ESL/ESOL Curriculum Grades: Kindergarten-12 Curriculum Grades: Kindergarten-12 ... ESL/Bilingual Terminology 39 ... Task Level Linguistic Complexity Vocabulary Usage Language Control

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ESL/ESOL Curriculum Grades: Kindergarten-12

Names of District Subject Area Curriculum Writing Committee:

Ann Lauder Alan Miller Barbara Watkins

http://www.mcsdk12.org/

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Table of Contents

Cover Page 1 Table of Contents 2 Introduction and Essential Elements

Philosophy 3 Essential Elements of the ESOL Curriculum 4 Performance Definitions 5 Performance Definitions Frame the ELP Standards 6 CAN DO Descriptors for PreK-12 7 English Language Proficiency Standards 9 English Language Domains 10 English Language Proficiency Levels 11

with Receptive and Productive Level Definitions Speaking Rubric 12 Writing Rubric 13

Assessments for Instructional Congruence 14 Instructional Approaches 14 Materials 15 Model Performance Indicators

Grade Cluster Kindergarten 16 Grade Cluster 1-2 20 Grade Cluster 3-5 24 Grade Cluster 6-8 28 Grade Cluster 9-12 32

Pennsylvania Academic Standards for Reading, Writing, Speaking and Listening 36 Appendices

A Text Structure Signal Words 37

B Essential Questions (Q-Matrix) 38 ESL/Bilingual Terminology 39 Resources 40

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Philosophy

Literacy is the foundation and key to becoming a lifelong learner. The Mifflin County School District places great emphasis on developing each student’s ability to read, write, speak, listen, and analyze. Our beliefs are shown in the following statements. We believe that literate students:

possess the reading, writing, speaking, and listening skills to communicate independently and effectively with diverse audiences

use higher thinking processes to analyze, synthesize, and evaluate ideas, information, and language

use technology to access information, process ideas, and communicate effectively

express and support beliefs fluently and coherently

engage in independent, life-long learning

take risks as learners and as users of language

are receptive to new information and differing points of view

appreciate different forms of expression

apply language skills to meet the daily demands of society

utilize language proficiency to contribute positively to society

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Essential Elements of the ESOL Curriculum (The Relationship among the Strands of model Performance Indicators, ELP Standards, CAN DO Descriptors and Performance Definitions)

Strands

of Model

Performance Indicators

ELP Standards

CAN DO Descriptors

Performance Definitions

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Performance Definitions English Language

Proficiency Levels

specialized or technical language reflective of the content areas at grade level

a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level

oral or written communication in English comparable to proficient English peers

6 Reaching

specialized or technical language of the content areas

a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports

oral or written language approaching comparability to that of proficient English peers when presented with grade level material

5 Bridging

specific and some technical language of the content areas

a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning

of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support

4 Expanding

general and some specific language of the content areas

expanded sentences in oral interaction or written paragraphs oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain

much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

3 Developing

general language related to the content areas

phrases or short sentences oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the

communication when presented with one to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support

2 Beginning

pictorial or graphic representation of the language of the content areas words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no

questions, or statements with sensory, graphic or interactive support

1 Entering

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Framing the

ELP Standards

Linguistic Complexity

Linguistic complexity refers to the

amount of discourse, the types and

variety of grammatical structures,

the organization and cohesion of

ideas and, at the higher levels of

language proficiency, the use of text

structures in specific genres.

amount and quality of speech or writing for a given situation

Vocabulary Usage

The role of vocabulary, in particular,

the use of academic language

associated with content-based instruction, has been documented as

critical in the literacy development

of second language learners.

In fact, to be successful

academically, students need to

develop the specialized language of

academic discourse that is distinct

from conversational language.

specificity of words or phrases for a given context - high frequency words, rich words and low-frequency words

Language Control Language control reflects extent to which a communication is comprehensible.

Comprehensibility is measured by the number and types of errors committed in oral or written discourse that affect the meaning or intent of the message. These errors involve lapses in fluency, grammatical usage, phonology, and semantic choice.

comprehensibility of the communication based on the amount and types of errors

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CAN DO Descriptors for the Levels of English Language Proficiency, PreK-12:

Listening

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Point to stated pictures, words, phrases

Follow one-step oral directions

Match oral statements to objects, figures or illustrations

Sort pictures, objects according to oral instructions

Follow two-step oral directions

Match information from oral descriptions to objects, illustrations

Locate, select, order information from oral descriptions

Follow multi-step oral directions

Categorize or sequence oral information using pictures, objects

Compare/ contrast functions, relation-ships from oral information

Analyze and apply oral information

Identify cause and effect from oral discourse

Draw conclusions from oral information

Construct models based on oral discourse

Make connections from oral discourse

Speaking

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Name objects, people, pictures

Answer WH- questions

Ask WH- questions

Describe pictures, events, objects, people

Restate facts

Formulate hypotheses, make predictions

Describe processes, procedures

Retell stories or events

Discuss stories, issues, concepts

Give speeches, oral reports

Offer creative solutions to issues, problems

Engage in debates

Explain phenomena, give examples, and justify responses

Express and defend points of view

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CAN DO Descriptors for the Levels of English Language Proficiency, PreK-12:

Reading

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Match icons and symbols to words and phrases

Identify concepts about print and text features

Locate and classify information Identify facts and messages

Select language patterns associated with facts

Sequence pictures, events, processes

Identify main ideas

Use context clues to determine meaning of words

Interpret information or data

Find details that support main ideas

Identify word families, figures of speech

Conduct research to acquire information from multiple sources

Draw conclusions from text

Writing

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Label objects, pictures, diagrams

Draw in response to a prompt

Produce icons, symbols, words, phrases to convey messages

Make lists

Produce drawings, phrases, short sentences, notes

Give information requested from oral or written directions

Produce basic expository or narrative texts

Compare and contrast information

Describe events, people, processes, procedures

Summarize information from graphics or notes

Edit and revise writing

Create original ideas or detailed responses

Apply information to new contexts

React to multiple discourses

Author multiple forms of writing

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The English Language Proficiency Standards

There are five English language proficiency standards that center on the language needed by English language learners in grade levels PreK-

12 attending schools in the state of Pennsylvania to succeed both socially and academically in education settings. Each of the English language

proficiency standards addresses a specific context for language acquisition (social and instructional settings as well as academic language in the

content areas of language arts, mathematics, science, and social studies). The framework is broken into five grade level clusters: PreK-K, 1-2, 3-5,

6-8, and 9-12.

The five Pennsylvania English Language Proficiency Standards are as follows:

English Language Proficiency Standard 1:

English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of

LANGUAGE ARTS.


English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.


English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.


English language learners communicate information, ideas, and concepts necessary for academic success in the content area of

SOCIAL STUDIES.

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The Language Domains

Each of the five English language proficiency standards encompasses four language domains: listening, speaking,

reading, and writing. The language domains reflect the modality of the communication that is further delineated by the

language proficiency levels and their model performance indicators. The definitions of the language domains are as follows:

Listening – process, understand, interpret, and evaluate spoken language in a variety of situations

Speaking – engage in oral communication in a variety of situations for an array of purposes and audiences

Reading – process, interpret, and evaluate written language, symbols and text with understanding and fluency

Writing – engage in written communications in a variety of forms for an array of purposes and audiences

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English Language Proficiency Levels with their Receptive and Productive Level Definitions

Level 1 – Entering/Beginning

Pictorial or graphic representation of the language of the content areas with minimal comprehension. Non-verbal communication, single words or short phrases which may be demonstrated by repeating and copying words and phrases, or use of first language.

It should be noted that students who are Newcomers or “Port of Entry”, may be working toward the skills noted in Entering. It can not be assumed that these students have mastered these skills in English upon entry into Pennsylvania schools. However, these students may be able to exhibit these linguistic skills in their first language (L1) and should be given the opportunity to do so to the extent practicable.

Level 2 – Beginning/Early Intermediate

General language related to the content areas. Common phrases or short sentences and some general academic language in oral and written communication with errors that may impede meaning.

Level 3 – Developing/Intermediate

General and some specific language of the content areas. Familiar oral and written language of expanded sentence length, short paragraphs, and academic language with occasional errors.

Level 4 – Expanding/Proficient

Specific and some technical language of the content areas oral and written academic and technical language of varying complexity in context with nominal errors.

Level 5 – Bridging/Above Proficient

The technical language of the content areas. Oral or written academic and technical language of varying complexity approaching that of English proficient peers with minimal errors.

Level 6 – Reaching

Parity with native English speakers.

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Speaking Rubric

Grades 1-12

Task Level Linguistic Complexity Vocabulary Usage Language Control

1 Entering

Single words, set phrases or chunks of memorized oral language

High frequency vocabulary from school setting and content areas

When using memorized language, is generally comprehensible; communication may be significantly impeded when going beyond the highly familiar

2 Beginning

Phrases, short oral sentences General language related to the content area; searching for vocabulary when going beyond the highly familiar is evident

When using simple discourse, is generally comprehensible and fluent; communication may be impeded by searching for language structures or by phonological, syntactic or semantic errors when going beyond phrases and short, simple sentences

3 Developing

Simple and expanded oral sentences; responses show emerging complexity used to add detail

General and some specific language related to the content area; may search for needed vocabulary at times

When communicating in sentences, is generally comprehensible and fluent; communication may from time to time be impeded by searching for language structures or by phonological, syntactic or semantic errors, especially when attempting more complex oral discourse

4 Expanding

A variety of oral sentence lengths of varying linguistic complexity; responses show emerging cohesion used to provide detail and clarity

Specific and some technical language related to the content area; searching for needed vocabulary may be occasionally evident

At all times generally comprehensible and fluent, though phonological, syntactic or semantic errors that don’t impede the overall meaning of the communication may appear at times; such errors may reflect first language interference

5 Bridging

A variety of sentence lengths of varying linguistic complexity in extended oral discourse; responses show cohesion and organization used to support main ideas

Technical language related to the content area; facility with needed vocabulary is evident

Approaching comparability to that of English proficient peers in terms of comprehensibility and fluency; errors don’t impede communication and may be typical of those an English proficient peer might make

ELL students at Level 6 have oral English proficiency comparable to that of an English-proficient peer, which is why it is not included.

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Writing Rubric

Grades 1-12 Level Linguistic Complexity Vocabulary Usage Language Control

1 Entering

Single words, set phrases or chunks of simple language; varying amounts of text may be copied or adapted; adapted text contains original language

Usage of high frequency vocabulary from school setting and content areas

Generally comprehensible when text is copied or adapted from model or source text; comprehensibility may be significantly impeded in original text

2 Beginning

Phrases and short sentences; varying amount of text may be copied or adapted; some attempt at organization may be evidenced

Usage of general language related to the content area; lack of vocabulary may be evident

Generally comprehensible when text is adapted from model or source text, or when original text is limited to simple text; comprehensibility may be often impeded by errors

3 Developing

Simple and expanded sentences that show emerging complexity used to provide detail

Usage of general and some specific language related to the content area; lack of needed vocabulary may be evident

Generally comprehensible when writing in sentences; comprehensibility may from time to time be impeded by errors when attempting to produce more complex text

4 Expanding

A variety of sentence lengths of varying linguistic complexity; emerging cohesion used to provide detail and clarity

Usage of specific and some technical language related to the content area; lack of needed vocabulary may be occasionally evident

Generally comprehensible at all times, errors don’t impede the overall meaning; such errors may reflect first language interference

5 Bridging

A variety of sentence lengths of varying linguistic complexity in a single organized paragraph or in extended text; cohesion and organization

Usage of technical language related to the content area; evident facility with needed vocabulary

Approaching comparability to that of English proficient peers; errors don’t impede comprehensibility

6 Reaching

A variety of sentence lengths of varying linguistic complexity in a single tightly organized paragraph or in well-organized extended text; tight cohesion and organization

Consistent use of just the right word in just the right place; precise Vocabulary Usage in general, specific or technical language

Has reached comparability to that of English proficient peers functioning at the “proficient” level in state-wide assessments

ELL students at Level 6 have written English proficiency comparable to that of an English-proficient peer.

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Assessments for Instructional Congruence Instructional Approaches

Tests Reading

Comprehension Check Quizzes CBA Projects Dictation Presentations Written Sentences Journal Writing Note Taking Discussion

Class/Group Discussion Activity Illustration Self-Assessment Performance Teacher Observation Peer Assessment ACCESS Rubric Class Work Pronunciation

Venn Diagrams Concept Maps Vocabulary

Anticipation T-Charts Chunk-n-Chew Text impression Cycles Pre-teaching Preview and Predict Cause and Effect Character Charts Text Maps Semantic Webs Story Mapping Reciprocal teaching

K-W-L Charts Cloze Exercises Scaffolding Word Webs Word Wall Enumeration Word Bank Text impression Oral Reading Guided Reading Cooperative Groups Differentiated

Instruction Research Class/Group Discussion

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Materials

Grade Clusters K, 1-2, 3-5

Grade Cluster 6-8

Grade Cluster 9-12

Supplemental Reading List Dictionary Thesaurus Into English, Hampton-Brown Books,

1997 Moving Into English, Harcourt, 1995 Reading Express, Macmillan, Inc. Recorded Books, Simon & Schuster

Children’s Publishing American Vocabulary Builder, Longman

Group Ltd., 1987 Can You Believe It (Stories and Idioms),

Oxford University Press, 2000 Bilingual Dictionary Bilingual or Multilingual Electronic

Translator Technology The Six-Minute Solution: A Reader

Fluency Program, Sopris West Educational Services, Colorado, 2007

Story Starters, CHECpoint Systems, California, 1983

ESL Smart, Center for Applied Research in Education, New York, 2001

Internet Resources

Supplemental Reading List Shining Star, Pearson Education, Inc.,

2004 Dictionary Thesaurus EDCON Classics (1997), EDCON

Publishing, Long Island, NY Supplemental Texts Technology Bilingual Dictionary Internet Resources

Supplemental Reading List Penguin Readers Dictionary Thesaurus English in Action 3 (2003), Heinle of

Thomson Corporation, Boston, Massachusetts

EDCON Classics (1997), EDCON Publishing, Long Island, NY

HOLT Handbook, Fourth Course (2003), Holt, Rinehart and Winston, Austin, Texas

Supplemental Texts Technology Bilingual Dictionary Bilingual or Multilingual Electronic

Translator Technology Internet Resources

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Model Performance Indicators Grade Level Cluster Kindergarten

Listening

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Match oral language to classroom and everyday objects

Point to stated pictures in context

Respond nonverbally to oral commands or statements through physical

movement

Find familiar people and places named orally

Sort pictures or objects according to oral instructions

Match pictures, objects or movements to oral descriptions

Follow one-step oral directions “stand up”; “sit

down”

Identify simple patterns described orally

Respond with gestures to songs, chants or stories modeled by teachers

Follow two-step oral directions, one step at a time

Draw pictures in response to oral instructions

Respond non-verbally to confirm or deny facts thumbs up,

thumbs down

Act out songs and stories using gestures

Find pictures that match oral descriptions

Follow oral directions and compare with visual or nonverbal models “Draw a circle

under the line.”

Distinguish between what happens first and next in oral activities or readings

Role play in response to stories read aloud

Order pictures of events according to sequential language

Arrange objects or pictures according to descriptive oral discourse

Identify pictures and/or realia associated with grade level academic concepts from oral descriptions

Make patterns from real objects or pictures based on detailed oral descriptions

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Speaking

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Identify people or objects in illustrated short stories

Repeat words, simple phrases

Answer yes/no questions about personal information

Name classroom and everyday objects

Restate some facts from illustrated short stories

Describe pictures, classroom objects or familiar people using simple phrases

Answer questions with one or two words “Where is

Sonia?”

Complete phrases in rhymes, songs and chants

Retell short narrative stories through pictures

Repeat sentences from rhymes and patterned stories

Make predictions “What will

happen next?”

Answer explicit questions from stories read aloud “who, what,

when, or where”

Retell narrative stories through pictures with emerging detail

Sing repetitive songs and chants independently

Compare attributes of real objects “size, shape,

color”

Indicate spatial relations of real-life objects using phrases or short sentences

Tell original stories with emerging detail

Explain situations “involving

feelings”

Offer personal opinions

Express likes, dislikes or preferences with reasons

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Reading

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Identify symbols, icons and environmental print

Connect print to visuals

Match real-life familiar objects to labels

Follow directions using diagrams or pictures

Search for pictures associated with word patterns

Identify and interpret pre-taught labeled diagrams

Match voice to print by pointing to icons, letters, or illustrated words

Sort words into word families

Make text-to-self connections with prompting

Select titles to match a series of pictures

Sort illustrated content words into categories

Match phrases and sentences to pictures

Put words in order to form sentences

Identify basic elements of fictional stories title, setting,

characters

Follow sentence-level directions

Distinguish between general and specific language in context flower v. rose

Begin using features of non-fiction text to aid comprehension

Use learning strategies context clues

Identify main ideas

Match figurative language to illustrations “as big as a

house”

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Writing

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Draw pictures

Circle or underline pictures, symbols and numbers

Trace figures and letters

Make symbols, figures or letters from models and realia

straws, clay

Connect oral language to print

language experience

Reproduce letters, symbols, and numbers from models in context

Copy icons of familiar environmental print

Draw objects from models and label with letters

Communicate using letters, symbols and numbers in context

Make illustrated ”notes” and cards with distinct letter combinations

Make connections between speech and writing

Reproduce familiar words from labeled models or illustrations

Produce symbols and strings of letters associated with pictures

Draw pictures and use words to tell a story

Label familiar people and objects from models

Produce familiar words and/or phrases from environmental print and illustrated text

Create content-based representations through pictures and words

Make “story books” with drawings and words

Produce words and/or phrases independently

Relate everyday experiences using phrases and/or short sentences

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Model Performance Indicators Grade Level Cluster 1-2

Listening

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Follow modeled, one-step oral directions “Find a pencil.”

Identify pictures of everyday objects as stated orally “in books”

Point to real-life objects reflective of content-related vocabulary or oral statements

Mimic gestures or movement associated with statements “This is my left

hand”

Match oral reading of stories to illustrations

Carry out two-to-three-step oral commands “Take out your

science book. Now turn to page 5.”

Sequence a series of oral statements using real objects or pictures

Locate objects described orally

Follow modeled multi-step oral directions

Sequence pictures of stories read aloud “beginning,

middle and end”

Match people with jobs or objects with functions based on oral descriptions

Classify objects according to descriptive oral statements

Compare and/or contrast objects according to physical attributes based on oral information “size, shape,

color”

Find details in illustrated narrative or expository text read aloud

Identify illustrated activities from oral descriptions

Locate objects, figures, places, based on visuals and detailed oral descriptions

Use context clues to gain meaning from grade-level text read orally

Apply ideas from oral discussions to new situations

Interpret information from oral reading of narrative or expository test

Identify ideas and/or concepts expressed with grade-level content-specific language

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Speaking

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Repeat simple words, phrases and memorized chunks of language

Respond to visually-supported questions of academic content with one word or phrase “calendar”

Identify and name everyday objects

Participate in whole group chants and songs

Use first language to fill in gaps in oral English

Repeat facts or statements

Describe what people do from action pictures “jobs of

community workers”

Compare real-life objects using comparative and superlative “smaller, biggest”

Ask questions of a social nature

Express feelings “I’m happy

because…”

Retell simple stories from picture cues

Sort and explain grouping of objects “sink v. float”

Make predictions or hypotheses

Distinguish features of content-based occurrences caterpillar,

butterfly

Ask questions for social and academic purposes

Participate in class discussions on familiar social and academic topics

Retell stories with details

Sequence stories with transitions

Use academic vocabulary in class discussions

Express and support ideas with examples

Give oral presentations on content-based topics approaching grade level

Initiate conversation with peers and teachers

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Reading

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Identify symbols, icons and environmental print

Connect print to visuals

Match real-life familiar objects to labels

Follow directions using diagrams or pictures

Search for pictures associated with word patterns

Identify and interpret pre-taught labeled diagrams

Match voice to print by pointing to icons, letters, or illustrated words

Sort words into word families

Make text-to-self connections with prompting

Select titles to match a series of pictures

Sort illustrated content words into categories

Match phrases and sentences to pictures

Put words in order to form sentences

Identify basic elements of fictional stories title, setting,

characters

Follow sentence-level directions

Distinguish between general and specific language in context flower v. rose

Begin using features of non-fiction text to aid comprehension

Use learning strategies context clues

Identify main ideas

Match figurative language to illustrations “as big as a

house”

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Model Performance Indicators Grade Level 1-2

Writing

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Copy written language

Use first language (L1) (when L1 is a medium of instruction) to help form words in English

Communicate through drawings

Label familiar objects or pictures

Provide information using graphic organizers

Generate lists of words and/or phrases from banks or walls

Complete modeled sentence starters “I like _____.”

Describe people, places or objects from illustrated examples and models

Engage in prewriting strategies use of graphic

organizers

Form simple sentences using word and/or phrase banks

Participate in interactive journal writing

Give content-based information using visuals or graphics

Produce original sentences

Create messages for social purposes get well cards

Compose journal entries about personal experiences

Use classroom resources to compose sentences picture

dictionaries

Create a related series of sentences in response to prompts

Produce content-related sentences

Compose stories

Explain processes or procedures using connected sentences

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Listening

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Point to stated pictures, words or phrases

Follow one-step oral directions “physically or

through drawings”

Identify objects, figures, people, from oral statements or questions “Which one is a

rock?”

Match classroom oral language to daily routines

Categorize content-based pictures or objects from oral descriptions

Arrange pictures or objects per oral information

Follow two-step oral directions

Draw in response to oral descriptions

Evaluate oral information “about lunch

options”

Follow multi-step oral directions

Identify illustrated main ideas from paragraph-level oral discourse

Match literal meanings of oral descriptions or oral reading to illustrations

Sequence pictures from oral stories, processes, or procedures

Interpret oral information and apply to new situations

Identify illustrated main ideas and supporting details from oral discourse

Infer from and act on oral information

Role play the work of authors, mathematicians, scientists, historians from oral readings, videos, or multi-media

Carry out oral instructions containing grade-level, content-based language

Construct models or use manipulatives to problem-solve based on oral discourse

Distinguish between literal and figurative language in oral discourse

Form opinions of people, places, or ideas from oral scenarios

Page | 25


Speaking

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Express basic needs or conditions

Name pre-taught objects, people, diagrams, or pictures

Recite words or phrases from pictures of everyday objects and oral modeling

Answer yes/no and choice questions

Ask simple, everyday questions “Who is absent?”

Restate content-based facts

Describe pictures, events, objects or people using phrases or short sentences

Share basic social information with peers

Answer simple content-based questions

Retell short stories or events

Make predictions or hypotheses from discourse

Offer solutions to social conflict

Present content-based information

Engage in problem-solving

Answer opinion questions with supporting details

Discuss stories, issues, and concepts

Give content-based oral reports

Offer creative solutions to issues and/or problems

Compare and/or contrast content-based functions and relationships

Justify and/or defend opinions or explanations with evidence

Give content-based presentations using technical vocabulary

Sequence steps in grade-level problem-solving

Explain in detail results of inquiry “scientific

experiments”

Page | 26


Reading

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Match icons or diagrams with words and/or concepts

Identify cognates from first language, as applicable

Make sound/symbol/word relations

Match illustrated words and/or phrases in differing contexts “on the board, in

a book?

Identify facts and explicit messages from illustrated text

Find changes to root words in context

prefixes, suffixes

Identify elements of story grammar “characters,

setting”

Follow visually supported written directions “Draw a star in

the sky.”

Interpret information or data from charts and graphs

Identify main ideas and some details

Sequence events in stories or content-based processes

Use context clues and illustrations to determine meaning of words and/or phrases

Classify features of various genres of text “and they lived

happily ever after” – fairy tales

Match graphic organizers to different texts compare and/or

contrast with Venn diagram

Find details that support main ideas

Differentiate between fact and opinion in narrative and expository text

Summarize information from multiple related sources

Answer analytical questions about grade-level text

Identify, explain, and give examples of figures of speech

Personification, metaphors, and similes

Draw conclusions from explicit and implicit text at or near grade level

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Writing

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6 - R

each

ing

Label objects, pictures, or diagrams from word and/or phrase banks

Communicate ideas by drawing

Copy words, phrases, and short sentences

Answer oral questions with single words

Make lists from labels or with peers

Complete and/or produce sentences from word and/or phrase banks or walls

Fill in graphic organizers, charts, and tables

Make comparisons using real-life or visually-supported materials

Produce simple expository or narrative text

String related sentences together

Compare and/or contrast content-based information

Describe events, people, processes, procedures

Take notes using graphic organizers

Summarize content-based information

Author multiple forms of writing from models “expository,

narrative, persuasive”

Explain strategies or use of information in solving problems

Produce extended responses of original text approaching grade level

Apply content-based information to new contexts

Connect or integrate personal experiences with literature and/or content

Create grade-level stories or reports

Page | 28


Listening

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6-R

each

ing

Follow one-step oral commands and/or instructions

Match social language to visual and/or graphic displays

Identify objects, people or places from oral statements and/or questions using gestures pointing

Match instructional language with visual representation “Use a sharpened

pencil.”

Follow multi-step oral commands and/or instructions

Classify and/or sort content-related visuals per oral descriptions

Sequence visuals per oral directions

Identity information on charts or tables based on oral statements

Categorize content-based examples from oral directions

Match main ideas of familiar text read aloud to visuals

Use learning strategies described orally

Identity everyday examples of content-based concepts described orally

Associate oral language with different time frames past, present,

future

Identify main ideas and details of oral discourse

Complete content related tasks or assignment based on oral discourse

Apply learning strategies to new situations

Role play, dramatize or re-enact scenarios from oral reading

Use oral information to accomplish grade-levels tasks

Evaluate intent of speech and act accordingly

Make inferences from grade-level text read aloud

Discriminate among multiple genres read orally

Page | 29


Speaking

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6-R

each

ing

Answer yes/no and choice questions

Begin to use general and high frequency vocabulary

Repeat words, short phrases and memorized chunks

Answer select WH- questions within context of lessons or personal experiences

Convey content through high frequency words/phrases

State big/main ideas of classroom conversation

Describe situations from modeled sentences

Describe routines and everyday events

Express everyday needs and wants

Communicate in social situations

Make requests

Begin to express time through multiple tenses

Retell and/or rephrase ideas from speech

Give brief oral content-based presentations

State ideas in discourse using transitions “but,” “then”

Use different registers inside and outside of class

State big and/or main ideas with some supporting details

Ask for clarification self-monitor

Paraphrase and summarize ideas presented orally

Defend a point of view

Explain outcomes

Explain and compare content-based concepts

Connect ideas with supporting details/evidence

Substantiate opinions with reasons and evidence

Defend a point of view and give reasons

Use and explain metaphors and similes

Communicate with fluency in social and academic contexts

Negotiate meaning in group discussions

Discuss and give examples of abstract content-based ideas democracy,

justice

Page | 30


Reading

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6-R

each

ing

Associate letters with sounds and objects

Match content-related objects and/or pictures to words

Identify common symbols, signs and words

Recognize concepts of print

Find single word responses to WH- questions related to illustrated text

Use picture dictionaries and/or illustrated glossaries

Sequence illustrated text of fictionally and non-fictional events

Locate main ideas in series of simple sentences

Find information from text structure titles, graphs,

glossary

Follow text read aloud tapes, teacher,

paired-readings

Sort and/or group pre-taught words and/or phrases

Use pre-taught vocabulary to complete simple sentences word banks

Use L1 to support L2

Use bilingual dictionaries and glossaries

Identify topic sentences, main ideas and details in paragraphs

Identify multiple meanings of words in context “cell,” “table”

Use context clues

Make predictions based on illustrated text

Identify frequently used affixes and root words to make and/or extract meanings “un-“, “re-“, “-ed

Differentiate between fact and opinion

Answer questions about explicit information in texts

Use English dictionaries and glossaries

Order paragraphs

Identity summaries of passages

Identify figurative language “dark as night”

Interpret adapted classics or modified text

Match cause to effect

Identify specific languages of different genres and informational texts

Use an array of strategies skim and scan for

information

Differentiate and apply multiple meanings of words and/or phrases

Apply strategies to new situations

Infer meaning from modified grade-level text

Critique material and support argument

Sort grade-level text by genre

Page | 31


Writing

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6-R

each

ing

Draw content-related pictures

Produce high frequency words

Label pictures and graphs

Create vocabulary and/or concept cards

Generate list from pre-taught words and/or phrases and word banks create menu

from list of food groups

Complete pattern sentences

Extend “sentence starts” with original ideas

Connect simple sentences

Complete graphic organizers and/or forms with personal information

Respond to yes/no choice on some WH- questions

Produce short paragraphs with main ideas and some details column notes

Create compound sentences with conjunctions

Explain steps in problem-solving

Compare and/or contrast information, events, characters

Give opinions, preferences and reactions along with reasons

Create multiple paragraph essays

Justify ideas

Produce content-related reports

Use details and/or examples to support ideas

Use transition words to create cohesive passages

Compose intro/body/ conclusion

Paraphrase or summarize text

Take notes

for research

Create expository text to explain graphs/charts

Produce research reports using multiple sources and/or citations

Begin using analogies

Critique literary essays or articles

Page | 32


Listening

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6-R

eachin

g

Point to or show basic parts, features, characteristics, properties of objects, organisms or persons named orally

Match everyday oral information to pictures, diagrams or photographs

Group visuals by common traits named orally

Identify places, products, figures from oral statements and visuals

Listen respectfully and responsively

Listen and follow directions or instructions

Match or classify oral descriptions to real-life experiences or visually-represented content-related examples

Sort oral language statements according to time frames

Sequence visuals according to oral directions

Evaluate information in social and academic conversations

Distinguish main ideas from supporting points in oral, content-related discourse

Use learning strategies described orally

Categorize content-based examples described orally

Connect literary texts to prior knowledge

Recognize the use and impact of effective language

Distinguish between multiple meanings of oral words or phrases in social and academic contexts

Analyze content-related tasks or assignments based on oral discourse

Categorize examples of genres read aloud

Compare traits based on visuals and oral descriptions using specific and some technical language

Recognize and acknowledge various perspectives on issues

Interpret cause and effect scenarios from oral discourse

Make inferences from oral discourse

Identify and react to subtle differences in speech and register

Evaluate intent of speech and act accordingly

Page | 33


Speaking

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6-R

each

ing

Answer yes/no or choice questions within context of lessons or personal experiences

Provide identifying information about self

Name everyday objects and pre-taught vocabulary

Repeat words, short phrases, memorized chunks of language

Respond respectfully and use courtesy

Use nonverbal communication techniques to help disclose message

Describe persons, places, events, or objects

Ask WH- questions to clarify meaning

Give features of content-based material

Characterize issues, situations, regions shown in illustrations

Give directions

Speak informally

Suggest ways to resolve issues or pose solutions

Compare/contrast features, traits, characteristics using general and some specific language

Sequence processes, cycles, procedures, or events

Conduct interviews or gather information through oral interaction

Estimate, make predictions or pose hypotheses from models

Take a stance and use evidence to defend it

Explain content-related issues and concepts

Compare and contrast points of view

Analyze and share pros and cons of choices

Use and respond to gossip, slang and idiomatic expressions

Use speaking strategies

Give oral presentations on grade-level material

Engage in debates using technical language

Use metacognitive strategies for solving problems

Negotiate meaning in pairs or group discussions

Page | 34


Reading

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6-R

each

ing

Match visual representations to words/phrases

Read everyday signs, symbols, schedules, and school-related words/phrases

Respond to WH- questions related to illustrated text

Use references

Engage in oral reading activities

Focus on key words and phrases

Match data or information with its source or genre

Classify or organize information presented in visuals or graphs

Follow multi-step instructions supported by visuals or data

Match sentence-level descriptions to visual representations

Compare features in visuals and graphics

Locate main ideas in a series

Recognize organizational format

Apply multiple meanings of words/ phrases to social and academic contexts

Identify topic sentences or main ideas and details in paragraphs

Answer questions about information in texts

Differentiate between fact and opinion in text

Order paragraphs or sequence information within paragraphs

Identify words/phrases that make text cohesive

Compare/contrast authors’ points of view, characters, information, or events

Interpret visually- or graphically-supported information

Infer meaning from text

Match cause to effect

Evaluate usefulness of data or information supported visually or graphically

Use reading strategies

Understand grade-level literature

Synthesize grade-level text

Draw conclusions from different sources of informational text

Infer significance of data or information in grade-level material

Analyze and evaluate elements of text and text structures

Page | 35


Writing

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Leve

l 6-R

each

ing

Label content-related diagrams, pictures from word/phrase banks

Provide personal information on forms read orally

Produce short answer responses to oral questions with visual support

Supply missing words in short sentences

Use an organizational format that provides direction, coherence, and/or unity (chunking)

Make content-related lists of words, phrases or expressions

Take notes using graphic organizers or models

Formulate yes/no, choice and WH- questions from models

Correspond for social purposes

Use prewriting activities

Write clear, concise sentences

Use dictionaries and thesauruses

Use computer technology to create, manipulate, and edit text

Complete reports from templates

Compose short narrative and expository pieces

Outline ideas and details using graphic organizers

Compare and reflect on performance against criteria

Use the writing process

Use correct grammatical construction

Summarize content-related notes from text

Revise work based on narrative or oral feedback

Compose narrative and expository text for a variety of purposes

Justify or defend ideas and opinions

Produce content-related reports

Analyze data and facts to communicate information

Produce research reports from multiple sources

Create original pieces that represent the use of a variety of discourses

Critique, peer-edit and make recommendations on others’ writing from rubrics

Explain, with details, processes, procedures

Page | 36

Pennsylvania Academic Standards for Reading, Writing, Speaking and Listening

1.1 Learning to Read Independently

1.2 Reading Critically in All Content Areas

1.3 Reading, Analyzing and Interpreting Literature

1.4 Types of Writing

1.5 Quality of Writing

1.6 Speaking and Listening

1.7 Characteristics and Function of the English Language

1.8 Research

The Reading, Writing, Speaking and Listening Standards describe what students should know and be able to do with the English

language at four grade levels (third, fifth, eighth and eleventh).

The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts

classrooms.

All teachers in a school will use the Reading, Writing, Speaking and Listening Standards.

The standards define the skills and strategies employed by effective readers and writers; therefore, all teachers will assist their students

in learning them through multiple classroom situations in all the subject areas.

The Pennsylvania ELP Standards complement and align with the existing Pennsylvania Academic Standards.

Page | 37

Appendix A

Text Structure Signal Words

Use short, easy paragraphs or graphic organizers to define, explain and illustrate each text structure.

Help students discover the common distinguishing features in these examples.

For each structure, demonstrate that certain words and phrases are “signals” which help identify the organization.

Enumeration Signal Words Time Order Signal Words Cause and Effect Signal

Words Compare and Contrast

Signal Words

for instance

for example

such as

to illustrate

most important

in addition

another

furthermore

first

second

at

first

next

then

later

before

after

when

finally

preceding

following

because of

as a result of

in order to

may be due to

effects of

therefore

consequently

for this reason

if...then

thus

causing

allow

forming

but

different from

same as

similar to

as opposed to

instead of

although

however

compared with

as well as

both

while

Page | 38

Appendix B

Essential Questions

Q-MATRIX

Essential questions frame student inquiry and promote critical thinking.

What is? What are?

Where/When is? Where/When are?

Which is? Which are?

Who is? Who are?

Why is? Why are?

How is? How are?

What do? What does? What did?

Where/When do? Where/When does? Where/When did?

Which do? Which does? Which did?

Who do? Who does? Who did?

Why do? Why does? Why did?

How do? How does? How did?

What can? Where/When can? Which can? Who can? Why can? Why can’t?

How can?

What could? Where/When would? Which would? Who would? Why would? How would?

What will? Where/When will? Which will? Who will? Why will? How will?

What might? Where/When might? Which might? Who might? Why might? How might?

Page | 39

ESL/Bilingual Terminology

ESL English as a Second Language Biliteracy

SLL Second Language Learner Multiculturalism

ELD English Language Development Bilingualism

ELL English Language Learner

EL English Learner

ESOL English for Speakers of Other Languages

LEP Limited English Proficient

NEP Non-English Proficient

NES Non-English Speaking

TESOL Teachers of English to Speakers of Other Languages

TESL Teaching English as a Second Language

HLS Home Language Survey

L1, L2 First Language, Second Language

LM Language Minority

NOM National Origin Minority Student

AMAO Annual Measurable Achievement Objectives

SIOP Sheltered English Observational Protocol

SDAIE Specially Designed Academic Instruction in English

SEI Sheltered English Immersion

SI Sheltered Instruction

CALLA Cognitive Academic Language Learning Approach

BE Bilingual Education

MEP Migrant Education Program

ABE Adult Bilingual Education

BICS Basic Interpersonal Communication Skills

CALP Cognitive Academic Language Proficiency

IDEA Individual Developmental English Activities

OCR Office of Civil Rights

Page | 40

Resources

http://www.pde.state.pa.us/esl/cwp/view.asp?a=3&Q=110015&eslNav=|6449|&eslNav=|6449|

http://www.pde.state.pa.us/k12/lib/k12/Reading.pdf

http://www.wida.us/standards/elp.aspx

www.nhie.net

www.pearsonlongman.com

www.psu.edu

www.tesol.org

www.ncela.gwu.edu

http://coe.sdsu.edu/people/jmora/MoraModules/ELDinstruction.htm

Documents

ESL/ESOL Curriculum Grades: Kindergarten-12 Curriculum Grades: Kindergarten-12 ... ESL/Bilingual Terminology 39 ... Task Level Linguistic Complexity Vocabulary Usage Language Control