NRS Level: BEGINNING ESL/ESOL LITERACY (NALS level 1)

Benchmarks

Maryland Proficiency Descriptors

(at entry level)

· CASAS (Life Skills) Listening/Reading 165 – 180

· BEST
Oral (long) 0 – 15
Literacy 0-7

· SPL
Speaking 0-1
Reading/Writing 0-1

Speaking: Learners may be able to produce a limited number of isolated words or phrases.

Listening: Learners may be able to comprehend a limited number of isolated words or phrases.

Reading: Learners have limited, if any, reading skills in native language and English. Learners are beginning to develop letter recognition. Learners are developing an understanding of sound-symbol correlation.

Writing: Learners may be able to write letters or numbers. Learner may need to develop fine motor skills needed for legible writing.

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National Reporting System (NRS) – Educational Functioning Level Descriptors

Speaking and Listening

Basic Reading and Writing

Functional and Workplace Skills

Individual cannot speak or understand English, or understands only isolated words or phrases.

Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument.

Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology.

BEGINNING ESL/ESOL LITERACY

CONTENT AREA SKILLS

The curriculum content and activities for every course must be relevant to the learners in a particular class. A critical step for each instructor is to conduct a needs assessment with the learners to identify their goals and interests. For many instructors, needs assessment is an on-going process that start during the first week and continues throughout a term.

1. Conduct needs assessment

2. Select several competencies

3. Identify several cultural notes and metacognitive, workplace,and technology skills that can be integrated

4. Identify and select relevant materials

5. Plan lessons integrating the language skills outlined on the next page

REPEAT the process adding competencies and other skills….

COMPETENCIES

CULTURAL NOTES

WORKPLACE SKILLS

TECHNOLOGY SKILLS

METACOGNITIVE SKILLS

POSSIBLE RESOURCES

§ simplified forms

§ calendars and schedules

§ signs

§ money

§ advertisements with prices

BEGINNING ESL/ESOL LITERACY LANGUAGE SKILLS

Listening

Speaking

Pronunciation

Beginning ESL/ESOL Literacy learners can demonstrate listening comprehension non-verbally

i Recognize letters of the alphabet

i Recognize cardinal and ordinal numbers

i Respond to basic greetings and polite expressions

i Respond to very simple questions in familiar contexts (e.g., personal information)

i Follow very simple one-step directions and instructions

i Respond to simple requests for repetition

i Use the alphabet and identify individual letters

i Use cardinal and ordinal numbers (e.g., begin to distinguish difference)

i Greet others

i Use basic vocabulary for social interaction

i Ask simple questions in short phrases

i Produce simple statements

i Express lack of understanding

i Ask for repetition (e.g., “What?” or “Today?”)

Begins to recognize and practice the following…

i Chunks (words that often go together) and linking the words together [It’s a ___ .//itza ___//]

i Letter-sound associations (phonemes)

i One- and two-syllable word patterns

i Syllable stress in numbers, days, months, etc. [THIRty verus thirTEEN]

Reading

Writing

Grammar

i Identify the letters of the English alphabet and numbers 0-100

i Apply sound/symbol relationships to decode letters of the alphabet, consonant blends, and familiar short words

i Recognize personal information words in print (e.g., first/last name, address, telephone number, SSN, date of birth, sex, marital status)

i Recognize simple words and phrases related to immediate needs

i Read learned sentences

i Interpret simple signs and symbols

i Read dates and analog/digital clock times

i Identify U.S. coins and currency and values

i Read prices

i If needed, develop fine motor skills to write legibly

i Write upper and lower case letters and numbers 0-100

i Write personal information words (e.g., name, address, telephone number, etc.)

i Spell simple words

i Copy simple words/phrases related to everyday life

i Write dates and digital clock times.

i Write money amounts

i Write very simple learned sentences

i Use simple punctuation (e.g., period, comma, question mark)

May use one word and very simple responses to demonstrate a beginning understanding of the following grammatical structures and patterns…

i Subject pronouns

i Simple Wh- questions (e.g., Who, What, When, Where, Why, How) in present tense

i Simple Yes/No questions (e.g., Is/Are…..? or Do/Does……?) in present tense

i Affirmative and negative statements with the verbs “be” and “do”

i Singular/plural (e.g., nouns, this/these)

i Articles – “the, a/an”.

i Simple structures -- “It’s + day. // It’s + time. // It’s $5.00.”

NRS Level: BEGINNING ESL/ESOL (NALS level 1)

Benchmarks

Maryland Proficiency Descriptors (entry level description)

· CASAS (Life Skills) Listening/Reading
181-200

· BEST
Oral (long) 16-41
Literacy 8-46

· SPL
Speaking 2-3
Reading/Writing 2-4

Speaking: Learners have a limited ability to produce spoken language in routine and familiar situations.

Listening: Learners can understand frequently used words in context and controlled phrases spoken slowly.

Reading: Learners can read numbers and letters and have a developing understanding of sentence level reading. Learners can comprehend simple sentence level discourse with familiar vocabulary and frequent re-reading.

Writing: Learners can print numbers, letters, and basic sight words. Learners may be able to write a simple sentence using familiar words and phrases with simple punctuation (end marks).

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National Reporting System (NRS) – Educational Functioning Level Descriptors

Speaking and Listening	Basic Reading and Writing	Functional and Workplace Skills
Individual can understand frequently used words in context and very simple phrases spoken slowly and with some repetition; there is little communicative output and only in the most routine situations; little or no control over basic grammar; survival needs can be communicated simply, and there is some understanding of simple questions.	Individual can recognize, read and write numbers and letters, but has a limited understanding of connected prose and may need frequent re-reading; can write a limited number of basic sight words and familiar words and phrases; may also be able to write simple sentences or phrases including very simple messages. Can write basic personal information. Narrative writing is disorganized and unclear; inconsistently uses simple punctuation (e.g., periods, commas, question marks); contains frequent errors in spelling.	Individual functions with difficulty in situations related to immediate needs and in limited social situations; has some simple oral communication abilities using simple learned and repeated phrases; may need frequent repetition; can provide personal information on simple forms; can recognize common forms of print found in the home and environment, such as labels and product names; can handle routine entry level jobs that require only the most basic written or oral English communication and in which job tasks can be demonstrated. There is minimal knowledge or experience using computers or technology

BEGINNING ESL/ESOL

CONTENT AREA SKILLS

1. Conduct needs assessment

2. Select several competencies

3. Identify several cultural notes and metacognitive, workplace,and technology skills that can be integrated

4. Identify and select relevant materials

5. Plan lessons integrating the language skills outlined on the next page

REPEAT the process adding competencies and other skills….

COMPETENCIES

CULTURAL NOTES

WORKPLACE SKILLS

TECHNOLOGY SKILLS

METACOGNITIVE SKILLS

POSSIBLE RESOURCES

§ simplified forms

§ calendars and schedules

§ signs

§ money and advertisements with prices

§ maps

§ bills and pay stubs

BEGINNNING ESL/ESOL LANGUAGE SKILLS

Listening

Speaking

Pronunciation

Beginning ESL/ESOL learners can demonstrate listening comprehension non-verbally

i Recognize letters of words when spelled or dictated

i Recognize/respond to simple greetings and polite expressions

i Recognize/respond to simple questions in familiar contexts

i Follow one-step directions and instructions

i Identify simple expressions indicating lack of understanding

i Recognize/respond to requests for repetition

i Spell familiar words

i Use numbers appropriately (e.g., time, money, address, birthdate, etc.)

i Produce and respond to common greetings, introductions, and polite expressions

i Produce simple statements in routine and familiar situations

i Give simple one-step instructions and directions

i Express lack of understanding

i Ask for repetition

Begin to recognize and practice the following….

i Chunks (words that often go together) and linking the words together [It’s a ___. = Itza___.]

i Letter-sound associations (phonemes)

i One- and two-syllable word patterns

i Syllable stress of new vocabulary

i S-ending sounds: /s/, /z/ and /Iz/

i Intonation for yes/no questions

i Intonation for Wh-questions

Reading

Writing

Grammar

i Apply sound/symbol relationships to decode familiar words (e.g., high frequency words for lifeskills)

i Recognize alternate forms of basic information words on a personal information form (e.g., today’s date/current date, birthdate/date of birth, sex/gender).

i Interpret simple signs (e.g., words and symbols on everyday signs)

i Scan for specific information on familiar documents (e.g., utility bill, pay stub).

i Follow simple written instructions (e.g., food preparation, simplified prescriptions, care labels)

i Follow simple geographical directions on a simple map

i Read simple sentences

i Read a short simplified paragraph on a single topic with familiar vocabulary (e.g., a description of a person, place, or activity)

i Write familiar simple words and short phrases from dictation

i Complete short, simplified forms (e.g., check, job application, registration form, etc.)

i Write lists (e.g., shopping) and personal schedules

i Write simple sentences related to familiar situations

i Prepare a map or very simple directions to home/apartment

i Following a model, write a simple paragraph on a single topic

i Use simple basic punctuation (e.g., capitalization, periods, commas, question marks)

i Write simple notes and messages (e.g., , note to a teacher about a sick child, thank-you for a gift, etc.)

i Address an envelope

May use one word and very simple responses to demonstrate a beginning understanding of the following grammatical structures and patterns…

i Simple WH questions and responses (affirm./neg.)

i Simple Yes/No questions and responses

i Affirmative and negative statements with “be, do, have” and other high frequency verbs

i Simple present continuous tense

i Simple past with high frequency verbs such as “be, do, have”

i Modal auxiliary verbs (e.g., can / have to + verb)

i Subject-Verb agreement

i Adjective + Noun

i There is/There are

i Contractions (e.g., I’m, She’s, isn’t, don’t) Demonstrative adjectives (this/that, these/those)

i Singular/plural (e.g., count/non-count)

i Indefinite articles (some/any, much/many)

i Possessive adjectives (e.g., my, your, her, our)

i Simple Conjunctions (and, or, but)

i Simple prepositions of time and place (e.g., in, on, at, next to, on the right)

i Simple frequency adverbs (e.g., always, sometimes, never)

NRS Level: INTERMEDIATE ESL/ESOL (NALS level 2 )

Benchmarks

Maryland Proficiency Descriptors (entry level description)

· CASAS (Life Skills) Listening/Reading
201-210

· BEST
Oral (long) 42-50
Literacy 47-53

· SPL
Speaking 4
Reading/Writing 5

Speaking: Learners can form simple questions based on learned vocabulary. Learners can communicate survival needs and handle simple social interchanges. Learners have some control of basic grammar.

Listening: Learners can respond to simple requests and questions with learned vocabulary or stock phrases. Learners can comprehend simple conversations with support of frequent repetitions and slow rate of speech.

Reading: Learners can read simple material in familiar contexts. Learners can comprehend sentences and paragraphs when vocabulary is controlled.

Writing: Learners can write sentences with basic grammar structures (present and past tense) and use correct punctuation. Learners are able to produce simple written texts such as messages or notes.

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National Reporting System (NRS) – Educational Functioning Level Descriptors

Speaking and Listening	Basic Reading and Writing	Functional and Workplace Skills
Individual can understand simple learned phrases and limited new phrases containing familiar vocabulary spoken slowly with frequent repetition; can ask and respond to questions using such phrases; can express basic survival needs and participate in some routine social conversations, although with some difficulty; has some control of basic grammar.	Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations, but lacks clarity and focus. Sentence structure lacks variety, but shows some control of basic grammar (e.g., present and past tense), and consistent use of punctuation (e.g., periods, capitalization).	Individual can interpret simple directions and schedules, signs and maps; can fill out simple forms but needs support on some documents that are not simplified; can handle route entry level jobs that involve some written or oral English communication, but in which job tasks can be demonstrated. Individual can use simple computer programs and can perform a sequence of routine tasks given directions using technology (e.g., fax machine, computer).

INTERMEDIATE ESL/ESOL

CONTENT AREA SKILLS

1. Conduct needs assessment

2. Select several competencies

3. Identify several cultural notes and metacognitive, workplace,and technology skills that can be integrated

4. Identify and select relevant materials

5. Plan lessons integrating the language skills outlined on the next page

REPEAT the process adding competencies and other skills….

COMPETENCIES

CULTURAL NOTES

WORKPLACE SKILLS

TECHNOLOGY SKILLS

METACOGNITIVE SKILLS

POSSIBLE RESOURCES

INTERMEDIATE ESL/ESOL LANGUAGE SKILLS

Listening

Speaking

Pronunciation

i Respond to statements, questions and commands using familiar vocabulary

i Respond to simple social conversation in familiar contexts (e.g., shopping, employment, school)

i Follow simple two-step directions and instructions

i Identify simple information from a conversation or in familiar contexts (i.e., listen with a purpose)

i Use context clues to get main ideas and to identify details

i Respond to simple requests for clarification

i Distinguish language use in informal versus simple formal situations (i.e., pay attention to register)

· Produce simple statements, questions, and commands using familiar vocabulary

· Participate in routine social conversations in familiar contexts (e.g., shopping, employment, school)

· Give simple two-step directions

· Use simple expressions of satisfaction/dissatisfaction and agreement/disagreement

· Express lack of understanding and ask for repetition or clarification

· Use appropriate language in both informal and simple formal situations

Begin to recognize differences and gain pronunciation clarity of the following…

· Pronunciation of chunks (words that often go together) and linking the words together

· Phonemes needed to enhance comprehensibility (e.g., based on learners’ needs -- /l/ vs /r/ or /th/ vs /t/)

· Stress of multi-syllabic words

· Short and long vowel sounds (based on learners’ needs)

· Schwa sound used in unstressed syllables

· S-ending sounds: /s/, /z/ and /Iz/

· Past “-ed” ending sounds: /t/, /d/ and /Id/

· Shift in meaning when using different emphases in sentence stress

· Intonation difference for questions and sentences

Reading

Writing

Grammar

i Apply sound/symbol relationships to decode new words in context

i Apply simple context clues to determine the meaning of new words

i Recognize most standard words on a personal information form (e.g., employment history, education, references)

i Locate a word, number or item in alphabetical or numerical order (e.g., phone book, dictionary, directory, index)

i Comprehend simple and compound sentences in authentic materials (e.g., short articles, job announcements, brochures, etc.)

i Identify main idea, chronological order, and simple transitions in texts on familiar subjects

i Write simple sentences from dictation

i Complete simple forms (e.g., change of address, applications for job, or check cashing/shopping/ membership cards, etc.)

i Write out simple instructions (e.g., recipe)

i Write simple directions to a familiar location

i Write short notes (e.g., to school, neighbor, coworker)

i Compose short, simple letters (e.g., requests and offers).

i Write a descriptive paragraph on a familiar topic (e.g., special place, tradition, event, etc.)

i Apply basic capitalization, spelling and punctuation rules when writing

i Take notes on familiar material transmitted orally

Begin to use grammar with some control for the beginning level structures/patterns plus the following…

i Simple past tense

i Future tense (“will” + verb and “be going to + verb”)

i Present perfect tense in high frequency situations

i Simple modals (e.g., can/could, may/might, shall/should, will/would, must) in affirm./negative

i Simple expressions for giving advice, inviting, and expressing regret

i Comparative and superlative adjectives

i Adverbs (too, very, enough)

i Verb + Infinitive (e.g., want to __, need to __)

i Possessives (e.g., girl’s , Tom’s )

i Object pronouns (e.g., mine, his, hers, theirs, ours)

i Conjunctions (and/or, but, either/neither)

i Polite expressions (e.g., would rather, would you mind)

NRS Level: HIGH (or Advanced) INTERMEDIATE ESL/ESOL (NALS level 2)

Benchmarks

Maryland Proficiency Descriptors (entry level description)

· CASAS (Life Skills) Listening/Reading
211-220

· BEST
Oral (long) 51-57
Literacy 54-65

· SPL
Speaking 5
Reading/Writing 5

Speaking: Learners can express basic needs and engage in social conversations, limited to description and concrete terms. Learners are developing control over more complex grammar structures (passive voice, conditional).

Listening: Learners can understand learned and new phrases in familiar context. Learners can follow simple oral instructions.

Reading: Learners can comprehend clearly organized texts. Learners can use context clues to boost comprehension. Learners can find main idea and can recognize sequence in clearly organized texts.

Writing: Learners can produce simple paragraphs in familiar contexts with control of basic grammar structures. Learners can identify spelling and punctuation errors and make corrections.

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National Reporting System (NRS) – Educational Functioning Level Descriptors

Speaking and Listening	Basic Reading and Writing	Functional and Workplace Skills
Individual can understand learned phrases and short new phrases containing familiar vocabulary spoken slowly and with some repetition; can communicate basic survival needs with some help; can participate in conversation in limited social situations and use new phrases with hesitation; relies on description and concrete terms. There is inconsistent control of more complex grammar.	Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions, can write simple paragraphs with main idea and supporting detail on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; can self and peer edit for spelling and punctuation errors.	Individual can meet basic survival and social needs, can follow some simple oral and written instruction and has some ability to communicate on the telephone on familiar subjects; can write messages and notes related to basic needs; complete basic medical forms and job applications; can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. The individual can work with or learn basic computer software, such as word processing; can follow simple instructions for using technology.

HIGH (or Advanced) INTERMEDIATE ESL/ESOL

CONTENT AREA SKILLS

1. Conduct needs assessment

2. Select several competencies

3. Identify several cultural notes and metacognitive, workplace,and technology skills that can be integrated

4. Identify and select relevant materials

5. Plan lessons integrating the language skills outlined on the next page

REPEAT the process adding competencies and other skills….

COMPETENCIES

CULTURAL NOTES

WOKPLACE SKILLS

TECHNOLOGY SKILLS

METACOGNITIVE SKILLS

POSSIBLE RESOURCES

HIGH (or Advanced) INTERMEDIATE ESL/ESOL LANGUAGE SKILLS

Listening

Speaking

Pronunciation

i Interpret statements, questions and commands in a variety of familiar situations

i Follow two and three-step directions to a specific location

i Follow two and three-step instructions on how to do something

i Interpret information from a conversation and in a variety of contexts (e.g., in person, on telephone, over announcement)

i Identify key information/details in a description (e.g., description of a place, person or event)

i Respond to requests for clarification and elaboration

i Distinguish between facts and opinions in conversation

i Distinguish language use in informal vs. simple formal situations (i.e., pays attention to register)

i Produce simple statements, questions, and commands (i.e., interact) in less familiar contexts

i Ask and answer questions – using complete sentences when appropriate

i Give directions to a specific location

i Provide two and three step instructions on how to do something

i Request information and express needs (e.g., in person or by phone)

i Express satisfaction/dissatisfaction and agreement/disagreement

i Provide simple descriptions (e.g., describe a person, place or event)

i Express opinions and provide factual information

i Use appropriate language in both informal and simple formal situations

Begins to recognize contrasts and gain pronunciation clarity of the following….

i Chunks (words that often go together) and linking the words together

i Phonemes needed to enhance comprehensibility (e.g., based on learners’ needs -- /l/ vs. /r/ or /th/ vs. /t/)

i Stress of multi-syllabic words

i Short and long vowel sounds (based on learners’ needs)

i Schwa sound used in unstressed syllables

i Shift in meanings when using different emphases in sentence stress

i Articulating word endings

i Intonation differences for questions and sentences

i Phrasing words into “thought groups or chunks” and pausing between the phrases

Reading

Writing

Grammar

i Determine meaning of new vocabulary using context clues and decoding skills

i Read simple descriptions and narratives on familiar subjects

i Follow specific written directions/instructions to perform an activity

i Skim for main idea and scan for detail in prose text and on documents

i Interpret information in an authentic paragraph or text to answer a question

i Identify main idea, supporting details and transitions in a paragraph or text

i Identify comparison and contrast information in a text

i Compare information presented in two or three different sources

i Make inferences from familiar texts

i Take detailed messages (e.g., phone message)

i Take simple notes from authentic discourse

i Complete authentic forms (e.g., job applications, insurance documents, medical history forms, etc.)

i Draft, organize, write and edit a short paragraph using a topic sentence, supporting details and transitions

i Write simple letters of request /complaint

Gain control for the intermediate level structures/ patterns plus the following…

i Past habitual with “used + infinitive”

i Present perfect (contrast to other tenses and using “for, since, already, yet”)

i Past continuous (in contrast to simple past)

i Modals (e.g., ought to, had better, would rather)

i Tag questions

i Conditionals (e.g., present real, present unreal and past unreal)

i Simple adverbial clauses (e.g., before/after, if/then, because/since)

i Passive voice

i Reflexive pronouns (e.g., myself, yourself, herself)

i Common phrasal verbs and idioms (e.g., get ___, put ___, take ___ etc.)

i Commonly confused verbs (e.g., do/make, say/tell, bring/ take, learn/teach, go/come, etc.)

NRS Level: ADVANCED ESL/ESOL (NALS level 3)

Benchmarks

Maryland Proficiency Descriptors (entry level description)

· CASAS (Life Skills) Listening/Reading
221-235

· BEST
Oral (long) 58-65
Literacy 66+

· SPL
Speaking 6
Reading/Writing 7

Speaking: Learners can carry on a conversation on a variety of day-to-day subjects with firm control of basic grammar and the ability to express thoughts creatively.

Listening: Learners can comprehend a variety of day-to-day subjects with the support of repetition, restating, and adjusted rate of speech.

Reading: Learners can read narrative prose and descriptive essays if the topic or context is familiar. Learners can use context clues to understand new vocabulary. Learners can use inference skills with familiar materials.

Writing: Learners can produce well-developed descriptive and narrative paragraphs. Learners have mastered basic punctuation and basic grammar structures. Learners are not yet able to consistently handle complex structures.

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National Reporting System (NRS) – Educational Functioning Level Descriptors

Speaking and Listening	Basic Reading and Writing	Functional and Workplace Skills
Individual can converse on many everyday subjects and some subjects with unfamiliar vocabulary, but may need repetition, rewording or slower speech; can speak creatively, but with hesitation; can clarify general meaning by rewording and has control of basic grammar; understands descriptive and spoken narrative and can comprehend abstract concepts in familiar contexts.	Individual is able to read simple descriptions and narratives on familiar subjects or from which new vocabulary can be determined by context; can make some minimal inferences about familiar texts and compare and contrast information from such texts, but not consistently. The individual can write simple narrative descriptions and short essays on familiar topics, such as customs in native country; has consistent use of basic punctuation, but makes grammatical errors with complex structures.	Individual can function independently to meet most survival needs and can communicate on the telephone on familiar topics; can interpret simple charts and graphics; can handle jobs that require simple oral and written instructions, multi-step diagrams and limited public interaction. The individual can use all basic software applications, understand the impact of technology and select the correct technology in a new situation.

ADVANCED ESL/ESOL

CONTENT AREA SKILLS

1. Conduct needs assessment

2. Select several competencies

3. Identify several cultural notes and metacognitive, workplace,and technology skills that can be integrated

4. Identify and select relevant materials

5. Plan lessons integrating the language skills outlined on the next page

REPEAT the process adding competencies and other skills….

COMPETENCIES

CULTURAL NOTES

WORKPLACE SKILLS

TECHNOLOGY SKILLS

METACOGNITIVE SKILLS

POSSIBLE RESOURCES

ADVANCED ESL/ESOL LANGUAGE SKILLS

Listening

Speaking

Pronunciation

i Respond to topics beyond immediate survival needs (e.g., news and events in the workplace or community)

i Follow multi-step directions and instructions in familiar situations

i Respond to requests for clarification, elaboration, opinion, etc.

i Identify details in a description (e.g., of a person, place or an event)

i Obtain detailed information in a variety of contexts (e.g., from conversation or broadcast)

i Recognize/respond appropriately to social cues in conversation in familiar contexts

i Recognize/respond to conversational openers/closures and polite expressions as used by native speakers (e.g., “I have to get going….”, “I’d rather not…”, “How about going to…”)

i Recognize/respond to idiomatic expressions in familiar situations

i Participate in discussions on topics beyond immediate survival needs (e.g., local news and events, personal life, or workplace topics)

i Give multi-step directions and instructions in familiar settings

i Clarify utterances by rewording or repeating in order to be understood by the general public

i Select and report pertinent information (e.g., regarding an event, accident, change in procedure, etc.)

i Request specific information in person or by phone (e.g., services, orders, appointments)

i Use a variety of sentence patterns, new vocabulary and high-frequency idioms in spontaneous conversation

i Participate in social interactions using the appropriate degree of formality

i Negotiate a solution/compromise

Recognize contrasts and is gaining pronunciation clarity of the following…

i Chunks (words that often go together) and linking the words together

i Stress of multi-syllabic words. Use learned rules to guess stress of new words

i Phrasing words into thought groups and pausing between the phrases

i Conversation management techniques, such as interrupting and “turn-taking”

Reading

Writing

Grammar

i Determine the meaning of unfamiliar words in text (e. g. context clues, knowledge of cognates, basic prefixes, suffixes and roots)

i Interpret factual materials (e.g., prose text, charts/graphs and other visual presentations)

i Differentiate fact from opinion in texts/advertising

i Read authentic materials on everyday subjects related to life roles

i Interpret and summarize descriptions and narratives on familiar topics

i Get information from texts/documents on unfamiliar topics (non-ESL/ESOL texts, references)

i Identify writer’s purpose (e.g., describe, show cause & effect, narrate, contrast, persuade, etc.)

i Vary reading strategies for understanding content on unfamiliar topics or technical information

i Demonstrate the correct use of capitalization, punctuation and spelling (e.g., using reference materials to edit and revise)

i Identify and write complex sentences

i Use pre-writing skills to organize and develop a paragraph

i Write a detailed paragraph with topic sentence, supporting details and conclusion

i Describe a detailed procedure in writing (e.g., changing a tire, obtaining a loan from a bank, completing a work task, etc.)

i Summarize articles on familiar topics

i Identify parts of a composition -- outlining content/sequence of paragraphs

i Following a model, prepare a simple resume

i Edit and revise drafts

Demonstrate control for Intermediate levels plus the following…

i Present perfect continuous

i Perfect modals (e.g., should have, would have)

i Embedded statements and questions

i Compound and Complex sentences

i Modals and expressions indicating wishes doubt, regret, obligation (pay attention to register)

i Gerunds and infinitives

i Connectives (e.g., and, but, or, so, because, even though, although, etc.)

i Transitional adverbs (Therefore, However)

i Adverbial clauses (reason, comparison, time, result, condition, concession)

i Phrasal Verbs (separable and inseparable)

i Idiomatic expressions

NRS Level: HIGH ADVANCED ESL/ESOL (NALS level 3 )

Benchmarks

Maryland Proficiency Descriptors (entry level description)

· CASAS (Life Skills) Listening/Reading
236+

· BEST
Oral (long) 65+
Literacy 66+

· SPL
Speaking 7+
Reading/Writing 8+

Speaking: Learners can present themselves orally in social, work, and life contexts without assistance. Learners can handle demands of spoken English independently, can expand upon ideas in conversation, and can clarify ideas when needed.

Listening: Learners can handle conversations on familiar subjects without need for restating, repetition, or adjusted rate of speech.

Reading: Learners can comprehend authentic written materials from everyday contexts and have mastered life skills reading tasks. Learners can draw meaning from unfamiliar material.

Writing: Learners can develop a multi- paragraph essay using appropriate transition strategies. Learners have mastered sentence-level writing and have the ability to write sentences with correct grammar, mechanics, and spelling.

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National Reporting System (NRS) – Educational Functioning Level Descriptors

Speaking and Listening	Basic Reading and Writing	Functional and Workplace Skills
Individual can understand and participate effectively in face-to-face conversations on everyday subjects spoken at normal speed; can converse and understand independently in survival, work and social situations; can expand on basic ideas in conversations, but with some hesitation; can clarify general meaning and control basic grammar, although still lacks total control over complex structures.	Individual can read authentic materials on everyday subjects and can handle most reading related to life roles; can consistently and fully interpret descriptive narratives on familiar topics and gain meaning from unfamiliar topics; uses increased control of language and meaning-making strategies to gain meaning of unfamiliar texts. The individual can write multi-paragraph essays with a clear introduction and development of ideas; writing contains well-formed sentences, appropriate mechanics and spelling, and few grammatical errors.	Individual has a general ability to use English effectively to meet most routine social and work situations; can interpret routine charts, graphs and tables and complete forms; has high ability to communicate on the telephone and understand radio and television; can meet work demands that require reading and writing and can interact with the public. The individual can use common software and learn new applications; can define the purpose of software and select new applications appropriately; can instruct others in use of software and technology.

HIGH ADVANCED ESL/ESOL

CONTENT AREA SKILLS

1. Conduct needs assessment

2. Select several competencies

3. Identify several cultural notes and metacognitive, workplace,and technology skills that can be integrated

4. Identify and select relevant materials

5. Plan lessons integrating the language skills outlined on the next page

REPEAT the process adding competencies and other skills….

COMPETENCIES

CULTURAL NOTES

WORKPLACE SKILLS

TECHNOLOGY SKILLS

METACOGNITIVE SKILLS

POSSIBLE RESOURCES

HIGH ADVANCED ESL/ESOL LANGUAGE SKILLS

Listening

Speaking

Pronunciation

i Participate in discussions (e.g., demonstrate active listening skills)

i Follow multi-step directions and instructions in unfamiliar situations

i Recognize appropriate information needed to complete an interview

i Recognize and respond appropriately to social cues in conversation a variety of contexts

i Obtain information needed to prepare a short formal speech (e.g., listen to news, interview others, conduct a survey, etc.)

i Recognize/respond to information presented by extemporaneous speakers

i Recognize/respond to complex polite expressions (e.g., less direct expressions)

i Recognize/respond to idiomatic expressions, reductions and slang

i Use various listening strategies in multiple contexts (i.e., adapting for context/purpose)

i Participate in a discussion (e.g., initiate, continue, conclude a discussion)

i Give multi-step directions and instructions in unfamiliar situations

i Provide appropriate and complete answers to interview questions

i Prepare and present a short formal speech, using outside resources

i Speak extemporaneously on a topic using some complex sentence patterns

i Use idiomatic expressions, reductions, and slang appropriately

i Use appropriate social cues in response to conversations in a variety of contexts (e.g., body language, sarcasm, humor, inflection)

Recognize contrasts and gain pronunciation control of the following….

i Chunks (words that often go together) and linking the words together

i Stress of multi-syllabic words. Use learned rules to guess stress of new words

i Phrasing words into thought groups and pausing between the phrases

i Conversation management techniques, such as interrupting and “turn-taking”

Reading

Writing

Grammar

i Use syntactic clues to interpret the meanings of complex sentences or new vocabulary

i Summarize the main ideas in full articles and chapters of authentic printed text

i Demonstrate the ability to make inferences, draw conclusions, and predict outcomes in written materials

i React personally to reading materials (e.g., infer, make judgements, relate to personal experience/knowledge, agree/disagree, argue for/against, etc.)

i Differentiate reading strategies for non-technical versus technical texts

i Use textbooks and reference materials

i Demonstrate the correct use of capitalization, punctuation and spelling (i.e., use reference materials to edit and revise)

i Use pre-writing and editing skills to organize and develop a composition

i Write a short composition demonstrating clear use of paragraphs to introduce, support and conclude

i Paraphrase and summarize articles and presentations on familiar and unfamiliar topics (e.g., news, lecture, witnessed event, etc.)

i Prepare formal resume and cover letter

i Write formal business letters (e.g., complaints, opinions, response, etc.

i Edit and revise drafts

Demonstrate control for Intermediate and Advanced levels plus the following…

i Past perfect continuous

i Future perfect continuous

i Participial adjectives (e.g., confusing vs. confused)

i Relative clauses (e.g., I paid the man who helped me.)

i Subordinate clauses

Content Standards by Skills

Learners in an Adult ESL/ESOL class often have different levels of proficiency. Some learners may have stronger oral/aural skills while others may excel in reading/writing. This section, Content Standards by Skills, has a sequenced list of skills from Beginning ESL/ESOL Literacy to High Advanced ESL/ESOL in each of the skill areas.

If learners in a Beginning level class have stronger literacy skills, the instructor can consult the Reading and Writing skills for the Intermediate level. Conversely, there might be some learners in a High Intermediate or Advanced class who are very proficient verbally, but who may not have had the opportunity to formally study ESL/ESOL so they might need more basic reading, writing and grammar skill development.

The skill areas included are the following:

· Listening Skills

· Speaking Skills

· Pronunciation

· Reading Skills

· Writing Skills

· Grammar

LISTENING SKILLS

LEVELS

LISTENING SKILLS*

NALS 1

Beginning ESL/ESOL Literacy

The Beginning ESL/ESOL Literacy level learner will*:

i Recognize letters of the alphabet

i Recognize cardinal and ordinal numbers

i Respond to basic greetings and polite expressions

i Respond to very simple questions in familiar contexts (e.g., for personal information)

i Follow very simple one-step directions and instructions

i Respond to simple requests for repetition

NALS 1

Beginning ESL/ESOL

The Beginning ESL/ESOL level learner will*:

i Recognize letters of words when spelled or dictated

i Recognize/respond to simple greetings and polite expressions

i Recognize/respond to simple questions in familiar contexts

i Follow one-step directions and instructions

i Identify simple expressions indicating lack of understanding

i Recognize/respond to requests for repetition

NALS 2

Intermediate ESL/ESOL

The Intermediate ESL/ESOL learner will:

i Respond to statements, questions and commands using familiar vocabulary

i Respond to simple social conversation in familiar contexts (e.g., shopping, employment, school)

i Follow simple two-step directions and instructions

i Identify simple information from a conversation or in familiar contexts (i.e., listen with a purpose)

i Use context clues to get main ideas and to identify details

i Respond to simple requests for clarification

i Distinguish language use in informal vs. simple formal situations (i.e., pay attention to register)

NALS 2

High Intermediate

ESL/ESOL

The High Intermediate ESL/ESOL learner will:

i Interpret statements, questions and commands in a variety of familiar situations.

i Follow two and three-step directions to a specific location

i Follow two and three-step instructions on how to do something

i Interpret information from a conversation and in a variety of contexts (e.g., in person, on telephone, over announcement)

i Identify key information/details in a description (e.g., description of a place, person or event)

i Respond to requests for clarification and elaboration

i Distinguish between facts and opinions in conversation

i Distinguish language use in informal vs. simple formal situations (i.e., pay attention to register)

LISTENING SKILLS CONTINUED

LEVELS

LISTENING SKILLS*

NALS 3

Advanced ESL/ESOL

The Advanced ESL/ESOL level learner will: