (e.g. from current events,
talking with others, or from a reading)
|
By the end of the
level, demonstrate previous
benchmarks as needed, plus…
R1.4a
Read and understand simplified or adapted multi-paragraph text on a familiar
topic
R1.4b
Identify main idea, supporting details, sequence, and
transitions in simplified or adapted multi-paragraph text on a familiar topic
R1.4c
Compare/contrast information from a simplified or adapted multi-paragraph
text on familiar subjects
R1.4d
Use text features to predict general idea of a text (e.g. visuals, title,
headings)
R1.4e
Recognize the format and purpose of various genres (e.g. narrative,
informational text, letter, poem)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W1.4a
Organize related ideas around a theme (e.g. simple descriptions, narration of
events, feelings)
W1.4b
Fill out simple authentic forms (e.g. library card application, bank check,
post office change-of-address form)
W1.4c
Sequence steps or events, to give instructions, tell a story or explain a
process
W1.4d
Express preferences, and comparisons
|
STANDARD
ONE for Listening, Speaking, Reading, Writing Strands, by
Level: High Intermediate ESOL (SPL 5)
By
the end of the level, English language learners will:
|
|
SPEAKING
|
READING
|
WRITING
|
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L1.5a
Identify the speaker’s intention in brief spoken messages (e.g. to inform,
to suggest)
L1.5b Listen and understand
extended discourse with a clear organization and a familiar topic
L1.5d Listen and understand
details and essential information in familiar contexts (e.g. in video,
announcements) with some support/ scaffolding
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S1.5a
Request and provide detailed information (e.g. routine work requirements,
giving multi-step directions)
S1.5b
Converse at some length on topics of interest (e.g. cross-cultural
comparisons, family, work or community goals)
S1.5c
Express consequences, inferences, and cause and effect (e.g. She’s not
here. I think her baby Nami is sick today.)
|
By the end of the
level, demonstrate previous
benchmarks as needed, plus…
R1.5a
Read and understand a multi-paragraph, authentic text on a familiar topic
with support
R1.5b
Identify and analyze cause/effect information
R1.5c
Distinguish between fact and opinion
R1.5d
Distinguish between relevant and irrelevant information
R1.5f
Identify writer's purpose and point of view
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W1.5a
Explain ideas, opinions, problems, or plans in some detail
W1.5b
Fill out authentic forms using models (e.g. job application, medical history,
order forms)
W1.5c
Address a familiar audience in writing (e.g. short informal letters to
teacher, classmates, colleagues)
|
STANDARD
ONE for Listening, Speaking, Reading, Writing Strands, by
Level: Advanced ESOL (SPL 6 and above)
By
the end of the level, English language learners will:
|
|
SPEAKING
Express
themselves orally in English for a variety of purposes
|
READING
Read
and comprehend a variety of texts for a variety of purposes
|
WRITING
Express
themselves in written English in a variety of contexts for a variety of purposes
|
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L1.6a Identify the
speaker’s intention in spoken messages on less familiar topics (e.g. to persuade;
to joke)
L1.6b
Listen and understand basic information on new or unfamiliar topics
L1.6d Identify main idea
and key details in simple, authentic contexts (e.g. phone conversation,
medical instructions)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S1.6a
Express themselves on unfamiliar topics and/or in problematic situations
(e.g. giving information at the scene of an accident, talking to your child’s
teacher)
S1.6b Elaborate on
complex ideas, both their own and others’ (e.g. use examples, explanations
and descriptions)
S1.6c Express ideas and
develop them in an organized manner (e.g. with a main idea, supporting
details, and conclusion)
|
By the end of the
level, demonstrate previous
benchmarks as needed, plus…
R1.6a
Read, comprehend, and analyze multi-paragraph materials on everyday subjects
(e.g. health brochure from a doctor, newspaper article, work newsletter,
short story)
R1.6b
Skim (to determine purpose of text) authentic prose or informational text
R1.6c
Scan (for specific details) for information in authentic prose or
informational text
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
W1.6a
Elaborate ideas in a clear, cohesive passage
W1.6b
Describe a procedure (e.g. how to obtain a loan, how to perform a task at
work)
W1.6c
Address an unfamiliar audience in writing (e.g. formal letters to editor or
legislator, letter of complaint)
W1.6d
Paraphrase or summarize information received orally, graphically or from a
written text
|
STANDARD
TWO for Listening, Speaking, Reading, Writing Strands, by Levels:
Beginning Literacy ESOL (SPL 0-1)
English
language learners will:
|
LISTENING
Acquire
vocabulary and apply knowledge of language structure and mechanics to
comprehend spoken English
|
SPEAKING
|
READING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
to comprehend written text
|
WRITING
|
|
By
the end of the level,
L2.1a
Understand basic survival vocabulary words in isolation (e.g. foods, family,
personal identification)
L2.1b
Understand differences in meaning among subject pronouns
L2.1c
Listen to Do you. . .? and Wh– do you. . .? to understand that
a question is being asked
L2.1d
Identify plural inflection (e.g. student/ students)
L2.1e
Recognize individual letters in isolation and numbers up to 20
|
By
the end of the level:
S2.1a
Recite the letters of the alphabet and count up to 100
S2.1b
Develop basic vocabulary related to personal information (e.g. family, home,
and daily activities)
S2.1c
Construct and respond to basic subject-predicate statements and questions
using learned phrases and easy verbs (e.g. I have two children; Where
do you live? I live in Pittsfield.)
S2.1d Use syllable stress in familiar
words
|
Learners
who are not literate in their first language or whose first language uses a
non-Roman alphabet writing system will take longer to progress through this
first level and perhaps subsequent levels.
By
the end of the level,
R2.1a recognize
conventions of print (e.g. reading from left to right, word and sentence
boundaries)
R2.1b Identify upper and
lower case letters, and cardinal numerals
R2.1c Identify the sound
of letters, digraphs, and diphthongs (e.g. C sounds like cat /k/, SH
sounds like shut, Z sounds like zip /z/, OY sounds like /oi/)
R2.1e Apply sound/symbol
relationship to decode one syllable, phonetically regular words even
if meaning is unfamiliar (e.g. shed can be decoded but student may not
know the meaning)
R2.1f
Blend sounds together to create words orally (e.g. /b/ /a/ /t/ together say
/bat/)
R2.1g Recognize the most
common high frequency words (e.g. and, me, it, about, they)
R2.1h
Read words that they already know how to say (e.g. the word supermarket
used in a Language Experience Story)
R2.1i
Develop basic vocabulary related to personal information words, signs, and
symbols (e.g. stop, exit, address)
R2.1j Recognize common
abbreviations (e.g. Mon. St.)
R2.k Recognize basic
English punctuation and capitalization
|
Learners
who are not literate in their first language or whose first language uses a
non-Roman alphabet writing system will take longer to progress through this
first level and perhaps subsequent levels.
By
the end of the level,
W2.1a
Print upper and lower case letters and numbers 0-100 in legible handwriting
W2.1b
Use vocabulary related to basic information (e.g. street, car, son)
W2.1c
Stay within lines and boxes when filling out simplified forms
W2.1d Write complete and abbreviated forms of dates,
addresses (e.g. September 12, 2005; 9/12/05; Elm St.)
W2.1e Write simple
phrases and some simple sentences using simple present tense (e.g. big
city; My name is Ada.)
W2.1f
Use correct capitalization for personal identification information and
beginning of a sentence
W2.1g
Write the correct consonant or digraph to show a particular sound (e.g. when
teachers says, dog, write ‘d,’ when teacher says the, write
‘th’
|
STANDARD
TWO for Listening, Speaking, Reading, Writing Strands, by
Levels: Low Beginning ESOL (SPL 2)
English
language learners will:
|
LISTENING
Acquire
vocabulary and apply knowledge of language structure and mechanics to
comprehend spoken English
|
SPEAKING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
to produce comprehensible speech in English
|
READING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
to comprehend written text
|
WRITING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
in writing
|
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L2.2a
Understand basic vocabulary used in social interactions and related to
personal needs (e.g. work, home, and daily activities)
L2.2b
Understand beginning grammatical structures (e.g. present tense expression of
actions, habits, and states of being, object pronouns)
L2.2c
Distinguish between positive and negative statements and between statements
and questions
L2.2d
Identify beginning base words and inflections (e.g. nationalities in the class:
China/Chinese)
L2.2e
Recognize numbers up to 100 and words spelled out loud (e.g. telephone
numbers, addresses, prices) Note: some numbers are difficult to
distinguish (e.g. fourteen and forty), and may need more work
in higher levels
L2.2f Recognize and understand
contractions of BE and use of doesn’t/don’t
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S2.2a
Ask and respond to simple questions and affirmative and negative statements,
working towards correct word order
S2.2b
Develop basic vocabulary related to descriptions and everyday needs
S2.2c Use basic
grammatical structures (e.g. present tense expression of action, habit and
states of being, singular and plural nouns, subject and object pronouns,
adverbs of frequency and time, predicate and descriptive adjectives)
S2.2d
Use appropriate English intonation patterns (e.g. rising intonation in yes/no
questions)
|
By the end of the
level, demonstrate previous
benchmarks as needed, plus…
R2.2a
Decode familiar words with several syllables (e.g. family; teacher)
R2.2b
Read aloud short, simple sentences with minimal hesitation
R2.2cRead
an increased number of phonetically regular and irregular high frequency
words (e.g. today, there, have)
R2.2d
Identify patterns and categorize words, as in word sorts (e.g. days of the
week, foods, numbers)
R2.1e
Identify common base words that comprise compound words (e.g. birthday,
toothbrush)
R2.2f
Develop vocabulary related to everyday needs and other targeted topics
R2.2g Recognize basic
function words: pronouns, articles, prepositions, conjunctions, and auxiliary
verbs (e.g. he, a/an, in, but, because, is)
R2.2h
Locate direct pronoun referents (e.g. Nami has a job. She
works at the hospital.)
R2.2i
Understand the differences in meaning between simple present and present
continuous tense
R2.2j Understand that
word order affects meaning (e.g. The Red Sox beat the Yankees has a
different meaning than The Yankees beat the Red Sox.)
R2.2k
Recognize more complex punctuation use (e.g. apostrophe for possession
and contraction, quotation marks)
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
W2.2a
Write affirmative sentences, formulaic questions, and all numbers, including
those for time and money
W2.2b
Use vocabulary related primarily to everyday needs, descriptions and daily
activities (e.g. food, health, habits)
W2.2c
Write a complete simple sentence (i.e. Subject-predicate)
W2.2d
Use basic grammatical structures (e.g. simple present and present continuous
verb tenses; common singular and plural nouns; common adjectives)
W2.2e Use capitalization
(e.g. to begin a sentence, for proper nouns, dates, addresses) and end
punctuation (e.g. periods and question marks in formulaic questions)
W2.2f Sound out words
which follow phonetic rules (e.g. mom, cat, shop) in
order to write correct spelling
|
STANDARD TWO for Listening, Speaking, Reading, Writing
Strands, by Levels: High Beginning ESOL (SPL 3)
English
language learners will:
|
LISTENING
Acquire
vocabulary and apply knowledge of language structure and mechanics to
comprehend spoken English
|
SPEAKING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
to produce comprehensible speech in English
|
READING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
to comprehend written text
|
WRITING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
in writing
|
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L2.3a
Understand an expanded vocabulary related to their needs (e.g. health care
and housing)
L2.3b
Understand basic grammatical structures (e.g. how past and future verb tenses
affect meaning, basic prepositions, direct pronoun references: Roberto likes rice, He
eats it every night)
L2.3c
Distinguish between yes/no and information questions
L2.3d
Identify more beginning base words and common inflections (e.g. live/living;
-er for professions)
L2.3e
Use knowledge of phonemes and syllable stress to distinguish between
similar-sounding words (e.g. can vs. can’t)
L2.3f
Understand basic antonyms (e.g. happy/sad)
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S2.3a
Construct information questions (e.g. Where is the pharmacy? How
much are the oranges?)
S2.3b
Develop vocabulary for targeted topics (e.g. related to community, work,
home, current events)
S2.3c
Use basic grammatical structures with less reliance on learned phrases (e.g. some
irregular past verb forms and future tenses, prepositional phrases, some
conjunctions, and contractions)
S2.3d Use syllable
stress in newly learned vocabulary
S2.3e
Speak with appropriate pauses and rejoinders (e.g. Um, Uh-huh, Let’s
see)
S2.3f Link words that
often go together (e.g. It’s a ___ = Itza ___)
|
By the end of the
level, demonstrate previous
benchmarks as needed, plus…
R2.3a Use knowledge of
common letter patterns to decode words (-ight, -tion)
R2.3b Follow
punctuation cues when reading aloud
R2.3c Recognize
alternate wording of basic information terms (e.g. date of birth/birth date)
R2.3d
If applicable, use knowledge of cognates between English and other languages
to gain meaning
R2.3e
Identify base words and common inflections (e.g. dish, dishes; want, wanted;
talk, talking; China, Chinese)
R2.3f
Develop vocabulary including common antonyms and synonyms (e.g. open/close,
wash/clean)
R2.3g
Understand the differences in meaning of the present, present continuous,
future, and past tenses
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
W2.3a
Write simple affirmative and negative sentences and questions using correct
word order (e.g. I do not eat pork. Where are you from?)
W2.3b
Use vocabulary for targeted topics (e.g. related to home, community, work)
W2.3c
Connect several related sentences (e.g. using transition words, conjunctions
and pronouns)
W2.3d
Use basic grammatical structures with support (e.g. simple future, some
common irregular past tense verbs such as was, went, had; articles,
direct object pronouns, prepositional phrases; frequency adverbs
W2.3e
Use basic punctuation (e.g. period for abbreviations; commas for series of
words)
W2.3f Spell familiar
words phonetically (i.e. apply letter/sound relationships to spell simple
words) and apply some basic spelling rules (e.g. drop the ‘e’ when
adding
‘-ing’
|
STANDARD
TWO for Listening, Speaking, Reading, Writing Strands, by
Levels: Low Intermediate ESOL (SPL 4)
English
language learners will:
|
LISTENING
Acquire
vocabulary and apply knowledge of language structure to comprehend spoken
English
|
SPEAKING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
to produce comprehensible speech in English
|
READING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
to comprehend written text
|
WRITING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
in writing
|
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L2.4a
Understand specific vocabulary in controlled settings (e.g. role play about
community resources, occupations)
L2.4b
Understand intermediate grammatical structures (e.g. tag questions, simple
and continuous verb tenses, most prepositions, simple conjunctions, and simple
modal forms)
L2.4c
Understand transition words (e.g. then/next, finally, before/after)
L2.4d
Identify intermediate base words and common inflections (e.g. live/lived;
employee/ employer) and meanings of words with prefix un-
L2.4e
Understand common contractions and word reductions in everyday topics or
speech (e.g. did not à didn’t; going to à gonna; want to à wanna; got to à gotta)
L2.4f
Understand basic synonyms, comparisons, some common idioms and some phrasal
verbs
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
S2.4a
Construct compound sentences
S2.4c
Use intermediate grammatical structures (e.g. correct word order, simple and
continuous verb tenses and simple modal forms, comparative and superlative,
selected prefixes and suffixes, and correct pronoun case)
S2.4d Stress the
appropriate syllable in everyday multi-syllabic words (e.g. seventy
vs. seventeen, tomorrow, family)
|
By the end of the
level, demonstrate previous benchmarks as needed, plus…
R2.4a Use letter-sound
knowledge to decode unfamiliar words
R2.4b Recognize most
irregular high frequency words (e.g. would, again)
R2.4c Use phrasing when
reading aloud to increase fluency (e.g. the girl/walked/into the room./)
R2.4d
Develop vocabulary including common roots ad prefixes/suffixes, homonyms,
transition words, words with multiple meanings, and some common idiomatic
expressions
R2.4e
Recognize intermediate function words: pronouns, prepositions, conjunctions,
auxiliary verbs (e.g. that, since, have, was)
R2.4f
Understand the differences in meaning for the simple and continuous verb
tenses and simple modals
|
By the end of the level, demonstrate previous benchmarks as needed,
plus…
W2.4.a
Construct compound sentences using simple conjunctions (e.g. and, or, but)
and complex sentences using because or when
W2.4b
Use vocabulary related to topics beyond the personal sphere (e.g. local
current events, world affairs, cross-cultural discussions)
W2.4d
Use intermediate grammatical structures (e.g. past continuous and some
irregular past verb tenses; comparatives and superlatives)
W2.4e
Use quotation marks, commas, and apostrophes with support
W2.4f
Domonstrate some control over spelling conventions, word families, common
spelling patterns (e.g. silent e, -tion)
|
STANDARD
TWO for Listening, Speaking, Reading, Writing Strands, by
Levels: High Intermediate ESOL (SPL 5)
English
language learners will:
|
LISTENING
Acquire vocabulary and
apply knowledge of language structure and mechanics to comprehend spoken
English
|
SPEAKING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
to produce comprehensible speech in English
|
READING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
to comprehend written text
|
WRITING
Acquire
vocabulary and apply knowledge of English language structure and mechanics
in writing
|
|
By
the end of the level, demonstrate previous benchmarks as needed, plus…
L2.5a Understand vocabulary
in everyday conversations (e.g. vocabulary used in workplace, community, or
children’s school)
L2.5b
Understand high-intermediate grammatical structures (e.g. modals, conjunctions,
adverbial clauses of time, real conditionals, embedded statements/questions,
and indirect pronoun references (e.g. Ahmed left his country last year. This
was hard for him.)
L2.5c
Recognize and understand simple conversation markers (e.g. so after that,
well) and more complex transition words (e.g. however, that is, in
particular)
L2.5d Identify
high-intermediate base words and common inflections (e.g. take/taken,
employ/employment) and meanings of words with common prefixes and suffixes
(e.g. re-;
-less)
L2.5e
Understand common idioms and phrasal verbs
|
