ESL/ESOL Standards By Level

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ESL/ESOL Standards by LevelyBeginningESL/ESOL LiteracyLow Beginning ESL/ESOLHigh Beginning ESL/ESOLHintermediate ESL/ESOLLow Intermediate ESL/ESOLHighIntermediateESL/ESOLHi AdvancedESL/ESOLAdvanced ESL/ESOL

Introduction to ESL/ESOL Standards by LevelThis section is the “heart” of the ESL/ESOL Standards. This section is written as a general outline so that local programs and instructors can developcurriculum, plan instruction, and design classes that meet local and individual needs. The goal for instruction is that English language learners willcomprehend and communicate in written and spoken English at each level.The ESL/ESOL Standards are in three parts for each level: (1) ESL/ESOL Standards, (2) Educational Functioning Level descriptors, and (3) LanguageSkills with indicators.The ESL/ESOL Standards included in this section describe what learners will be able to do when they exit this level. We have also included thedescriptions from the National Reporting System (NRS) so that programs across the state and country have a common frame of reference to discussESL/ESOL levels. NRS provides a brief description of what learners can do at each level in terms of Listening/Speaking, Reading/Writing, andFunctional Workplace Skills.The Language Skills section lists the indicators for the four language skills and lists the indicators for pronunciation and grammar. Indicators refer towhat learners will be able to demonstrate to the instructor through the completion of performance activities designed for specific units. For example,learners would use their listening skill to follow very simple one-step directions at the Beginning Literacy Level. Language skills are integrated intothe content areas. Instructors should integrate the receptive and productive skills of listening, speaking and pronunciation, so learners can understandand be understood. Similarly, reading and writing skills should be taught at all levels since we live in such a “print dependent” society. And, ofcourse, contextualized grammar instruction and practice cannot be ignored within any language course.NRS Levels Beginning LiteracyLow BeginningHigh beginningLow IntermediateHigh IntermediateAdvanced5-30-02 Content Standards by LevelLanguage Skills ListeningSpeakingReadingWritingIntegrated Skills Pronunciation Grammar3

NRS Level: BEGINNING ESL/ESOL LITERACYTest Benchmarks/Assessment RangeESL/ESOL Standards (Exit description) CASAS scale scoresListening/Reading 180 and belowSpeaking: Learners will determine a purpose for communication and respond using limited spoken English to routine questions infamiliar situations. BESTOral 0 – 15Literacy 0-7Listening: Learners will determine a purpose for listening and can understand some frequently used key words in familiar contextswhen spoken slowly and with repetition. BEST Plus 400 and below SPLSpeaking 0-1Reading/Writing 0-1Reading: Learners will determine a purpose for reading and can read numbers, letters, and some common sight words. Learnerscan comprehend phrases and some simple sentences with familiar vocabulary with pre-reading assistance.Writing: Learners will determine a purpose for writing and can print numbers, letters, and basic sight words related to personalinformation and other familiar contexts. National Reporting System (NRS)Educational Functioning Level Descriptors (Entry description)Speaking and ListeningBasic Reading and WritingFunctional and Workplace SkillsIndividual cannot speak or understand English, orunderstands only isolated words or phrases.Individual has no or minimal reading or writing skills inany language. May have little or no comprehension ofhow print corresponds to spoken language and mayhave difficulty using a writing instrument.Individual functions minimally or not at all in Englishand can communicate only through gestures or a fewisolated words, such as name and other personalinformation; may recognize only common signs orsymbols (e.g., stop sign, product logos); can handle onlyvery routine entry-level jobs that do not require oral orwritten communication in English. There is noknowledge or use of computers or technology.5-30-02 Content Standards by Level4

Beginning Literacy ESL/ESOLLANGUAGE SKILLS: Listening, Speaking, reading, Writing, Grammar, and PronunciationListening IndicatorsBeginning Literacy ESL/ESOL learners maydemonstrate listening comprehension non-verballyiRecognize letters of the alphabetiRecognize cardinal and ordinal numbersiRecognize/respond to basic survival vocabulary,greetings, and polite expressions (e.g. thank you,please, you’re welcome)iRespond to very simple questions in familiarcontexts (e.g., personal information)iFollow simple one-step directionsiRespond to simple requests for repetition (e.g. nodhead, use body language, use the phrase I don’tunderstand)Reading IndicatorsBeginning Literacy ESL/ESOL learners will be able to. .iIdentify upper and lower case letters of the Englishalphabet and numbers 0-100iApply sound/symbol relationships to decode lettersof the alphabet, consonant blends, and familiarshort wordsiRecognize personal information words in print(e.g., first/last name, address, telephone number,SSN, date of birth, sex, marital status)iRecognize simple words and phrases related toimmediate needsiRead learned sentencesiInterpret simple signs and symbols in environmentiRead dates and analog/digital clock timesiIdentify U.S. coins and currency and valuesiRead pricesiFollow simple one-step directions and instructionsthat include pictures or modeling.5-30-02 Content Standards by LevelSpeaking IndicatorsBeginning Literacy ESL/ESOL learners will be able to. .Identify individual lettersiUse cardinal and ordinal numbers (e.g., begin todistinguish difference)iGreet othersiUse basic vocabulary for social interactioniAsk simple questions in short phrasesiProduce simple statementsiExpress lack of understandingiRespond to simple questions in a familiar situationiAsk for repetition (e.g., “What?” or “Today?”)Pronunciation IndicatorsBegins to recognize and practice the following Chunks (words that often go together) and linkingthe words together [It’s a .//itza //]iLetter-sound associations (phonemes)iOne- and two-syllable word patternsiSyllable stress in numbers, days, months, etc.[THIRty verus thirTEEN]iiWriting IndicatorsGrammar IndicatorsBeginning Literacy ESL/ESOL learners will be able to. .If needed, develop fine motor skills to write legiblyiWrite upper and lower case letters and numbers 0100iWrite basic personal information words (e.g., name,address, telephone number, etc.)iSpell simple wordsiCopy simple words/phrases related to everyday lifeiWrite dates and digital clock times.iWrite money amountsiWrite very simple learned sentencesiUse simple punctuation (e.g., period, comma,question mark)Students may use one word and very simple responsesto demonstrate a beginning understanding of thefollowing grammatical structures and patterns iSubject pronounsiSimple Wh- questions (e.g., Who, What, When,Where, Why, How) in present tenseiSimple Yes/No questions (e.g., Is/Are .? orDo/Does ?) in present tenseiAffirmative and negative statements with the verbs“be” and “do”iSingular/plural (e.g., nouns, this/these)iArticles – “the, a/an”.iSimple structures -- “It’s day. // It’s time. //It’s 5.00.”i5

NRS Level: Low BEGINNING ESL/ESOLTest Benchmarks/Assessment RangeESL/ESOL Standards (Exit description) CASAS scale scoresListening/Reading 181-190Writing 136-145Speaking: Learners have the ability to organize and produce spoken language in routine and familiar situations with some controlof grammar and intonation. BESTOral 16-28Literacy 8-35BEST Plus 401-417 SPL 2Listening: Learners can monitor comprehension, clarify purpose for communication and can understand simple phrases andsentences in context when spoken slowly with some repetition.Reading: Learners can determine the purpose for reading by using pre-reading strategies, read common sight words, andunderstand sentence level reading. Learners can comprehend simple sentence level discourse with familiar vocabulary and frequentre-reading.Writing: Learners can determine a purpose for writing, can write a simple sentences using familiar words and phrases to describefamiliar objects, events, and experiences; using simple punctuation, and can demonstrate some control of basic grammar andspelling. National Reporting System (NRS)Educational Functioning Level Descriptors (Entry description)Speaking and ListeningBasic Reading and WritingFunctional and Workplace SkillsIndividual can understand basic greetings, simplephrases and commands. Can understand simplequestions related to personal information, spoken slowlyand with repetition. Understands a limited number ofwords related to immediate needs and can respond withsimple learned phrases to some common questionsrelated to routine survival situations. Individual speaksslowly and with difficulty. Individual Demonstrateslittle or no control over grammar.Individual can read numbers, letters, and some commonsight words. Individual may be able to sound outsimple words. Can read and write some familiar wordsand phrases, but has a limited understanding ofconnected prose in English. Can write basic personalinformation (e.g., name, address, telephone number) andcan complete simple forms that elicit this information.Individual functions with difficulty in social situationsand in situations related to immediate needs. Canprovide limited personal information on simple forms,and can read very simple common forms of print foundin the home and environment, such as product names.Can handle routine entry-level jobs that require verysimple written or oral English communication and inwhich job tasks can be demonstrated. Individual mayhave limited knowledge and experience with computers.5-30-02 Content Standards by Level6

Low Beginning ESL/ESOLLANGUAGE SKILLS: Listening, Speaking, reading, Writing, Grammar, and PronunciationListening IndicatorsSpeaking IndicatorsLow Beginning ESL/ESOL learners may demonstratelistening comprehension non-verballyiRecognize letters of words when spelled or dictatediRecognize/respond to greetings and politeexpressions in routine and familiar settingsiRecognize/respond to simple questions/statementsin familiar contexts (e.g., weather, family,employment)iFollow one-step directions in a familiar context tocomplete a simple taskiIdentify simple expressions indicating lack ofunderstandingiRecognize/respond to requests for repetitioniRecognize/respond to personal informationquestionsLow Beginning ESL/ESOL learners will be able todemonstrate the following. . .iSpell some familiar wordsiUse numbers appropriately to provide personalinformationiProduce and respond to common greetings,introductions, and polite expressionsiProduce simple statements in routine and familiarsituationsiUse the telephone to make an emergency calliRespond to simple questions in familiar situationsdemonstrating some control of grammarReading IndicatorsWriting IndicatorsGrammar IndicatorsLow Beginning ESL/ESOL learners will be able todemonstrate the following. . .iApply sound/symbol relationships to decodefamiliar words (e.g., high frequency words for lifeskills)iRead cursive and printed materialsiInterpret words and symbols on everyday signsiScan for specific information on familiardocuments (e.g., utility bill, pay stub).iFollow some simple written instructions thatinclude pictures or diagrams (e.g., food preparation,simplified prescriptions, care labels)iFollow simple geographical directions on a simplemapiRead some common sight wordsiRead simple sentences on a familiar topic.Low Beginning ESL/ESOL learners will be able todemonstrate the following. . .iWrite basic personal information (name, address,telephone number, employer, birth date, ID numberetc.)iWrite familiar simple words and short phrases fromdictationiComplete short, simplified forms (e.g., check, jobapplication, registration form)iAddress an envelopeiWrite lists (e.g., shopping) and personal schedulesiWrite some simple phrases and simple sentencesrelated to familiar situationsiUse some simple basic punctuation (e.g.,capitalization, periods, commas, question marks)Students may use one word and very simple responsesto demonstrate a beginning understanding of thefollowing grammatical structures and patterns iSimple WH questions and responses (affirm./neg.)iSimple Yes/No questions and responsesiAffirmative and negative statements with “be, do,have” and other high frequency verbsiSimple present continuous tenseiSimple past with high frequency verbs such as “be,do, have”iModal auxiliary verbs (e.g., can / have to verb)iSingular/plural (e.g., count/non-count)iSimple Conjunctions (and, or, but)iSimple prepositions of time and place (e.g., in, on,at, next to, on the right)iSimple frequency adverbs (e.g., always, sometimes,never)iPossessive Adjectives (e.g., my, your, her, our)iSubject Pronouns5-30-02 Content Standards by LevelPronunciation IndicatorsBegin to recognize and practice the following .Chunks (words that often go together) and linkingthe words together [It’s a . Itza .]iLetter-sound associations (phonemes)iRecognize/produce intonation for yes/no questionsiRecognize/produce intonation for Wh-questionsi7

NRS Level: High BEGINNING ESL/ESOLTest Benchmarks/Assessment RangeESL/ESOL Standards (Exit description) CASAS scale scoresListening/Reading 191-200Writing 146-200Speaking: Learners can organize information and ask simple questions related to survival needs and simple social interchangeswith some control of basic grammar, intonation and pace. BESTOral 29-41Literacy 36-46BEST Plus 418-438 SPL 3Listening: Learners can listen actively, monitor comprehension of simple conversations with support of repetitions and slow rate ofspeech and use appropriate listening strategies.Reading: Learners can use reading strategies that include previewing, viewing, and predicting and can read material in familiarcontexts when vocabulary is controlled.Writing: Learners can produce simple written texts, motes, or messages that are organized and present information to servethe purpose, context, using complete sentences with basic grammar structures (present and past tense) and use correct punctuation.National Reporting System (NRS)Educational Functioning Level Descriptors (Entry description)Speaking and ListeningBasic Reading and WritingFunctional and Workplace SkillsIndividual can understand common words, simplephrases, and sentences containing familiar vocabulary,spoken slowly with some repetition. Individual canrespond to simple questions about personal everydayactivities, and can express immediate needs, usingsimple learned phrases or short sentences. Showslimited control of grammar.Individual can read most sight words, and many othercommon words. Can read familiar phrases and simplesentences but has a limited understanding of connectedprose and may need frequent re-reading.Individual can function in some situations related toimmediate needs and in familiar social situations. Canprovide basic personal information on simple forms andrecognizes simple common forms of print found in thehome, workplace and community. Can handle routineentry-level jobs requiring basic written or oral Englishcommunication and in which job tasks can bedemonstrated. Individuals may have limited knowledgeor experience using computers.5-30-02 Content Standards by LevelIndividual can write some simple sentences with limitedvocabulary. Meaning may be unclear. Writing showsvery little control of basic grammar, capitalization andpunctuation and has many spelling errors.8

High Beginning ESL/ESOLLANGUAGE SKILLS: Listening, Speaking, reading, Writing, Grammar, and PronunciationListening IndicatorsHigh Beginning ESL/ESOL learners can demonstratelistening comprehension non-verballyiListen for key vocabulary words in contextualizedconversationsiRecognize common words when spelled ordictatediRecognize/respond to alternative forms of basicquestions in familiar contextsiFollow simple multi-step directions and instructionsiIdentify simple expressions indicating lack ofunderstandingReading IndicatorsHigh Beginning ESL/ESOL learners will be able to. . .iRecognize alternate forms of basic informationwords on a personal information form (e.g., today’sdate/current date, birth date/date of birth,sex/gender).iRead schedules and simple chartsiFollow simple written multi-step instructions (e.g.,food preparation, simplified prescriptions, carelabels)iRead compound and complex sentences followingpunctuation cuesiRead short simplified paragraphs on a single topicwith familiar vocabulary (e.g., a description of aperson, place, or activity)iRecognize base words, synonyms and antonymsiIdentify patterns and categorize wordsiRead compound words and identify base wordiUse prediction as a reading strategy5-30-02 Content Standards by LevelSpeaking IndicatorsHigh Beginning ESL/ESOL learners will be able to. . .Ask simple questions to satisfy survival needsiSpell some sight wordsiAnswers simple questions on everyday activitieswith some detailiParticipates in short conversations on everydayactivities using appropriate conversation skills andmonitoring for listener comprehensioniGive simple one-step instructions and directionsiExpresses likes and dislikesiExpress lack of understanding (e.g. speak slower,please rephrase, I don’t understand)iUse the telephone to make an appointmentPronunciation IndicatorsBegin to recognize and practice the following .Syllable stress of new vocabularyiS-ending sounds: /s/, /z/ and /Iz/iIntonation for yes/no questionsiRecognize/reproduce pronunciation of chunks(words that go together) and linking the wordstogetheriiWriting IndicatorsGrammar IndicatorsHigh Beginning ESL/ESOL learners will be able to. . .Write familiar simple sentences from dictationiComplete basic forms to satisfy survival needs(e.g., job application, school registration form,basic medical form, library card etc.)iWrite simple sentences related to familiar situationsiPrepare a map or very simple directions tohome/apartmentiFollowing a model, write a simple paragraph on asingle topiciUse simple basic punctuation (e.g., capitalization,periods, commas, question marks)iWrite simple notes and messages (e.g., note to ateacher about a sick child, thank-you for a gift, etc.)iSpell words phoneticallyiUse simple graphic organizersLearners may use one word and very simple responsesto demonstrate a beginning understanding of thefollowing grammatical structures and patterns iPresent continuous tenseiModal auxiliary verbs (e.g., can / have to verb)iCommon irregular verbsiSubject-Verb agreementiAdjective NouniThere is/There areiContractions (e.g., I’m, she’s, isn’t, don’t)iDemonstrative adjectives (this/that, these/those)iSingular/plural (e.g., count/non-count)iIndefinite articles (some/any, much/many)iPossessive adjectives (e.g., my, your, her, our)iConjunctionsiSimple frequency adverbs (e.g., always, sometimes,never)i9

NRS Level: LOW INTERMEDIATE ESL/ESOLTest Benchmarks/Assessment rangeESL/ESOL Standards (Exit description) Speaking: Learners can express basic needs and can engage in social conversations in an organized way to address the reason forcommunicating and use some strategies to monitor the conversation. Conversations can include limited descriptions, concreteterms, and more complex grammar structures (passive voice, conditional).CASAS (Life Skills)Listening/Reading 201-210Writing 201-225 BESTOral 42-50Literacy 47-53BEST Plus 439-472 SPL 4Listening: Learners can monitor comprehension, use listening strategies when participating in a conversation or completing asimple task and can understand learned and new phrases in familiar context.Reading: Learners can use reading strategies and

The goal for instruction is that English language learners will comprehend and communicate in written and spoken English at each level. The ESL/ESOL Standards are in three parts for each level: (1) ESL/ESOL Standards, (2) Educational Functioning Level descriptors, and (3) Language Skills with indicators.

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