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INTENSIVE ENGLISH LITERACY(Elementary 6-10-year-old)

ESSENTIAL UNIT 6 (E06)

(Foundations of Language and Literacy)(July 2014)

Unit Statement: The teacher will use this unit to establish language and literacy routines using best practices (e.g. interactive student activities, the Daily 5 or Readers and Writers Workshop). It is suggested that a literacy portfolio, which includes a section for language development (see the EAL Speaking and Listening Continuum in the QSI Literacy User’s Guide), be created to track language and literacy progress from year to year (see appendix for literacy portfolio contents).

Students must be active participants. A student cannot learn a language without actively using it. Vocabulary instruction involves engaging students with talk that will promote their thought, language, and reading skills, foster critical thinking, develop verbal reasoning skills, and build background knowledge. Examples of best practices for language routines include: explicit instruction (forms and functions of language, academic language), oral language practice and rehearsal (appropriate phrasing, accurate grammar, clear pronunciation), student to student interactions in context, and multiple exposures and practice (e.g.‘conversation stem’ activities. For more examples, see the “Interaction” section of the Language Learning Strategies table in this document.).

This unit is designed to be opened after Essential Unit E05 and should not be closed or assessed until the end of year one or when the student is engaged in Essential Unit E14. This unit is designed to be opened in conjunction with other units as it is intended to support those units.

Oral Assessment: The teacher will administer the IDEAS Proficiency Test (IPT Oral) at enrollment and each May/June until the student exits the IE program.

Reading Assessment: The teacher will administer the Fountas and Pinnell Benchmark Assessment (or the DRA) at least three times a year (August/September, December/January, and May/June). This assessment should be given until the student’s instructional reading level has been identified.

Unit Emphasis:Listening skills: follow directions, respond to commands, negotiate meaning and respond to oral activities Speaking skills: talk with fluency and automaticity, paraphrase, engage in oral conversationReading Strategies: making connections, asking questions, inferring, predicting, creating mental images, synthesizing (analyze and evaluate), determining importance, monitoring comprehension (monitor/clarify)Reading Skills: cause and effect, main idea, sequence, story structure (elements), author’s purpose, compare and contrast, fact/opinion, drawing conclusion and making generalizations, text and graphic features, summarizingWriting Genres: narrative, opinion, informative

44QSI IE LITERACY EL INTRO E06Copyright © 1988-2014

6+1 Writing Traits: ideas, organization, voice, word choice, sentence fluency, conventions, presentation

Writing Process: prewriting, drafting, revising, editing and publishing

Essential Outcomes: (reading and writing must be assessed separately for mastery) Speaking:

1. The Student Will formally talk about their home country(ies) and cultures (language,

food, geographic location, dress, family, customs) by giving mini-presentations at least three times throughout the year.

2. TSW respond orally to a variety of media.3. TSW speak in a variety of sentence structures.4. TSW share and paraphrase in cooperative groups.5. TSW participate in collaborative conversations with peers and adults in small and

larger groups about grade level topics.6. TSW acquire information through questions.7. TSW monitor understanding and ask for clarification.8. TSW orally present information.9. TSW orally share information, ideas, opinions, responses, and feelings.

10. TSW orally describe and/or explain.11. TSW speak using grade level common and content vocabulary in context.12. TSW orally summarize material read.13. TSW describe main points and details.14. TSW orally retell a story.15. TSW speak using correct grammar structures:

a. verbs (including a variety of tenses) b. subject-verb agreementc. pronouns, and articlesd. sentence ordere. possessivesf. negatives and contractions

Listening: At the student’s proficiency level he or she will be able to:

1. The Student Will demonstrate listening comprehension by following directions and commands.

2. TSW demonstrate listening comprehension when it relates to academic language.3. TSW demonstrate listening comprehension when it relates to social

language/conversations.4. TSW derive meaning from a variety of media.5. TSW demonstrate understanding of general meaning, main points, and details.

Reading Literacy: (Foundations of Reading)

Using course-level appropriate fiction and nonfiction text:

1. The Student Will read course-level appropriate literature silently and independently for at least 15 minutes daily during school hours by the end of the year.


2. TSW self-select and read ”just right” books that are at his/her independent reading. level. (Daily 5 p.30 - 33)

3. TSW partner read and demonstrate active listening skills (Daily 5 p.64-65).4. TSW demonstrate the use of the reading strategies (see unit emphasis).5. TSW use self-monitoring strategies (using context clues, reading on, re-reading, adjusting

pace) while learning to check for comprehension. (see suggested activities).6. TSW demonstrate reading with sufficient accuracy and fluency to support

comprehension.7. TSW demonstrate the use of reading skills (see unit emphasis).8. TSW engage in Reader’s Workshop routines (see the Daily 5 book and “Guided

Reading Routines” in Reach PD47-PD52).9. TSW participate in teacher-student reading conferences.

Writing Literacy: (Foundations of Writing)

1. The Student Will write for a minimum of 15 minutes daily during the school day.2. TSW use the 6+1 traits in all of their audience/purpose specific writing. 3. TSW write for specific audiences and purposes.4. TSW demonstrate the writing process in all their audience/purpose specific writing.5. TSW respond to questions and comments from peers and make changes to revise and

strengthen writing.6. TSW regularly participate in daily word work activities (phonics, grammar, making

words, vocabulary, word wall, spelling, etc.)7. TSW engage in writer’s workshop routines. (Lucy Calkins 1)8. TSW participate in teacher-student writing conferences.9. TSW write personal reflections, memories, story responses, and respond to simple

prompts in a personal journal.10. TSW write using correct grammar structures:

a. verbs (including a variety of tenses) b. subject-verb agreementc. pronouns, and articlesd. sentence ordere. possessivesf. negatives and contractions

Practiced/Ongoing Outcomes: (ongoing development, but not assessed) 1. The Student Will acquire and use new vocabulary in reading, writing, and speaking.2. TSW demonstrate proper English proficiency level-appropriate spelling in their writing.3. TSW practice proper handwriting techniques.4. TSW demonstrate progress in course-level appropriate reading and writing behaviors.

(*QSI Reading and Writing Behaviors Checklist)

Key Terms and Concepts:

Reading Strategies

making connectionsasking questionsinferring


predictingcreating mental imagessynthesizing (analyze and evaluate)determining importancemonitoring comprehension (monitor/clarify)

Writing Genres narrativeopinioninformative

6 + 1 Writing Traits

ideasorganizationvoiceword choicesentence fluencyconventionspresentation

Writing Process

prewritingdraftingrevisingediting publishing/presenting

Suggested Materials for the teacher: (provided by school)● Fountas and Pinnell Benchmark Assessment● Reach, National Geographic, level A and B

● Teacher’s Edition● Read Together Books ● Sing With Me Language Song Book ● Read With Me Big Books ● Talk Together Books: Label Books, Wordless Books ● Practice Books● Practice Masters● Student Anthologies● Fiction/Non-Fiction Library● Assessment Handbook● Vocabulary Builder and Manipulatives● Teamwork Activity Flip Charts

● Units of Study- Common Core-Lucy Calkins● Write Traits Classroom Kit● Handwriting Programs (choose one: D’nealian, Handwriting Without Tears, Zaner

Bloser, etc.).


● Journeys Language and Literacy Guide (Mainstream curriculum--see appropriate lesson)

Suggested Professional Materials for Teachers: (provided by school)

Strategies That Work by Stephanie Harvey and Anne GoudvisReading With Meaning by Debbie MillerThe Daily Five by Gale Boushey and Joan Moser6+1 Traits of Writing by Ruth CulhamELPS Flipbook: A User Friendly Guide for Academic Language Instruction by John Seidlitz“Summary of ELPS Instructional Planning Guide” (a document found in the Intensive English Guidelines)

Suggested Exemplar Texts (read alouds):Visit the following website to find excel files with mentor texts listed along with their accompanying Fountas and Pinnell reading level. Check out the whole site for Units of Study information and examples.http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/current-classroom-libraries.html

http://www.baldwin.k12.mi.us/filesection/696/Mentor%20Book%20List.pdfMentor texts with Units of Study uses

http://www.lexpublib.org/booksinkindergartenDiverse list of over 100 exemplar text that provides instructional focus for each text

http://sjsd.schoolwires.net/cms/lib3/MO01001773/Centricity/Domain/872/TextTalkLessons.pdf

Lessons for each read aloud book

*See individual units for read aloud titles

Additional Resources: (may not be provided by school)Ballard & Tighe Carousel of IDEAS (a teacher’s guide, lesson plans, and activities that correlates with the IPT speaking and listening assessment which encourage vocabulary development and interaction)Go English 2! Language Forms and Functions Checklist. These charts (a sample can be found at http://www.ballard-tighe.com/resources/productResources/eld.asp) are a tool for guiding explicit instruction in the functions of language as well as a sequence of grammar structures for each language proficiency level (beginning to advanced levels).

Developmental Reading Assessment (DRA)Rigby BooksWrite Source BooksLanguage Arts TodayThe CAFE Book by Gale Boushey and Joan MoserThe Story of My Thinking by Gretchen Bernabei


Crunchtime by Gretchen BernabeiThe Reviser’s Toolbox by Barry LaneHooked on Meaning by Barry LaneBut How Do I Teach Writing? by Barry LaneComprehension Connections: Bridges to Strategic Reading by Tanny McGregorMaking Content Comprehensible for Elementary English Learners: the SIOP model (2nd Edition) by by Jana Echevarria, MaryEllen Vogt, Deborah J. ShortMaking Content Comprehensible for Secondary English Learners: the SIOP model (2nd Edition) by by Jana Echevarria, MaryEllen Vogt, Deborah J. ShortMaking Content Comprehensible for English Learners: the SIOP model (4th Edition) by by Jana Echevarria, MaryEllen Vogt, Deborah J. ShortQuality Questioning: Research-Based Practice to Engage Every Learner by Jackie Acree Walsh and Beth Dankert SattesAcademic Language Accelerator by Judith B. O’Loughlin (Oxford University Press)

Technology Links:

Destiny Webpath Express (see QSI school librarian)Use this search engine to find age-appropriate websites that align with your unit.http://www.bonniecampbellhill.com/support.phpThis site contains continuum support materials for reading, writing, speaking and listening. It also has resources for parents in a variety of languages.http://readingandwritingproject.com/resources.htmlThis site is the Reading and Writing Project that complements our Lucy Calkins resources.http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/This site contains many Common Core writing resources including writing rubrics for narrative, informative, and opinion by age/class level.www.the2sisters.comThis is a Daily 5 website is an extension of the Daily 5 book which offers more lesson plans, podcasts, articles, discussion boards, online workshops and seminars etc.www.thedailycafe.comThis Daily 5 website can be found within www.the2sisters.com. Daily 5, CAFE, and reading skill resources, including mini lessons, read aloud lists, pre-made cards and posters, etc.www.writingfix.comThis site uses the 6 +1 traits for writing and provides mentor texts, lessons, and models.www.internet4classrooms.com/index.htmhttp://mnwelementary-daily5andcafe.wikispaces.com/Daily+5+ResourcesA website of valuable websiteswww.starfall.comA phonics website for emerging readerswww.reading A-Z.comAn online levelled reading library with comprehension and fluency assessmentshttp://www.eduplace.com/rdg/hme/k_5/


Online writing games and activities, graphic organizers, and and benchmark and writing assessments created by Houghton Mifflinwww.teacherspayteachers.comThis site has many resources for teachers to use (many of them are free).www.pinterest.comThis is a free, useful search engine for teaching ideas, lessons, activities, and anchor charts of all kinds. www.edhelper.comThis site offers all levels of literacy support.www.thinkcentral.comJourneys Common Core (the online resource for Journeys--available to mainstream and IE teachers)http://readingandwritingproject.com/resources.htmlThis site is the Reading and Writing Project that complements our Lucy Calkins resources.http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/This site contains many Common Core writing resources including writing rubrics for narrative, informative, and opinion by age/class level.http://writingfix.com/traits_primary.htmA site dedicated to helping teachers with writinghttp://www.busyteacherscafe.com/literacy/writing_workshop.htmlInformation for launching the reader’s and writer’s workshopwww.storybird.comThis site allows students to create their own stories (enhanced by a wide range of beautiful illustrations to choose from) and share them online with others.http://www.trailofbreadcrumbs.netGretchen Bernabei’s writing website http://bernabeiwritingtools.blogspot.comGretchen Bernabei’s OTHER writing website http://discoverwriting.ning.comBarry Lane’s site of writing resources and teacher groupshttp://differentiationdaily.comA resource with creative ways to reach students of all ability levels in all subjectshttp://www.rong-chang.com/kids.htmHundreds of short stories for beginner ESL students.http://www.really-learn-english.com/english-short-stories-for-complete-beginners.htmlEnglish short stories for complete beginners.

Suggested Activities:The table below offers a variety of classroom strategies, techniques, and language objectives. If a strategy is unfamiliar, please refer to the ELPS Flipbook (provided by the school), Making Content Comprehensible for English Learners: the SIOP model (suggested, but not provided by the school), or do a Google or Pinterest search. *Please see the Appendix for a more detailed version of this chart.


Language Learning Strategies:

Instructional

Strategies

Classroom Strategies/Techniques

Language ObjectivesThe student will be able to:

Materials/Adaptation of Content

● Anticipation Guides ● Hi-Lo Readers ● Manipulatives ● Scanning● Nonlinguistic

Representation● Graphic Organizers● Chunking Input● Visuals/Video

Use__(audio tapes, video, DVD, CD ROM) to show an understanding of ...by...

Use ____(graphic organizer, illustrations, pre-taught vocabulary, or other pre-reading support to show an understanding of ...

Orally share information about ___ by using ___

Interaction ● Conversation Stems● Response Triads **● Reciprocal

Teaching**● Literature Circles**● Numbered Heads

Together ● Question-Answer -

Relationship (QAR)● Think,Pair,Share ● Think, Ink, Pair, Share● Tiered Response

Stems ● Inside/Outside

Circle**● Expert/Novice**● Four Corners

** See the Elps Flip Book for more information

Orally share ideas using the phrase/words...

Orally retell a story about...using the words...

Orally describe to a partner...by...

Orally explain to your group ...using ...

Use formal English to describe to a partner...using...

Express aloud ideas, feelings, and opinions about ...by...

Use the words ____ to tell a small group about...

Summarize a partners opinion about ...using...

Vocabulary ● Affixes, Roots, and Cognates

● Cloze Sentences ● Expert/Novice ● Fluency Workshop ● Homophone/

Homograph Sort

Use new vocabulary to ...

Identify short/long vowel sounds in the words ...

Identify the sounds/roots/affixes ___ in the words...

Use prior knowledge to find the meaning of ...

Spell the words ____ correctly by/in...


● Learning Logs● List/Sort/Label ● Sentence Stem ● Word Analysis ● Word Sorts ● Word Walls

Use the phrases ___ to find out about ...

Use the words ____ to describe/narrate/explain...

Write a ___ using the words/phrases ...

Learning Strategies

● Conversation Stems● Expert/Novice **● Insert Method (A

SIOP strategy)● KWL● Peer Editing● Posted Strategies &

Stems Scaffold● QAR**● SQP2RS**● Think Alouds● The Writing Process ● Response Signals

** See the Elps Flip Book for more information

Assess understanding of ____ by ...

Ask for clarification using the phrase...

Acquire information about ____ using the words...

Edit personal writing by...

Identify errors in subject-verb agreement/pronoun

agreement,/appropriate verb tenses in ...


Explicit English

Language Instruction

● Book Reviews ● Comprehension

Strategies ● RAFT● Grammar Instruction● Daily Oral Language ● Sentence Mark Up● Double Entry Journals ● Draw & Write ● Genre Analysis● Sentence Sorts ● Silent Sustained

Reading● Summary Frames ● Writing Process● Writing Scaffolds (e.g.

kernel essay structures--refer to Gretchen Bernabei’s books)

Identify long/short vowels by ...

Distinguish between the sounds ... by...

Demonstrate an understanding of the direction of English text by ...

Explain what ____ means by ...

Describe main points/details using the phrases ...

Summarize material read silently using a(n) ...

Use correct verbs, tenses, and antecedents in ...

Use possessive case correctly in ...

Use negative and contractions correctly in ...

Write a ____ using the words/phrases

Narrate/Explain how ____ using the ... (tense/clause/pattern, etc.)

The table below offers a sampling of self-monitoring strategies for reading. For more information on each strategy, including ideas for mini lessons and read alouds, please refer to Strategies That Work, Reading With Meaning, The Daily Five (all provided by the school), The CAFE Book (suggested, but not provided by the school), or do a Google or Pinterest search.

Self-Monitors:

Fix up- Word Meanings Fix up- Text Comprehension

Decoding Strategies

1. Check the picture and think about what would make sense and sound right.

2. Read the sentences around the word. Do they give you any clues?

3. Does the author provide a definition

1. Slow down.2. Reread the page or

part before the problem.

3. Read on and see if that helps.

4. Retell what has happened so far.

5. Try to make a picture in your head.

1. Stretch it out2. Look for picture clues3. Look for chunks4. Go back and re-read5. Get your mouth ready6. Ask, does it make

sense?7. Skip it and move on8. Does it sound right


nearby?4. Look at the word. Is it

like another word you know?

5. Use a glossary or dictionary to look up the word.

6. Ask yourself a question about the confusing part.

7. Look at the pictures, charts, and maps. Do they help?

8. Think carefully about what puzzled you.

9. Read the part aloud to yourself.

10. Ask a friend or your teacher for help.

Anchor Charts Create and reference anchor charts when modeling procedures, modeling thinking strategies, and teaching concepts. Students will reference these charts when its their turn to work independently. The following are some examples of anchor charts you will want to use (taken from The Daily 5 book). Please refer to The Daily 5 book (provided by the school) and your other resources to get ideas for other anchor charts.


Anchor Charts

What Good Beginning Readers Do

3 Ways to Read a Book Read-to-Self Read-to-Someone

● Track words with finger

● Look at the pictures

● Look for the beginning sound that match the pictures

● Look for words you know within words

● Read the pictures

● Read the words● Retell the story

● Quiet voice● Read the whole

time● Stay in the

same Spot● Get started

right away

● Elbow Elbow Knee Knee (EEKK)One ReadsOne listensstay in same spotBook in the middleQuiet voicesCheck for understanding

Suggested Assessment Tools:1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes

(TSWs). An effective rubric is presented and discussed with the student at the beginning of the unit, referred back to throughout the unit, and used to assess at the end. Students will collaborate with peers and the teacher to assess their own writing with final judgement by the teacher.

2. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and checklists for teachers and students.

3. “6+1 Traits” writing rubrics4. Teachers can have students produce a quick write at the beginning and end of units.

(*See QSI Quick Write Guidelines) Teachers should keep these as evidence of students’ writing.

5. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are found in the QSI Literacy User’s Guide. Scoring on these rubrics should follow QSI mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be at the B level and scores on the 4 should be an A.) Document Source: Elk Grove Unified School District, Elk Grove, CA

6. Fountas and Pinnell Benchmark Assessment / DRA for reading.7. IDEAS ProficiencyTest Quick Informal Assessment (IPT QIA) for oral language.8. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)9. MPG (MAP for Primary Grades): Early Literacy Screening and Skills Checklists

(*See QSI Literacy User’s Guide)

RUBRICS FOUND ON FOLLOWING PAGE………………………….


INTENSIVE ENGLISH LITERACY-ELEMENTARY Foundations of Literacy Rubric (E06)

Student Name: Date:_____________________________ To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)To receive an ‘A’, the student must show ‘A’ level mastery on 3 of 4 ‘ A’ available and ‘B’ level mastery on all remaining TSW’s.

Fountas and Pinnell Benchmark Assessment/DRA

Test Month September December/January

May/June

Test DateF/P Level

IDEAS Proficiency Test (IPT Oral) and IPT Quick Informal Assessment (QIA): The IPT Oral is administered at enrollment and then each spring while the student is in the program. At Mid-year, conduct the Quick Informal Assessment (QIA) to assess progress.

Test Month Enrollment (initial)

IPT

January/FebruaryIPT QIA

May/JuneIPT

Test Date

Raw Score (e.g. 11)

Proficiency Level (e.g. A NES)


INTENSIVE ENGLISH LITERACY Elementary Foundations of Reading (E06)

Student Name: Date:________________________

To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)To receive an ‘A’, the student must show ‘A’ level mastery on 2 out of 4 available ‘A’ TSW’s and ‘B’ level mastery on all remaining TSW’s.

TSW ‘A’ LEVEL ‘B’ LEVEL ‘P’-Notes1. read course-level appropriate literature silently and independently for at least 15 minutes during school hours.

The student reads independently for at least 15 minutes every day at school.

2. self-select and read “just right” books that are at his/her independent reading level.

The student can choose books that are interesting to him/her at his/her independent reading level.

3. ] partner read and demonstrate active listening skills.

The student models all the practices of active reading.

4. demonstrate the use of reading strategies.

The student can explain his/her thinking when he/she uses the strategies to understand the words and meaning of what they have read.

The student can use the reading strategies and skills he/she has been taught to help his/her understanding of what they’ve read.

5. use self-monitoring strategies while reading to check for comprehension.

The student can give examples of when he/she uses strategies, and explain why they used the strategy.

The student uses self-monitoring strategies when he/she reads.

6. demonstrate reading with sufficient accuracy and fluency to support comprehension.

The student can understand what he/she reads because they read smoothly and accurately.

7. demonstrate the use of reading skills.

The student can explain the skills he/she used and why they used them.

The student uses reading skills to read for understanding.

8. engage in reading workshop routines.

The student can explain the expected behaviors and why, to a peer or an adult.

The student follows all of the behaviors in the reading workshop expectations.

9. TSW participate in teacher-student reading conferences

The student participates in conversations about his/her reading..


INTENSIVE ENGLISH LITERACY Elementary Foundations of Writing (E06)

Student Name: Date:_________________________

To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)To receive an ‘A’, the student must show ‘A’ level mastery on 3 out of 6 available ‘A’ level mastery TSW’s and ‘B’ level mastery on all remaining TSW’s.

TSW ‘A’ ‘B’ P-Notes1. write for a minimum of 15 minutes daily during the school day

The student writes at least 15 minutes every day.

2. use the 6+1 traits in all of their audience/purpose specific writing

The student uses the 6 traits to evaluate his/her own writing.

The student uses all of the 6 traits in his/her writing.

3. write for specific audiences and purposes.

The students can explain what changes he/she made and why they wrote in a certain way for different audiences.

The student thinks about his/her audience and changes his/her writing for each situation.

4. demonstrate the writing process in all their audience/purpose specific writing.

The student uses all of the steps in the writing process when he/she writes.

5. respond to questions and comments from peers and make changes to revise and strengthen writing.

The student can revise his/her writing based on peer comments, and justify not changing if what they wrote serves a purpose.

The student can revise his/her writing based on peer comments to strengthen his/her writing.

6. regularly participate in daily word work activities (phonics, making words, vocabulary, word wall, spelling, etc.)

The student participates in daily word work activities.

7. engage in writing workshop processes.

The student can explain or teach writing workshop procedures to a peer or an adult.

The student follows writing workshop procedures.

8. TSW participate in teacher-student writing conferences.

The student uses a variety of new and challenging vocabulary when conferencing with a teacher.

9. TSW write in his/her journal entries

The student often writes entries and his/her writing shows engagement and voice.

The student sometimes writes journal personal journal. His/her writing shows engagement at times and voice at times.

10. TSW write using correct grammar structure.

The student’s writing demonstrates exceptionally correct grammar usage that contributes to clarity and style.

The student attempts to use correct grammar in his/her writing


INTENSIVE ENGLISH LITERACY-ELEMENTARY Foundations of Literacy Speaking (E06)

Student Name: Date:_________________________ To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)To receive an ‘A’, the student must show ‘A’ level mastery on 12 out of 15 ‘A’ TSW’s available and ‘B’ level mastery on all remaining TSW’s.

TSW ‘A’ LEVEL ‘B’ LEVEL P-Comment

1. share details (oral and written language, food, geographic location, dress, family, etc) about their home country(ies) and cultures by giving mini-presentations at least three times a year.

The student delivers detailed presentations with near-native fluency, using a variety of sentence structures, vocabulary, and correct grammar usage.

The student delivers detailed presentations using a variety of sentence structures, vocabulary, and correct grammar usage.

2. respond orally to a variety of media.

The student uses a variety of vocabulary and expression to respond orally to a variety of media.

The student speaks with some hesitation to respond orally to a variety of media.

3. speak in a variety of sentence structures.

The student consistently practices and uses a variety of sentence structures.

The student usually practices and uses a variety of sentence structures.

4. share and paraphrase in cooperative groups.

The student consistently communicates effectively in cooperative groups by sharing information and paraphrasing others.

The student often communicates effectively in cooperative groups by sharing information and paraphrasing others.

5. participate in collaborative conversations with peers and adults in small and larger groups about grade level topics.

The student demonstrates language competence when eliciting information with peers and adults. The student produces extended discourse and conveys meaning correctly and effectively.

The student will show some linguistic limitations when participating in conversations with peers and adults.

6. acquire information through questions.

The student consistently acquires information through questioning.

The student usually acquires information through questioning.

7. monitor understanding and ask for clarification.

The student consistently applies a wide spectrum of monitoring techniques and asks questions for clarification when needed.

The student uses some monitoring skills and sometimes asks questions for clarification.

8. orally present information.

The student uses strategies when expressing and presenting ideas such as

The student generally presents in a way that is appropriate to the situation.


accessing prior knowledge, following a framework of rehearsing, clarifying and confirming meaning, predicting what the audience needs to know and adjusting the volume and the tone to the needs of the audience.

9. orally share information, ideas, opinions, responses, and feelings.

The student consistently communicates information, ideas, opinions and feelings independently (without prompting).

The student often communicates information, ideas, opinions and feelings (with prompting).

10. orally describe and/or explain.

The student consistently describes and/or explains information in a near-native manner, using language structures and vocabulary learned.

The student consistently describes and/or explains information using language structures and vocabulary learned.

11. speak using grade level common and content vocabulary in context.

The student recognizes and uses subject area/topic/theme vocabulary to describe concepts and ideas.

The student recognizes and with prompting, uses subject area/topic/theme vocabulary.

12. orally summarize material read.

The student includes all important events from the beginning, middle and end in sequence; includes details and refers to all characters by name. The students shows good understanding of key words/concepts.

The students includes most of the important events from the beginning, middle and end, generally in sequence; refers to most characters by name and shows basic understanding of key words/concepts.

13. describe main points and details.

The student describes main ideas with in- depth details, explanations and examples.

The student describes main ideas with details, explanations and examples.

14. orally retell a story. The student retells a story with fluency and understanding. The student's main points are logical.

The students retells a story with teacher prompting.

15. speak using correct grammar structures.a. verbs (including a variety

of tenses)b. subject-verb agreementc. pronouns, and articlesd. sentence ordere. possessivesf. negatives and contractions

The student consistently speaks using correct grammar structures.

The student usually speaks using correct grammar structures.


INTENSIVE ENGLISH LITERACY-ELEMENTARY Foundations Literacy Listening (E06)

Student Name: Date:____________________________

To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)To receive an ‘A’, the student must show ‘A’ level mastery on 3 out of 5 available ‘A’ TSW’s and ‘B’ level mastery on all remaining TSW’s.

TSW ‘A’ LEVEL ‘B’ LEVEL P-Comment

1. demonstrate listening comprehension by following directions and commands.

The student demonstrates a high degree of listening comprehension skills and follows directions and commands without teacher prompt.

The student often demonstrates listening comprehension strategies by identifying meaning of directions and commands.

2. demonstrate listening comprehension when it relates to academic language.

The student demonstrates a high degree of listening comprehension when it relates to the use and application of academic language

The student often demonstrates listening comprehension when it relates to the use and application of academic language

3. demonstrate listening comprehension when it relates to social language/conversations.

The students is consistently able to understand most formal and informal speech on practical, social and everyday topics.

The students is often able to understand most formal and informal speech on practical, social and everyday topics.

4. derive meaning from a variety of media.

The student can interpret the information from diverse media in situations requiring understanding of specialized or sophisticated language.

The students often shows an ability to comprehend the general meaning of spoken language from the media.

5. demonstrate understanding of general meaning, main points, and details.

The student consistently demonstrates the ability to understand meaning, main points and details of speech.

The student often demonstrates the ability to understand general meaning, main points and details of speech.


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