ESL Frameworks Revisions September 16
Connecticut State Department of Education
English Language Learner (ELL) Framework
Introduction
The Framework for English Language Learners (ELL) is inherently different from other content areas, in that grade-level performance is based upon degree of English language proficiency. Students enter programs at every grade level and there is no necessary connection between their grade level and their English proficiency. Furthermore, an individual student’s proficiency level may vary among the four skill areas of listening, speaking, reading and writing. It should be understood, therefore, that although the structure of this document is based upon that of other curriculum frameworks with grade-level divisions, performance standards from lower grades will need to be addressed for ELL students in upper grades. In other words, the document is structured so that, vertically, you can clearly see the progression from a beginning, intermediate and advanced level. The progression horizontally includes indicators that may appear to be repeated from one grade level to the next. This emphasizes that ELL students must master these indicators, regardless of the grade at which they begin their education as an ELL, so that they can move from beginning to advanced levels of proficiency.
The three levels of English language proficiency defined by Teachers of English to Students of Other Languages (TESOL), and used in this document, are Beginning, Intermediate, and Advanced. They are described as follows:
Beginning
At this level, students initially have limited or no understanding of English. They rarely use English for communication. They respond nonverbally to simple commands, statements and questions. As their oral comprehension increases, they begin to imitate the verbalizations of others by using single words or simple phrases, and begin to use English spontaneously and regularly.
At the earliest stage, these learners construct meaning from text primarily through nonprint features (e.g., illustrations, graphs, maps, tables). They gradually construct more meaning from the words themselves, but the construction is often incomplete. They are able to generate simple texts that reflect their knowledge level of syntax. These texts may include a significant number of nonconventional features, such as invented spelling, grammatical inaccuracies, pictorial representations, surface features and rhetorical patterns of the native language (i.e., ways of structuring text from native culture and language).
Intermediate
At this level, students understand more complex speech, but may require some repetition. They acquire a vocabulary of stock words and phrases covering many daily situations. They use English spontaneously, but may have difficulty expressing all their thoughts due to a restricted vocabulary and a limited command of language structure. Students at this level speak in simple sentences, which are comprehensible and appropriate, but which are frequently marked by grammatical errors. They may have some trouble comprehending and producing complex structures and academic language.
Proficiency in reading may vary considerably, depending upon the learner’s familiarity and experience with themes, concepts, genre, characters and so on. They are most successful in constructing meaning from texts for which they have background knowledge upon which to build. They are able to generate more complex texts, a wider variety of texts and more coherent texts than beginners. Texts still have considerable numbers of nonconventional features.
Advanced
At this level, the students’ language skills are adequate for most day-to-day communication needs. Occasional structural and lexical errors occur. Students may have difficulty understanding and using some idioms, figures of speech and words with multiple meanings. They communicate in English in new or unfamiliar settings but have occasional difficulty with complex structures and abstract academic concepts.
Students at this level may read with considerable fluency and are able to locate and identify specific facts within the text. However, they may not understand texts in which the concepts are presented in a decontexualized manner, the sentence structure is complex, or the vocabulary is abstract. They can read independently for personal and academic purposes. Structures, vocabulary and overall organization approximate the writing of native speakers of English. However, errors may persist in one or more of these domains.
All ELL students, regardless of grade level or educational background, will proceed through the three stages of English language development on their way to linguistic competence in English. This framework will enable ELL students to become proficient in English language acquisition so that they can apply it to their achievement in academic content areas. The framework also will assist students in understanding cultural differences as they begin to use English in various settings.
The English Language Learner Frameworks are designed for use by all educators who are working with English language learners regardless of the type of programming, [Bilingual or English as a Second Language (ESL)] including instruction in the general education setting.
|Performance standards |Level |PreK-2 |3-5 |6-8 |9-12 |
| |Beginning |Indicators |Indicators |Indicators |Indicators |
| |Intermediate |Indicators |Indicators |Indicators |Indicators |
| |Advanced |Indicators |Indicators |Indicators |Indicators |
Key: Beginning: At this level, students have limited or no understanding of English.
Intermediate: At this level, students understand more complex speech but may require some repetition.
Advanced: At this level, the students’ language skills are adequate for most day-to-day communication needs.
This document provides the foundation for academic and social language to enable students to access all subject areas. Please see other state curriculum frameworks for content specifics (state.ct.us/sde/dtl/curriculum/currsci.htm and state.ct.us/sde/dtl/curriculum/currmath.htm).
|ELL Frameworks Overview |
| |Content Standards |To achieve the Goals and Standards, Students will: |
| | | |
| | | |
| | | |
|Goal 1: Use English to effectively communicate in | | |
|social settings | | |
| |Use English to participate orally in social settings |Share and request information |
| | | |
| |How can I increase my use of English when speaking with others? | |
| | | |
| | |Get personal needs met |
| |1-2 Use learning strategies to extend linguistic competence in social settings |Practice new language, self-monitor and explore alternative ways of |
| | |saying things |
| |What strategies will help me use English appropriately and with greater proficiency when | |
| |speaking with others? | |
| | | |
| | |Seek support and feedback from others |
| | |Use content to construct meaning |
| |2-1 Use English to participate orally in academic settings |Follow oral and written directions |
| | | |
| |What can I do to be able to increase and improve my use of English in different classes? | |
| | | |
| | | |
| | | |
|Goal 2: Use English to achieve in all academic | | |
|settings including language arts, math, science and | | |
|social studies | | |
| | | |
| | |Negotiate and manage interaction to accomplish tasks |
| | |Follow the conventions of standard English |
| |2-2 Use English to read and write in academic settings |Develop reading skills |
| | | |
| |What can I do to increase and improve my use of English when I have to read and write in | |
| |different classes? | |
| | | |
| | |Develop writing skills |
| | |Develop research skills |
| |2-3 Use English to become independent learners in academic settings |Apply cognitive strategies |
| | | |
| |What can I do to be a better learner and achieve in different classes? | |
| | | |
| | |Apply reading strategies |
| | |Apply writing strategies |
| |3-1 Apply appropriate cultural behaviors in various settings |Recognize and use appropriate degrees of formality in standard English |
| | | |
|Goal 3: Use English in culturally appropriate ways |How can I be sure that I say and do what is appropriate and acceptable? | |
| | |Respond to and use idioms and humor appropriately |
| | |Use nonverbal communication appropriate to audience, purpose and |
| | |setting |
|Goal 1: Use English to communicate effectively in social settings |
|Content Standard 1-1: Use English to participate orally in social settings |
|Student Question: How can I increase my use of English when speaking with others? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Share and request | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|information |Beginning | | | | |
| | |Indicate preferences through gestures, one- |Indicate preferences through gestures, one- |Indicate preferences through gestures, one- |Indicate preferences through gestures, one- |
| | |and two-word responses or short phrases |and two-word responses or short phrases |and two-word responses or short phrases |and two-word responses or short phrases |
| | |Ask and answer “yes/no” and “either/or” |Ask and answer |Ask and answer “yes/no” and either/or |Ask and answer |
| | |questions |“yes/no” and either/or |questions |“yes/no” and either/or |
| | |Initiate communication |questions |Initiate communication |questions |
| | |Express needs and feelings verbally and |Initiate communication |Express needs and feelings verbally and |Initiate communication |
| | |nonverbally |Express needs and feelings verbally and |nonverbally |Express needs and feelings verbally and |
| | | |nonverbally | |nonverbally |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | |Ask and answer who, what, when, where and how|Ask and answer who, what, when, where and how|Ask and answer who, what, when, where and how|Ask and answer who, what, when, where and how|
| | |questions |questions |questions |questions |
| | |Indicate preferences with complete or nearly |Indicate preferences with complete or nearly |Indicate preferences with complete or nearly |Indicate preferences with complete or nearly |
| | |complete sentences |complete sentences |complete sentences |complete sentences |
| | |Ask simple questions for clarification |Ask simple questions for clarification |Ask simple questions for clarification |Ask simple questions for clarification |
| | |Obtain information in context-reduced |Obtain information in context-reduced |Obtain information in context-reduced |Obtain information in context-reduced |
| | |settings (e.g., telephone) |settings (e.g., telephone) |settings (e.g., telephone) |settings (e.g., telephone) |
| | |Express needs, feelings and ideas |Express needs, feelings and ideas |Express needs, feelings and ideas |Express needs, feelings and ideas |
| | | |Clarify and restate information as needed |Clarify and restate information as needed |Clarify and restate information as needed |
| | | | |Engage in informal and formal conversations |Engage in informal and formal conversations |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Share and request | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|information |Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
| | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
| | | | | | |
| | |Negotiate solutions to problems or |Negotiate solutions to problems or |Negotiate solutions to problems or |Negotiate solutions to problems or |
| | |misunderstandings |misunderstandings |misunderstandings |misunderstandings |
| | |Ask “what if” questions |Ask “what if” questions |Ask “what if” questions |Ask “what if” questions |
| | |Ask complex questions to obtain information |Ask complex questions to obtain information |Ask complex questions to obtain information |Ask complex questions to obtain |
| | | |Persuade others by defending and arguing a |Persuade others by defending and arguing a |information |
| | | |position |position |Persuade others by defending and arguing a|
| | | | | |position |
|Goal 1: Use English to communicate effectively in social settings |
|Content Standard 1-1: Use English to participate orally in social settings |
|Student Question: How can I increase my use of English when speaking with others? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Meet Personal Needs |Beginning |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
| | | | | | |
| | |Ask for permission |Ask for permission |Ask for permission |Ask for permission |
| | |Ask for assistance |Ask for assistance |Ask for assistance |Ask for assistance |
| |Intermediate|Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| | |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | | | | | |
| | |Make plans for social engagements |Make plans for social engagements |Make plans for social engagements |Make plans for social engagements |
| | | | |Make appointments |Make appointments |
| | | | |Request forms and documents |Request forms and documents |
| |Advanced | | |Beginning Indicators+ |Beginning Indicators+ |
| | | | |Intermediate Indicators |Intermediate Indicators |
| | | | | | |
| | | | |Participate in an extra- curricular activity, |Participate in an extra- curricular activity, club|
| | | | |club |or organization |
| | | | |or organization |Advocate for self and others |
| | | | | | |
|Goal 1: Use English to communicate effectively in social settings |
|Content Standard 1-2: Use learning strategies to extend linguistic competence in social settings |
|Student Question: What strategies will help me use English appropriately and with greater proficiency when speaking with others? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Practice new language, | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|self-monitor, and |Beginning |Imitate proficient speakers |Imitate proficient speakers |Imitate proficient speakers |Imitate proficient speakers |
|explore alternative | |Experiment with recently learned language |Experiment with recently learned language |Experiment with recently learned language |Experiment with recently learned language |
|ways of saying things | |Align verbal directions with nonverbal cues |Align verbal directions with nonverbal cues |Align verbal directions with nonverbal |Align verbal directions with nonverbal cues |
| | |Ask questions for clarification |Ask questions for clarification |cues |Ask questions for clarification |
| | | |Rehearse language patterns |Ask questions for clarification |Rehearse language patterns |
| | | | |Rehearse language patterns | |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | |Plan and practice conversations |Plan and practice anticipated conversations |Plan and practice anticipated |Plan and practice anticipated conversations |
| | | |Reinforce recently learned language by |conversations |Reinforce recently learned language by |
| | | |teaching others |Reinforce recently learned language by |teaching others |
| | | |Check for correctness of speech and adjust |teaching others |Check for correctness of speech and adjust |
| | | |language accordingly |Check for correctness of speech and adjust|language accordingly |
| | | |Plan and experiment with variations of |language accordingly |Analyze and experiment with variations of |
| | | |language in different settings |Analyze and experiment with variations of |language in different settings |
| | | | |language in different settings | |
| |Advanced |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| | |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
| | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
| | |Reinforce recently learned language by |Self-monitor and adjust language accordingly|Self-monitor and adjust language |Self-monitor and adjust language accordingly |
| | |teaching others | |accordingly | |
|Goal 1: Use English to communicate effectively in social settings |
|Content Standard 1-2: Use learning strategies to extend linguistic competence in social settings |
|Student Question: What strategies will help me use English appropriately and with greater proficiency when speaking with others? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Seek support and | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|feedback from others |Beginning |Indicate a lack of understanding |Indicate a lack of understanding |Indicate a lack of understanding |Indicate a lack of understanding |
| | |Ask for the meaning of a word |Ask for the meaning of a word |Ask for the meaning of a word |Ask for the meaning of a word |
| | |Work in cooperative groups |Work in cooperative groups |Work in cooperative groups |Work in cooperative groups |
| | |Use primary language to clarify meaning and |Use primary language to clarify meaning and |Use primary language to clarify meaning and |Use primary language to clarify meaning and |
| | |information |information |information |information |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | |Use available technology as a resource |Ask whether a particular word or phrase is |Ask whether a particular word or phrase is |Ask whether a particular word or phrase is |
| | | |correct |correct |correct |
| | | |Use available technology as a resource |Use available technology as a resource |Use available technology as a resource |
| | Advanced|Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| | |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
| | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
| | |Confer with peers to solve problems and make |Confer with peers or adults to solve problems |Confer with peers or adults to solve problems |Confer with peers or adults to solve problems |
| | |decisions |and make decisions |and make decisions |and make decisions |
|Goal 1: Use English to communicate effectively in social settings |
|Content Standard 1-2: Use learning strategies to extend linguistic competence in social settings |
|Student Question: What strategies will help me use English appropriately and with greater proficiency when speaking with others? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Use context to | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|construct meaning |Beginning |Relate body language and gestures to spoken |Relate body language and gestures to spoken |Relate body language and gestures to spoken |Relate body language and gestures to spoken |
| | |language |language |language |language |
| | |Associate objects or symbols with spoken and |Associate objects or symbols with written |Associate objects or symbols with written |Associate objects or symbols with written |
| | |written language |labels |labels |labels |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | |Use different media (written sources and |Use different media (written sources and |Use different media (written sources and |Use different media (written sources and |
| | |technology) to increase understanding |technology) to increase understanding |technology) to increase understanding |technology) to increase understanding |
| | | |Identify language subtleties in various |Identify language subtleties in various |Identify language subtleties in various |
| | | |contexts |contexts |contexts |
| |Advanced |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| | |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
| | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
| | |Identify language subtleties in various |Analyze and draw conclusions from |Analyze and draw conclusions from |Analyze and draw conclusions from |
| | |contexts |interactions |interactions |interactions |
|Goal 2: Use English to achieve in all academic settings |
|Content Standard 2-1: Use English to participate orally in academic settings |
|Student Question: What can I do to be able to increase and improve my use of English in different classes? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Follow oral and | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|written directions |Beginning |Repeat modeled language |Repeat modeled language |Repeat modeled language |Repeat modeled language |
| | |Participate in daily classroom routines |Participate in daily classroom routines |Participate in daily classroom routines |Participate in daily classroom routines |
| | |Follow one- or two-step directions |Follow one- or two-step directions |Follow one- or two-step directions |Follow one- or two-step directions |
| |Intermediate|Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| | |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | |Follow multistep directions |Follow multistep directions |Follow multistep directions |Follow multistep directions |
| | |Ask a teacher to restate or simplify |Ask a teacher to restate or simplify |Ask a teacher to restate or simplify |Ask a teacher to restate or simplify |
| | |directions |directions |directions |directions |
| | Advanced |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| | |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
| | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
| | |Explain directions to others |Explain directions to others |Explain directions to others |Explain directions to others |
|Goal 2: Use English to achieve in all academic settings |
|Content Standard 2-1: Use English to participate orally in academic settings |
|Student Question: What can I do to be able to increase and improve my use of English in different classes? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Negotiate and manage | |Beginning Indicator |Beginning Indicator |Beginning Indicator |Beginning Indicator |
|interaction to |Beginning |Participate in full-class, group and paired|Participate in full-class, group and paired|Participate in full-class, group and paired|Participate in full-class, group and paired|
|accomplish tasks | |activities |activities |activities |activities |
| | |Take turns when speaking |Take turns when speaking |Take turns when speaking |Take turns when speaking |
| | |Join in group response at appropriate times|Join in group response at appropriate times|Join in group response at appropriate times|Join in group response at appropriate times|
| | |Express opinions |Express opinions |Express opinions |Express opinions |
| | |Listen to and respect the opinions of |Listen to and respect the opinions of |Listen to and respect the opinions of |Listen to and respect the opinions of |
| | |others |others |others |others |
| | |Respond to basic feedback appropriately |Respond to basic feedback appropriately |Respond to basic feedback appropriately |Respond to basic feedback appropriately |
| | |Request and share classroom materials |Request and share classroom materials |Request and share classroom materials |Request and share classroom materials |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Negotiate and manage | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|interaction to accomplish|Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
|tasks | |Express and defend opinions |Express and defend opinions |Express and defend opinions |Express and defend opinions |
| | |Use personal experiences to add to a |Use personal experiences to add to a |Use personal experiences to add to a |Use personal experiences to add to a |
| | |discussion |discussion |discussion |discussion |
| | |Contribute relevant ideas to a discussion |Contribute relevant ideas to a discussion |Contribute relevant ideas to a discussion |Contribute relevant ideas to a discussion |
| | |Distinguish among cooperative roles |Distinguish among cooperative roles |Distinguish among cooperative roles |Distinguish among cooperative roles |
| | | |Question the opinions of others and respect|Question the opinions of others and respect|Question the opinions of others and respect|
| | | |their answers |their answers |their answers |
| | | |Use formal language to negotiate and reach |Use formal language to negotiate and reach |Use formal language to negotiate and reach |
| | | |consensus |consensus |consensus |
| | | |Listen to and incorporate feedback |Listen to and incorporate feedback |Listen to and incorporate feedback |
| | | | |Distinguish fact from opinion during |Distinguish fact from opinion during |
| | | | |discussion |discussion |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
| | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
| | |Modify a statement made by a peer |Modify a statement made by a peer |Modify a statement made by a peer |Modify a statement made by a peer |
| | |Persuade others through body language and |Persuade others during discussions and |Persuade others during discussions and |Persuade others during discussions and |
| | |other nonverbal social cues |presentations |presentations |presentations |
| | | |Distinguish fact from opinion during |Elaborate on and extend the ideas of others|Elaborate on and extend the ideas of others|
| | | |discussion |Evaluate information for relevancy |Evaluate information for relevancy |
| | | | | |Prepare for and participate in a debate |
|Goal 2: Use English to achieve in all academic settings |
|Content Standard 2-1: Use English to participate orally in academic settings |
|Student Question: What can I do to be able to increase and improve my use of English in different classes? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Follow the conventions of|Beginning |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|standard English | |Repeat words, phrases and simple sentences |Repeat words, phrases and simple |Repeat words, phrases and simple sentences|Repeat words, phrases and simple sentences|
| | |accurately |sentences accurately |accurately |accurately |
| | |Use basic language patterns accurately |Use basic language patterns accurately |Use basic language patterns accurately |Use basic language patterns accurately |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | |Produce original sentences with increasing |Produce original sentences with |Produce original sentences with increasing|Produce original sentences with increasing|
| | |accuracy |increasing accuracy |accuracy |accuracy |
| | |Initiate conversations |Initiate conversations |Initiate conversations |Initiate conversations |
| | |Engage in extended conversations |Engage in extended conversations |Engage in extended conversations |Engage in extended conversations |
| | | |Recognize the difference between standard|Recognize the difference between standard |Recognize the difference between tandard |
| | | |and nonstandard English |and nonstandard English |and nonstandard English |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
| | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
| | |Recognize and use complex syntax |Recognize and use complex syntax |Recognize and use complex syntax |Recognize and use complex syntax |
| | |Produce increasingly complex language |Produce increasingly complex language |Produce increasingly complex language |Produce increasingly complex language |
| | |Communicate clearly and precisely |Communicate clearly and precisely |Communicate clearly and precisely |Communicate clearly and precisely |
| | |Adjust language, as appropriate, to |Adjust language, as appropriate, to |Adjust language, as appropriate, to |Adjust language, as appropriate, to |
| | |audience, purpose and task |audience, purpose and task |audience, purpose and task |audience, purpose and task |
|Goal 2: Use English to achieve in all academic settings |
|Content Standard 2-2: Use English to read and write in academic settings |
|Student Question: What can I do to increase and improve my use of English when I have to read and write in different classes? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Develop reading skills in| |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|all academic areas |Beginning | | | | |
|including math, science | |Activate prior knowledge |Activate prior knowledge |Activate prior knowledge |Activate prior knowledge |
|and social studies | |Develop phonological and phonemic |Develop phonological and phonemic |Develop phonological and phonemic |Develop phonological and phonemic awareness|
| | |awareness in English |awareness in English |awareness in English |in English |
| | |Develop vocabulary |Develop vocabulary |Develop vocabulary |Develop vocabulary |
| | |Expand knowledge of content |Expand knowledge of content |Expand knowledge of content |Expand knowledge of content |
| | |Connect prior knowledge to new information|Connect prior knowledge to new information|Connect prior knowledge to new information|Connect prior knowledge to new information |
| | |Demonstrate comprehension of text through |Classify objects according to number, |Classify objects according to number, |Classify objects according to number, |
| | |gestures and simple responses |shape, color, size, function and physical |shape, color, size, function and physical |shape, color, size, function and physical |
| | |Develop fluency |characteristics |characteristics |characteristics |
| | |Explore a variety of genre |Develop fluency |Develop fluency |Develop fluency |
| | | |Recognize common word parts |Recognize common word parts |Recognize common word parts |
| | | |Explore a variety of genre |Explore a variety of genre |Explore a variety of genre |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Develop reading skills in| |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|all academic areas |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
|including math, science | | | | | |
|and social studies | |Expand academic vocabulary |Expand academic vocabulary |Expand academic vocabulary |Expand academic vocabulary |
| | |Identify main idea |Identify main idea and supporting details |Identify main idea and supporting details |Identify main idea and supporting details |
| | |Read a story and represent the sequence of|Read a story and represent the sequence of |Read a story and represent the sequence of|Read a story and represent the sequence of|
| | |events through pictures, words, music or |events through pictures, words, music or |events through pictures, words, music or |events through pictures, words, music or |
| | |drama |drama |drama |drama |
| | |Retell, explain and expand the text to |Retell, explain and expand the text to check |Retell, explain and expand the text to |Retell, explain and expand the text to |
| | |check comprehension |comprehension |check comprehension |check comprehension |
| | |Respond to a story orally |Select and organize relevant information |Select and organize relevant information |Select and organize relevant information |
| | |Answer literal and inferential questions |Respond to a story orally or in writing |Respond to fiction and nonfiction text |Respond to fiction and nonfiction text |
| | |about grade-appropriate texts |Classify data and information |Classify data and information |Classify data and information |
| | | |Answer literal and inferential questions |Answer literal and inferential questions |Answer literal and inferential questions |
| | | |about grade-appropriate texts |about grade-appropriate texts |about grade-appropriate texts |
| | | |Increase fluency |Increase fluency |Increase fluency |
| | | |Recognize and use literary terms |Recognize and use literary terms |Recognize and use literary terms |
| | | | |Interpret text |Interpret text |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Develop reading skills in| |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|all academic areas |Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
|including math, science | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
|and social studies | | | | | |
| | |Develop a critical stance |Develop a critical stance |Develop a critical stance |Develop a critical stance |
| | | |Analyze, synthesize and construct meaning |Analyze, synthesize and construct meaning |Analyze, synthesize and construct meaning |
| | | |from text |from text |from text |
| | | |Critique and evaluate text |Critique and evaluate text |Critique and evaluate text |
| | | |Go beyond the text to enhance meaning |Go beyond the text to enhance meaning |Go beyond the text to enhance meaning |
| | | |Interpret and respond to text |Interpret and respond to text |Interpret and respond to text |
| | | | |Recognize the elements of an author’s |Evaluate the elements of an author’s craft|
| | | | |craft including literary devices |including literary devices |
| | | | | |Recognize the validity of an author’s |
| | | | | |arguments |
|Goal 2: Use English to achieve in all academic settings |
|Content Standard 2-2: Use English to read and write in academic settings |
|Student Question: What can I do to increase and improve my use of English when I have to read and write in different classes? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Develop writing skills | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|in all academic areas |Beginning | | | | |
|including math, science| |Write the English alphabet accurately |Write the English alphabet accurately |Write the English alphabet accurately |Write the English alphabet accurately |
|and social studies | |Develop handwriting skills appropriate to the|Develop handwriting skills appropriate to the|Develop handwriting skills appropriate to the|Develop handwriting skills appropriate to the|
| | |English alphabet |English alphabet |English alphabet |English alphabet |
| | |Copy simple sentences |Copy simple sentences |Copy simple sentences |Copy simple sentences |
| | |Engage in effective pre-writing activities |Engage in effective pre-writing activities |Engage in effective pre-writing activities |Engage in effective pre-writing activities |
| | |(brainstorming, discussing, graphic |(brainstorming, discussing, graphic |(brainstorming, discussing, graphic |(brainstorming, discussing, graphic |
| | |organizers, etc.) |organizers, etc.) |organizers, etc.) |organizers, etc.) |
| | |Produce original sentences |Produce original sentences |Produce original sentences |Produce original sentences |
| | |Write on a topic |Write on a topic |Write on a topic |Write on a topic |
| | |Attend to writing mechanics (capital letters,|Attend to writing mechanics (capital letters,|Attend to writing mechanics (capital letters,|Attend to writing mechanics (capital letters,|
| | |periods and question marks) |periods and question marks) |periods and question marks) |periods and question marks) |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Develop writing skills| |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|in all academic areas |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
|including math, | | | | | |
|science and social | |Publish and share final products |Publish and share final products |Publish and share final products |Publish and share final products |
|studies | |Revise, expand and edit a draft with |Write a narrative |Write a narrative |Write a narrative |
| | |teacher assistance |Revise, expand and edit a draft with |Revise, expand and edit a draft with teacher |Revise, expand and edit a draft with teacher |
| | |Attend to writing mechanics (punctuation |teacher assistance |assistance |assistance |
| | |and spelling) |Attend to writing mechanics (punctuation |Attend to writing mechanics (punctuation and |Attend to writing mechanics (punctuation and |
| | | |and spelling) |spelling) |spelling) |
| | | |Develop clear ideas with supporting details|Develop clear ideas with supporting details |Develop clear ideas with supporting details |
| | | |and evidence |and evidence |and evidence |
| | | |Adjust language, as appropriate, to |Adjust language, as appropriate, to audience,|Adjust language, as appropriate, to audience,|
| | | |audience, purpose and task |purpose and task |purpose and task |
| | | |Revise, expand and edit a draft with peer |Revise, expand and edit a draft with peer |Revise, expand and edit a draft with peer |
| | | |input |input |input |
| | | | |Write for a purpose, considering the audience|Write for a purpose, considering the audience|
| | | | | |Revise, expand and edit a draft independently|
| | | | | |Organize ideas for a relevant and logical |
| | | | | |argument |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Develop writing skills| |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|in all academic areas |Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
|including math, | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
|science and social | | | | | |
|studies | |Use linguistic transitional elements |Use linguistic transitional elements (first,|Use linguistic transitional elements |Use linguistic transitional elements (first, |
| | |(first, next, then) |next, then) |(first, next, then) |next, then) |
| | | |Write expository essays |Write expository and persuasive essays |Write expository and persuasive essays |
| | | |Recognize and use syntax |Recognize and use syntax |Recognize and use syntax |
| | | | | |Write academic research papers, synthesizing |
| | | | | |materials from different sources |
| | | | | |Paraphrase, quote and cite sources accurately|
|Goal 2: Use English to achieve in all academic settings |
|Content Standard 2-2: Use English to read and write in academic settings |
|Student Question: What can I do to increase and improve my use of English when I have to read and write in different classes? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Develop research | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|skills in all academic|Beginning | | | | |
|areas including math, | |Generate questions for gathering data |Generate questions for gathering data |Generate questions for gathering data |Generate questions for gathering data |
|science and social | |Use appropriate visual and auditory |Observe and record information |Observe and record information |Observe and record information |
|studies | |sources |Use appropriate visual, print and auditory|Use appropriate visual, print and auditory|Use appropriate visual, print and auditory|
| | |Consult print and non-print resources in |sources |sources |sources |
| | |the native language when needed |Consult print and non-print resources in |Consult print and non-print resources in |Consult print and non-print resources in |
| | |Use available technology to gather |the native language when needed |the native language when needed |the native language when needed |
| | |information |Use available technology to gather |Use available technology to gather |Use available technology to gather |
| | | |information |information |information |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | | | | | |
| | |Observe and record information |Raise additional questions generated by |Raise additional questions generated by |Raise additional questions generated by |
| | | |research |research |research |
| | | | |Select and organize information from |Select and organize information from |
| | | | |appropriate sources for a specific purpose|appropriate sources for a specific purpose|
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Develop research | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|skills in all academic|Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
|areas including math, | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
|science and social | | | | | |
|studies | |Present results of a research project |Present results of a research project |Present results of a research project |Present results of a research project |
| | | |Select and organize information from |Observe and record numerical data |Observe and record numerical data |
| | | |appropriate sources for a specific purpose|Take notes from a text or presentation |Take notes from a text |
| | | | |Locate and research information on |or presentation |
| | | | |academic topics from multiple sources |Locate and research information on |
| | | | |Draw conclusions from selected sources |academic topics from multiple sources |
| | | | |Document and justify ideas using evidence |Draw conclusions from selected sources |
| | | | |from text |Document and justify ideas using evidence |
| | | | | |from text |
|Goal 2: Use English to achieve in all academic settings |
|Content Standard 2-3: Use strategies to become independent learners in academic settings |
|Student Question: What can I do to be a better learner and achieve in different classes? |
| Students will: |Level | PreK-2 |3-5 |6-8 |9-12 |
|Apply cognitive | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|strategies in all |Beginning | | | | |
|academic areas | |Follow verbal and non- verbal cues |Follow verbal and non-verbal cues |Follow verbal and non-verbal cues |Follow verbal and non- verbal cues |
|including math, science| |Rehearse and visualize information |Rehearse and visualize information |Rehearse and visualize information |Rehearse and visualize information |
|and social studies | |Recognize the need for and seek assistance|Recognize the need for and seek assistance|Recognize the need for and seek assistance |Recognize the need for and seek assistance |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Intermedia|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| |te | | | | |
| | |Know when to use native language resources|Know when to use native language resources|Know when to use native language resources |Know when to use |
| | |Use self-monitoring and self-correcting |Use self-monitoring and self-correcting |Use self-monitoring and self-correcting |native language resources |
| | |strategies |strategies |strategies |Use self-monitoring and self-correcting |
| | | |Construct learning aids |Construct learning aids |strategies |
| | | |Develop independent study skills |Develop independent study skills |Construct learning aids |
| | | |Apply study skills to prepare for tests |Apply study skills to prepare for tests |Develop independent study skills |
| | | | | |Apply study skills to prepare for tests |
| | | | | |Use peer teaching to enhance mutual learning |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
| | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
| | | | | | |
| | |Evaluate one’s own success in a completed |Evaluate one’s own success in a completed |Evaluate one’s own success in a completed |Evaluate one’s own success in a completed |
| | |learning task |learning task |learning task |learning task |
| | | | |Analyze and evaluate study behaviors and |Analyze and evaluate study behaviors and |
| | | | |learning environments |learning environments |
|Goal 2: Use English to achieve in all academic settings |
|Content Standard 2-3: Use strategies to become independent learners in academic settings |
|Student Question: What can I do to be a better learner and achieve in different classes? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Apply reading | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|strategies in all |Beginning | | | | |
|academic areas | |Preview illustrations and text |Preview illustrations and text |Preview illustrations and text |Preview illustrations and text |
|including math, science| |Make connections to prior knowledge |Make connections to prior knowledge |Make connections to prior knowledge |Make connections to prior knowledge |
|and social studies | |Make inferences from visuals |Make inferences from visuals |Make inferences from visuals |Make inferences from visuals |
| | |Make, verify and revise predictions |Make, verify and revise predictions |Make, verify and revise predictions |Make, verify and revise predictions |
| | |Set a purpose for reading |Set a purpose for reading |Set a purpose for reading |Set a purpose for reading |
| | |Use context to construct meaning |Use context to construct meaning |Use context to construct meaning |Use context to construct meaning |
| | |Reread |Reread |Reread |Reread |
| | |Use graphic organizers |Use graphic organizers to enhance |Use graphic organizers to enhance |Use graphic organizers to enhance |
| | |to enhance comprehension |comprehension |comprehension |comprehension |
| | |Make text-to-self, text-to-text and |Make text-to-self, text-to-text and |Make text-to-self, text-to-text and text-to|Make text-to-self, text-to-text and |
| | |text-to-world connections |text-to-world connections |world connections |text-to world connections |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Apply reading | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|strategies in all |Intermedia|Intermediate |Intermediate |Intermediate |Intermediate |
|academic areas |te | | | | |
|including math, | |Visualize images suggested by the text |Visualize images suggested by the text |Visualize images suggested by the text |Visualize images suggested by the text |
|science and social | |Make inferences from explicit information |Make inferences from explicit information |Make inferences from explicit information |Make inferences from explicit information |
|studies | |Make and verify hypotheses while reading |Make and verify hypotheses while reading |Make and verify hypotheses while reading |Make and verify hypotheses while reading |
| | |Identify main idea |Identify main idea and supporting details |Identify main idea and supporting details |Identify main idea and supporting details |
| | | |Form an initial reaction to the text |Form an initial reaction to the text |Form an initial reaction to the text |
| | |Form an initial reaction to the text |Summarize the text |Summarize the text |Summarize the text |
| | | |Skim chapter headings, subheadings and |Skim chapter headings, subheadings and |Skim chapter headings, subheadings and |
| | | |highlighted material to predict and confirm|highlighted material to predict and confirm|highlighted material to predict and confirm|
| | | |Scan a text |Scan a text |Scan a text |
| | | |Generate key questions about a text before,|Generate key questions about a text before,|Generate key questions about a text before,|
| | | |during and after reading |during and after reading |during and after reading |
| | | | | |Take margin notes or highlight during |
| | | | | |reading |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Apply reading | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|strategies in all |Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
|academic areas | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
|including math, | | | | | |
|science and social | |Make inferences from implicit information |Make inferences from implicit information |Make inferences from implicit information |Make inferences from implicit information |
|studies | |Monitor comprehension while reading and |Monitor comprehension while reading and |Monitor comprehension while reading and |Monitor comprehension while reading and |
| | |self-correct |self-correct |self- correct |self- correct |
| | | |Use knowledge of common word parts to learn|Use knowledge of common word parts to learn|Use knowledge of common word parts to learn|
| | | |new words and aid in comprehension |new words and aid in comprehension |new words and aid in comprehension |
| | | |Support interpretation with evidence from |Support interpretation with evidence from |Support interpretation with evidence from |
| | | |text |text |text |
|Goal 2: Use English to achieve in all academic settings |
|Content Standard 2-3: Use strategies to become independent learners in academic settings |
|Student Question: What can I do to be a better learner and achieve in different classes? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Apply writing | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|strategies in all |Beginning | | | | |
|academic areas | |Construct a chart or other graphic |Construct a chart or other graphic |Construct a chart or |Construct a chart or other graphic |
|including math, | |Use visuals to prompt writing |Use visuals to prompt writing |other graphic |Use visuals to prompt writing |
|science and social | |Use observations and experiences (especially|Use observations and experiences (especially|Use visuals to prompt writing |Use observations and experiences (especially|
|studies | |family and cultural) |family and cultural) |Use observations and experiences (especially|family and cultural) |
| | |Make lists |Make lists |family and cultural) |Make lists |
| | | | |Make lists | |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Apply writing strategies | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|in all academic areas |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
|including math, science | | | | | |
|and social studies | |Use a topic sentence as a means of writing|Use a topic sentence as a means of writing|Use a topic sentence as a means of writing|Use a topic sentence as a means of writing|
| | |on the topic |on the topic |on the topic |on the topic |
| | |Restate a prompt to establish focus |Restate a prompt to establish focus |Restate a prompt to establish focus |Restate a prompt to establish focus |
| | |Seek advice of teacher or peer to revise, |Seek advice of teacher or peer to revise, |Seek advice of teacher or peer to revise, |Seek advice of teacher or peer to revise, |
| | |expand and edit a draft (writing |expand and edit a draft (writing |expand and edit a draft (writing |expand and edit a draft (writing |
| | |conferences) |conferences) |conferences) |conferences) |
| | |Brainstorm ideas before writing |Brainstorm ideas before writing |Brainstorm ideas before writing |Brainstorm ideas before writing |
| | |Engage in discussion with peers |Engage in discussion with peers |Engage in discussion with peers |Engage in discussion with peers |
| | |Use graphic organizers to plan writing |Use graphic organizers to plan writing |Use graphic organizers to plan writing |Use graphic organizers to plan writing |
| | |Use technology to enhance writing |Use technology to enhance writing |Use technology to enhance writing |Use technology to enhance writing |
| | | |Make outlines |Make outlines |Make outlines |
| | | |Use reference materials (dictionaries, |Use reference materials (dictionaries, |Use reference materials (dictionaries, |
| | | |thesauruses, grammar books) |thesauruses, grammar books) |thesauruses, grammar books) |
| | | |Publish and share final drafts |Publish and share final drafts |Publish and share final drafts |
| | | |Develop idea banks (journals, clippings, |Develop idea banks (journals, clippings, |Develop idea banks (journals, clippings, |
| | |Publish and share final drafts |pictures, lists of books, films) |pictures, lists of books, films) |pictures, lists of books, films) |
| | |Develop idea banks (journals, clippings, | | |Anticipate the reader’s response |
| | |pictures, lists of books, films) | | | |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Apply writing strategies | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|in all academic areas |Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
|including math, science | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
|and social studies | | | | | |
| | |Use elaboration and specific details |Use elaboration and specific details |Use elaboration and specific details |Use elaboration and specific details |
| | |Use sequencing |Use sequencing |Use sequencing |Use sequencing |
| | | | |Use the conventions of persuasion |Use the conventions of persuasion |
|Goal 3: Use English in culturally appropriate ways |
|Content Standard 3-1: Apply appropriate cultural behavior in various settings |
|Student Question: How can I be sure that what I say and do are appropriate and acceptable? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Recognize and use | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|appropriate degrees |Beginning | | | | |
|of formality in | |Begin to interact minimally with others in |Begin to interact minimally with others in |Begin to interact minimally with others in |Begin to interact with others |
|standard English | |formal and informal settings |formal and informal settings |formal and informal settings |in formal and informal |
| | |Make requests, show gratitude, apologize and|Make requests, show gratitude, apologize and |Make requests, show gratitude, apologize and |settings |
| | |express emotions using isolated words and |express emotions using isolated words and |express emotions using isolated words and |Make requests, show gratitude, apologize and |
| | |phrases |phrases |phrases |express emotions using isolated words and |
| | |Greet and take leave appropriately |Greet and take leave appropriately |Greet and take leave appropriately |phrases |
| | |Use acceptable tone and volume |Use acceptable tone and volume |Use acceptable tone and volume |Greet and take leave appropriately |
| | |Recognize when an utterance has been |Recognize when an utterance has been |Recognize when an utterance has been |Use acceptable tone and volume |
| | |misunderstood |misunderstood |misunderstood |Recognize when an utterance has been |
| | | |Determine appropriate topics for interaction |Determine appropriate topics for interaction |misunderstood |
| | | |Observe and seek information about appropriate |Observe and seek information about appropriate |Determine appropriate topics for interaction |
| | | |language use and behavior |language use and behavior |Observe and seek information about appropriate |
| | | | | |language use and behavior |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | | | | | |
| | |Give and receive compliments |Give and receive compliments |Give and receive compliments |Give and receive compliments |
| | |Use acceptable emphasis and intonation |Use acceptable emphasis and intonation |Use acceptable emphasis and intonation |Use acceptable emphasis and intonation |
| | |Observe and seek information about |Rephrase an utterance when it has been |Rephrase an utterance when it has been |Rephrase an utterance when it has been |
| | |appropriate language use and behavior |misunderstood |misunderstood |misunderstood |
| | | |Initiate and maintain appropriate casual |Initiate and maintain appropriate casual |Initiate and maintain appropriate casual |
| | | |conversation |conversation |conversation |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Recognize and use | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
|appropriate degrees of|Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
|formality in Standard | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
|English | | | | | |
| | |Advise peers on appropriate language use |Advise peers on appropriate language use |Advise peers on appropriate language use |Advise peers on appropriate language use |
| | |Evaluate and adjust effectiveness of |Evaluate and adjust effectiveness of |Evaluate and adjust effectiveness of |Evaluate and adjust effectiveness of |
| | |communication |communication |communication |communication |
| | | |Recognize and apply the style of speech |Recognize and apply the style of speech |Recognize and apply the style of speech |
| | | |appropriate to a given situation |appropriate to a given situation |appropriate to a given situation |
| | | |Know when to use humor appropriately |Know when to use sarcasm and humor |Know when to use irony, sarcasm and humor |
| | | | |appropriately |appropriately |
| | | | |Understand cultural factors that affect |Understand cultural factors that affect |
| | | | |meaning |meaning |
| | | | | |Use appropriate language for written |
| | | | | |business and social transactions |
| | | | | |Obtain and complete application forms |
| | | | | |(driver’s license, ID card, college |
| | | | | |admission) |
|Goal 3: Use English in culturally appropriate ways |
|Content Standard 3-1: Apply appropriate cultural behaviors in various settings |
|Student Question: How can I be sure that what I say and do are appropriate and acceptable? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Respond to and use |Beginning |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|idioms and humor | | | | | |
|appropriately | |Understand common idioms |Understand common idioms |Understand common idioms |Understand common |
| | |React to jokes appropriately |React to jokes appropriately |React to jokes appropriately |idioms |
| | | | | |React to jokes |
| | | | | |appropriately |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | | | | | |
| | |Use common idioms |Use common idioms |Use common idioms |Use common idioms |
| | |Respond to humor in conversation and |Respond to humor in conversation and |Respond to humor in |Respond to humor in |
| | |literature |literature |conversation and |conversation and |
| | | | |literature |literature |
| | | | |Determine when it is |Determine when it is |
| | | |React to and tell jokes appropriately |appropriate to tell a joke |appropriate to tell a joke |
| | | | |React to and tell jokes |React to and tell jokes |
| | | | |appropriately |appropriately |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Advanced |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |Intermediate Indicators+ |
| | |Advanced Indicators |Advanced Indicators |Advanced Indicators |Advanced Indicators |
| | | | | | |
| | |Expand knowledge of idiomatic expressions |Expand knowledge and use of idiomatic |Expand knowledge and use of idiomatic |Expand knowledge and use of idiomatic |
| | |React to and tell jokes appropriately |expressions |expressions |expressions |
| | | |Determine when it is appropriate to tell a|Use a variety of idioms appropriately in |Use a variety of idioms appropriately in speech |
| | | |joke |speech and writing |and writing |
| | | |Explain a joke or riddle |Distinguish between sarcasm and humor and |Distinguish among irony, sarcasm and humor and |
| | | | |use them appropriately in a variety of |use them appropriately |
| | | | |contexts |in a variety of contexts |
| | | | |Interpret and explain a cartoon, situation|Interpret and explain |
| | | | |comedy or joke |a cartoon, situation |
| | | | | |comedy or joke |
|Goal 3: Use English in culturally appropriate ways |
|Content Standard 3-1: Apply appropriate cultural behaviors in various settings |
|Student Question: How can I be sure that what I say and do are appropriate and acceptable? |
|Students will: |Level |PreK-2 |3-5 |6-8 |9-12 |
|Use nonverbal | |Beginning Indicators |Beginning Indicators |Beginning Indicators |Beginning Indicators |
|communication |Beginning | | | | |
|appropriate to audience,| |Demonstrate knowledge of acceptable |Demonstrate knowledge of acceptable |Demonstrate knowledge of acceptable |Demonstrate knowledge of acceptable |
|purpose and setting | |nonverbal behaviors |nonverbal behaviors |nonverbal behaviors |nonverbal behaviors |
| | |Respond appropriately to gestures |Respond appropriately to gestures |Respond appropriately to gestures |Respond appropriately to gestures |
| | |Obtain someone’s attention in an |Obtain someone’s attention in an |Obtain someone’s attention in an |Obtain someone’s attention in an |
| | |appropriate manner |appropriate manner |appropriate manner |appropriate manner |
| | |Use gestures and body language acceptable |Use gestures and body language acceptable |Use gestures and body language acceptable |Use gestures and body language acceptable |
| | |in formal and informal settings |in formal and informal settings |in formal and informal settings |in formal and informal settings |
| | | |Be aware of and respect cultural |Be aware of and respect cultural |Be aware of and respect cultural |
| | | |differences related to personal space, eye|differences related to personal space, eye|differences related to personal space, eye|
| | | |contact and body language |contact and body language |contact and body language |
| | |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |Beginning Indicators+ |
| |Intermediate|Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |Intermediate Indicators |
| | | | | | |
| | |Be aware of and respect cultural |Identify nonverbal cues that may cause |Identify nonverbal cues that may cause |Identify nonverbal cues that may cause |
| | |differences related to personal space, eye|misunderstanding |misunderstanding |misunderstanding |
| | |contact and body language | | | |
| | |Identify nonverbal cues that may cause | | | |
| | |misunderstanding | | | |
| |Nothing additional for Advanced Indicators |
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