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Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 1 Strand: Preparing to Listen and Speak (P) P1 Purpose

Level 1

Beginning ESL Literacy

Level 2 Low Beginning ESL

Level 3 High Beginning ESL

Level 4 Low Intermediate ESL

Level 5 High Intermediate ESL

Level 6 Advanced ESL

Level 7 Beginning Transition

Level 8 Transition

Purp

ose

LS1P1 Recognize the listening and speaking purpose in a particular situation.

LS2P1 Recognize the listening and speaking purpose in a particular situation.

LS3P1 Determine own purpose for listening and speaking in a particular situation.

LS4P1 Determine own and other(s) purposes for listening and speaking in a particular situation.





a. Recognize information or needs to be conveyed or exchanged (e.g. ask for help)

a. Recognize information or needs to be conveyed or exchanged (e.g. ask or answer a question about personal information)

b. Understand how purpose affects format of conversation: Awareness of agreed-up rules for discussion

a. Clarify own or group specific purposes for listening and speaking (e.g., to fill out a message form; hear about a child’s performance from teachers; give information; ask for help; gather information to support a point)

b. Understand how purpose

a. Clarify own or group purposes for listening and speaking, whether general (e.g., to get oriented, relate to the speaker; be entertained, inform, request, complain, make agreement, evaluate sources of information)

a. Clarify own or group general or specific purposes for listening and speaking (e.g., to understand the main points of an argument; show the boss you are attentive, gather information for a group project, share information and persuade others to act,

a. Clarify own or group purposes for listening and speaking or for intentionally not listening or speaking (e.g., to assess a candidate’s honesty; to not participate in gossip, not “safe” to reveal opinion to boss, analyze purpose of

a. Clarify and revise own or group purpose(s) for listening and speaking in light of the purpose(s) of others in the exchange (e.g., changing the expectation that you will hear certain information, plan to shorten story for listener who seems

a. Clarify own or group purposes for listening and speaking in the context of an assignment (e.g., to prepare a rebuttal during debate; to understand main points and supporting examples in a lecture, explain a project,

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 2 (e.g. ways to begin and end a conversation; ask for help;)

affects the format of conversation: Identify agreed-up rules for discussion (e.g. how to take a turn to speak, how to agree and disagree, ways to begin and end a conversation)

or specific (e.g., to follow directions, learn about a certain topic, find a location, make friends with a co-worker, discuss project) or evaluative (e.g., to differentiate between fact and opinion)

b. Predict main purpose of the listener or speaker (e.g., to vent about a problem, discuss job performance, provide information about academic topic, get specific information, resolve a dispute)

c. Understand

analyze purpose of information presented in diverse media and formats) or evaluative purposes (e.g., to differentiate between facts and opinions)

b. Consider purposes of the listener and speaker(s) and how that relates to own purpose for listening and speaking (e.g., speaker wants to give orders while listener wants to negotiate)

c. Understand how academic or workplace purposes affect the format of effective conversation:

information presented in diverse media and formats and evaluate the motive(s)) or evaluative purposes (e.g., to evaluate the speaker’s credibility)

b. Consider purposes of the speaker and listener(s) and how they may differ (e.g., interest in main points vs. details)

c. Understand how academic or workplace purposes affect the format of effective conversation; Identify and choose among the different appropriate rules for discussion to

distracted, analyze purpose of information presented in diverse media and formats and evaluate the motive(s) (e.g. social, commercial, political) behind its presentation) or evaluative purposes (e.g., to evaluate the speakers’ credentials and credibility)

b. Consider purposes of the speaker and listener(s) and how they may differ (e.g., interest in seeking agreement or not)

c. Understand how academic or workplace

analyze purpose of information presented in diverse media and formats and evaluate the motive(s) (e.g. social, commercial, political) behind its presentation) or evaluative purposes (e.g., to gauge the logic of the speakers’ arguments)

b. Identify how listener or speaker might mediate the differences between the purposes of listener and speaker(s) (e.g., plan curt replies to unwanted flirtation)

c. Understand how academic or workplace

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 3 how purpose affects the format of conversation: Identify agreed-up rules for discussion (e.g. how to take a turn to speak, how to agree and disagree, ways to begin and end a conversation)

Identify a variety of different appropriate rules for discussion to meet the listening and speaking purposes (e.g. how to take a turn to speak, how to agree and disagree, ways to begin and end a conversation)

meet the listening and speaking purpose(s) (e.g. how to take a turn to speak, how to agree and disagree, ways to begin and end a conversation)

d. Identify different words and phrases used for effect or precision to meet listening and speaking purposes in different settings (e.g. workplace, classroom, etc.)

purposes affect the format of effective conversation; Identify and choose among the different appropriate rules for discussion to meet the speaking purpose (e.g. how to take a turn to speak, how to agree and disagree, ways to begin and end a conversation)

d. Identify and use different words and phrases for effect or precision to meet speaking purposes in different settings (e.g. workplace, classroom, etc.)

purposes affect the format of effective conversation; Identify agreed-up rules for discussion (e.g. how to take a turn to speak, how to agree and disagree, ways to begin and end a conversation)

d. Use a variety of words and phrases for effect or precision to meet speaking purpose in different settings (e.g. workplace, classroom, etc.)

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 4

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 5 Strand: Preparing to Listen and Speak (P) P2 Prior Knowledge LS1P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare for interactions.

LS2P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare for interactions.



Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 6 a. Use prior knowledge

about the setting/situation to inform what you want to say and aid comprehension (e.g., how to make and respond to greetings)

b. Draw on prior knowledge related to personal experience, interests and observations

c. Recall and build knowledge of non-verbal cues and common discourse patterns (e.g., making request by pointing, agreeing with thumbs up)

a. Use prior knowledge and observation about what is appropriate (e.g., waiting in line until called; responding to personal information questions)


c. Recall and build knowledge of non-verbal cues and common discourse patterns (e.g., interrupting)

a. Use prior knowledge about the social, cultural, and situational context to aid comprehension (e.g., predict general organization or flow of common social interaction)


c. Compare and contrast communication norms here and in home culture, using observations to understand expectations (e.g., personal space; eye contact)

a. Use prior knowledge about the social, cultural, and situational context to aid comprehension (e.g., predict organization or flow of common social interaction and notice variations)


c. Compare and contrast communication norms between cultures, using observations to understand expectations of the listener

d. Prepare for discussions having read or studied required material (e.g. local news reports, readings); explicitly draw on that preparation and prior knowledge about the topic to explore ideas under discussion

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 7 LS5P2 Build and draw on

prior knowledge about language, culture, and context to anticipate and prepare for interactions.

LS6P2 Build and draw on prior knowledge about language, culture, and context to anticipate and prepare for interactions.



Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 8 a. Reflect on and use prior

knowledge about the social, cultural, and situational context including appropriate level of formality to aid comprehension (e.g., predict content and flow of classroom or workplace interactions)

b. Build and draw on specialized knowledge related to work, education, family, or community topics

c. Prepare for discussions having read or studied relevant material (e.g. suggested texts, library or online research); explicitly draw on that preparation and prior knowledge about the topic to explore ideas under discussion

a. Reflect on and use prior knowledge about the social, cultural, and situational context including appropriate level of formality to aid comprehension (e.g., predict content of complex classroom interactions and the organization or flow of complex work-related interactions)

b. Build and draw on specialized knowledge (including vocabulary) related to work, education, family, or community topics

c. Prepare for discussions having read or studied materials evaluated for credibility (e.g. watching TED Talks, library or online research); explicitly draw on that preparation and prior knowledge about the topic to explore ideas under discussion

a. Reflect on and use prior knowledge about the social, cultural, and situational context including appropriate level of formality to aid comprehension (e.g., predict content of a workplace training)

b. Build and draw on academic or specialized knowledge (including vocabulary) related to work and education

c. Prepare for discussions having read or studied materials evaluated for credibility (e.g. watching TED Talks, interviewing local experts, online research); explicitly draw on that preparation and prior knowledge about the topic to explore ideas under discussion

a. Reflect on and use prior knowledge about the social, cultural, and situational context including appropriate level of formality to aid comprehension (e.g., predict communication style of a displeased boss, an introverted co-worker, or a busy instructor)

b. Build and draw on academic or specialized workplace knowledge (including vocabulary) related to the topic

c. Prepare for discussions having read or studied materials evaluated for credibility (e.g. journal articles, podcasts, documentaries); explicitly draw on that preparation and prior knowledge about the topic to explore ideas under discussion

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 9 Strand: Preparing to Listen and Speak (P) P3 Planning Strategies

LS1P3 Use at least one simple strategy to plan for listening and/or generate and organize content of message for speaking.

LS2P3 Use at least one simple strategy to plan for listening and/or generate and organize content of message for speaking.

LS3P3 Use more than one strategy to plan for listening and/or generate and organize content of message for speaking.

a. Reflect on and draw from personal experience, needs, interests, and observations (e.g. registering for the class for the first time, requesting for a day off)

b. Learn from others what they have heard or said in similar situations (school office, store, etc.)

c. Learn a few key words or phrases typical for an interaction or conversation (Where are you from? Is the bus on time?, etc.)

d. Predict content of the message (e.g. look ahead at the content of the topic when possible)

a. Reflect on and draw from experience, needs, interests, observations, and use resources as needed (e.g. bus schedule, warning signs, campus map, etc.)

b. Learn from others what they have heard and said in similar situations (doctor’s office, workplace, etc.)

c. Learn several key words or phrases used in target interactions (Can you repeat that, please? How do you spell that?)

d. Predict content of the message (e.g. look ahead at the content of the topic when possible)

a. Reflect on and draw from experience, needs, interests, observations, and use text resources as needed (e.g. online course schedule, medicine labels, workplace safety information, newspaper, etc.)

b. Organize and develop ideas to communicate points on a familiar topic

c. Create a simple visual representation of ideas (e.g. make a chart of class responses, poster, image-based PowerPoint, etc.)

d. Predict/learn/rehearse key vocabulary and phrases used in specific interactions or conversation (job interview questions, parent/teacher conference, etc.)

e. Role play the anticipated interaction (making a doctor’s appointment)

f. Use freewriting, journaling, listing, or brainstorming to

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 10 clarify thoughts

g. Consult other speakers on their experiences with similar interactions

LS4P3 Use more than one strategy to plan for listening and/or generate and organize content of message for speaking.

LS5P3 Use a variety of strategies to plan for listening and/or generate and organize content of message for speaking.

LS6P3 Use a variety of strategies to plan for listening and/or generate and organize content of message for speaking.

a. Reflect on and draw from experiences, interests, observations and text resources for predicting and addressing listening and speaking purposes

b. Predict/learn key vocabulary and phrases used in specific situations

c. Use graphic organizers or notes to organize and develop ideas, and focus communication (e.g., a list of questions to be asked; information to listen for)

d. Role play anticipated interactions (e.g. phone conversation, in-person)

e. Use discussion, freewriting,

journaling, listing, or brain-

storming to clarify thoughts

a. Select relevant content from text and digital sources, observations, experiences, and interests for predicting and addressing listening and speaking purposes (include details and examples)

b. Predict/learn general vocabulary as well as some specialized terms common in specific situations including academic or workplace situations (e.g., introductions for group presentation)

c. Organize, develop, and record ideas to communicate points or focus listening (e.g., note with questions to ask; list of things to say)

d. Create visual representation of ideas (e.g. PowerPoint presentation, simple video, poster, etc.)

e. Use graphic organizer, notes,

a. Determine relevant content from text and digital sources, observations, experiences, and interests for predicting, and addressing listening and speaking purposes (include details and examples)

b. Predict, learn, and use general vocabulary as well as some specialized terms common in specific situations including academic or workplace situations

c. Predict listener or speaker’s purpose and reaction (e.g. a speaker is trying to mislead)

d. Organize, develop, and record ideas to communicate points or focus listening (e.g., sequence ideas chronologically, listen for main ideas and descriptive details)

e. Create visual representation of


discussion, freewriting, journaling, or brainstorming to clarify and organize thoughts

(e.g., answers to a list of

questions; a timeline)

f. Consider reactions of the listener/speaker to the interaction (e.g., surprise or confusion)

ideas (e.g. PowerPoint presentation, video, poster, etc.)

f. Use graphic organizer, notes, questions, discussion, freewriting, journaling, or brainstorming to clarify and organize thoughts (e.g., a Venn diagram)

g. Determine style and level of formality appropriate for the situation (e.g., use of ‘can’ vs. ‘could’ in forming questions)

LS7P3 Choose among a variety of strategies to plan for listening and/or generate and organize content of message for speaking.

LS8P3 Choose among a variety of strategies to plan for listening and/or generate and organize content of message for speaking.

a. Determine relevant content from text and digital sources, observations, experiences, and interests for predicting, addressing, and evaluating listening and speaking purposes (include sufficient specific and relevant facts and examples from varied sources to support a thesis)

b. Predict, learn, and use general vocabulary as well as some specialized terms common in specific situations including academic or workplace situations

c. Predict and discuss content of varied presentations, films, lectures, or literature, which include alternative perspectives (e.g. cultural viewpoints)

d. Create effective visual representation to enhance

a. Determine relevant content from researched text and digital sources, observations, experiences, and interests for predicting, addressing, and evaluating listening and speaking purposes (include sufficient specific and relevant facts and examples from varied sources to support a complex thesis)

b. Predict, learn, and use specialized terms for specific situations including academic or workplace situations

c. Predict and discuss content of varied presentations, films, lectures, or literature, which include alternative perspectives (e.g. political viewpoints)

d. Create effective visual representation using multimedia to enhance clarity and persuasive power


clarity (e.g. PowerPoint presentation, video, poster, etc.)

e. Use graphic organizer, notes, questions, discussion, freewriting, journaling, or brainstorming to clarify and organize thoughts (e.g., compare/contrast chart)

f. Determine style and level of formality appropriate for the situation

(e.g. Prezi or PowerPoint presentation, video, etc.)

e. Use graphic organizer, notes, questions, discussion, freewriting, journaling, or brainstorming to clarify and organize thoughts (e.g., cause and effect chart)

f. Draw on speakers and/or listeners’ backgrounds and perspectives in order to consider how best to present or respond to information and subsequent questions or concerns (e.g., presenting or considering a controversial plan at work)

g. Determine style and level of formality appropriate for the situation

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 13 Strand: How English Works E1 Grammar Knowledge

LS1M1 Use knowledge of U.S. culture and context to select, understand, and communicate message in collaborative exchanges.

LS2M1 Use knowledge of U.S. culture and context to select, understand, and communicate messages in collaborative exchanges.

LS3M1 Use knowledge of U.S. culture and context to select, understand, and communicate information effectively in collaborative exchanges.

LS4M1 Use knowledge of U.S. culture and context to select, understand, and communicate information effectively in collaborative exchanges that build on other’s ideas and express one’s own clearly and persuasively.

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 14 a. Use one or two

strategies to communicate/respond in familiar situations, relying heavily on non-verbal communication (e.g., gestures such as nodding or shaking head, thumbs up or down, facial expressions)

b. Observe, build and use knowledge to guide participation in daily interactions (e.g., the expected responses to “What’s your name?”)

c. Apply accepted active listening strategies ( e.g. gestures, attentiveness)

a. Use one or two strategies, including non-verbal strategies, to participate in simple conversations and communicate basic needs (e.g., gestures; asking for repetition)

b. Build and use knowledge to guide participation in daily interactions (e.g., the expected responses to “How are you?”)

c. Apply accepted gestures of active listening (e.g. nodding, smiling)

d. Follow agreed upon rules such as turn taking

e. Ask questions to clarify something that is not understood. (e.g. What time?, What was that?)

a. Use strategies to participate actively in conversation (e.g., initiating conversation, turn taking; responding to conversation openers and closers)

b. Build and use knowledge to guide participation in daily interactions (e.g., understanding common topics for making small talk)


d. Follow agreed upon rules such as taking turns

e. Check for understanding. (e.g. OK?)

f. Recognize basic formal and informal social courtesies

a. Use strategies to participate actively in conversation (e.g., listening for entry points into discussion; asking follow-up questions)

b. Build and use knowledge to guide participation in interactions (e.g., understanding when you’re getting a sales pitch, when it is appropriate to provide personal information, use appropriate expressions of impatience, annoyance)


d. Carry out assigned roles in a group discussion (e.g. timekeeper or note-taker)

e. Distinguish and use formal and informal language appropriately in context in U.S. and home cultures

f. Use and respond to basic formal and informal courtesies (e.g. Bless you for sneezing, excuse me for interrupting)

g. Ask questions to understand the speaker’s motives, or to clarify something that is not understood (e.g. What do you mean? Why?)

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 15 LS5M1 Use knowledge of U.S. culture and academic and career contexts to select, understand, and communicate information effectively in collaborative exchanges that build on other’s ideas and express one’s own clearly and persuasively.

LS6M1 Use knowledge of U.S. history, culture, and academic and career contexts to select, understand, and communicate information effectively in collaborative exchanges with diverse partners that build on other’s ideas and express one’s own clearly and persuasively.



a. Use a range of strategies to actively participate in conversation (e.g., interrupting appropriately; attracting attention to get a turn to speak)

b. Build and use knowledge to guide participation in interactions in diverse contexts (e.g., distinguish real invitations from formalities, the role of gossip, compliments)

c. Use and recognize appropriate register in varied contexts (e.g. meetings with colleagues, lunches with friends)

d. Make intentional communicative choices based on an understanding of cultural

a. Select from a range of strategies to participate actively in conversation (e.g., inviting responses, asking for explanation)

b. Build and use knowledge to guide participation in daily conversation, academic, domain– and career-specific interactions (e.g., understanding the difference between real and rhetorical questions, offering the correct amount of detail within specific contexts)

c. Recognize differences in language used and employ appropriate levels of register and social courtesies in academic, formal, and informal interactions

d. Follow rules for collegial

a. Select from a wide range of strategies to participate actively in conversation (e.g., changing topic; keeping one’s turn to speak)

b. Build and use knowledge to guide participation in academic, domain– and career-specific interactions (e.g., understanding euphemisms around taboo subjects and language)

c. Use knowledge of formal and informal language, pace, and tone to understand or communicate the formality or seriousness of the situation and the relationship between speakers

a. Select from a wide range of strategies to participate actively in conversation (e.g. taking into account the interests of others, getting to the point directly)

b. Build and use knowledge to guide participation in academic, domain– and career-specific interactions (e.g., understanding historical and cultural references such as the notion of “reverse discrimination”, appropriate use of humor, sarcasm)

c. Use broad socio-cultural and contextual knowledge to make inferences and to

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 16 expectations.

e. Follow rules for collegial discussions and decision-making

f. Analyze the purpose of and evaluate the motives behind information presented in diverse media and oral presentations

g. Identify the evidence that the speaker is using to backup the argument or claim

discussions and decision-making

e. Make intentional choices base on an understanding of cultural and academic expectations.


g. Delineate the soundness of reasoning, and the relevance and sufficiency of evidence in a speaker’s argument or claim

h. Identify when irrelevant evidence is introduced

d. Work with peers to set rules for collegial discussions and decision-making

e. Make intentional choices based on an understanding of cultural and academic expectations

f. Analyze the purpose of and evaluate the motives behind information presented in diverse media and oral presentations in order to make decisions and solve problems

g. Evaluate a speaker’s point of view, reasoning, and use of evidence, assessing the stance, premises, links among ideas, points of emphasis, and tone used.

understand the explicit and implicit meaning of the speaker (e.g. when the speaker is being facetious)

d. Use and recognize appropriate register in a range of communicative tasks, including unfamiliar, unpredictable, and uncomfortable situations.

e. Make intentional choices based on an understanding of cultural, professional, and academic expectations.

f. Work with peers to set rules for collegial discussions and decision-making

g. Actively incorporate others into the discussion

h. Analyze the purpose of and evaluate the motives behind information presented in diverse media and oral presentations in order to make decisions and solve problems

i. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 17 premises, links among ideas, word choice, points of emphasis, and tone used.

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 18 Strand: How English Works E2 Word Knowledge

LS1E2 Use strategies to build, understand, and use vocabulary related to experience and immediate needs.

LS2E2 Use strategies to build, understand, and use vocabulary related to experience, topics of interest, and daily interactions.

LS3E2 Use strategies to build, understand, and use vocabulary related to daily interactions and topics of interest including career and academic topics.

LS4E2 Use strategies to build, understand, and use vocabulary related to varied topics and contexts including career and academic contexts.

a. Learn and use a bank of words related to basic needs and interests (e.g., simple warnings; objects and activities of daily life)

b. Use and understand one or two simple suffixes (e.g., the plural -s) to comprehend and form words

c. Understand and use memorized words and phrases in rehearsed/familiar combinations

a. Learn and use banks of words related to basic needs and interests (e.g., likes; wants; objects; activities of daily life)

b. Use and understand a few simple suffixes (e.g., negative contractions) to comprehend and form words

c. Understand and use memorized words and phrases in various combinations

d. Use knowledge of other languages to understand and produce personally relevant words (e.g. papa; final; tradition)

a. Build, understand, and use vocabulary related to various everyday contexts of home, school, work, and community and the associated levels of formality (e.g. W’sup? vs How are you?)

b. Use understanding of simple prefixes and suffixes (e.g., un-; -ing; -ed; re-) to comprehend and form words

c. Use knowledge of cognates from other languages to understand personally relevant words (e.g., papa; final; tradition) and produce useful cognates (e.g., mama, education, intelligent)

d. Use words and ideas from texts when explaining topics of interest (e.g. explain information on a flyer)

e. Understand the function and use of common placeholders (e.g., um; uh-huh; “let’s see”)

f. Use context as a clue to the meaning of a word or phrase

g. Use glossaries and beginning

a. Understand and use a growing vocabulary of descriptive words, phrasal verbs, and collocations (e.g., get ready; sit down; make a mistake) in a variety of contexts, including career and academic contexts

b. Use understanding of simple prefixes and suffixes (e.g., dis-; in-; -ful; -est) to comprehend and form words

c. Recognize cognates to predict meaning of new words (e.g., frequency/frequencia)

d. Use words and ideas from texts when explaining topics of interest (e.g. explain how to enroll in a career pathways program)

e. Understand and select the level of formality of words used in a variety of contexts

f. Understand and use some common slang, idioms and colloquialisms appropriately to the context (e.g., sick as a dog; in the red; got it, wait up)

g. Distinguish and appropriately

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 19 dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

use commonly confused verbs (e.g., look,watch,see; bring and take)

h. Identify and use common homonyms in context (e.g., scene/seen; there/their/they’re)

l. Use sentence-level context as a clue to the meaning of a word or phrase.

j. Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning and pronunciation of words and phrases

LS5E2 Use strategies to build, understand, and use vocabulary related to a broad range of general and some specialized career-specific and/or academic topics.

LS6E2 Use strategies to build, understand, and use vocabulary that includes words needed for some specialized, career-specific and/or academic topics.

LSE2 Use strategies to build, understand, and use vocabulary that includes words needed for some specialized, abstract, career-specific and/or academic topics.

LS8E2 Use strategies to build, understand, and use vocabulary that includes words needed for specialized, abstract, career-specific and/or academic topics.

a. Learn and draw from a vocabulary to understand and express general and specific meaning (e.g., cook vs. fry, steam, boil; rain vs. shower, drizzle) in a variety of contexts including career and academic contexts

b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out meaning of and build new

a. Understand, select and use vocabulary to convey precise thoughts and express shades of meaning (e.g., smell vs. scent; “I should go” vs. “I have to go.”) in a variety of contexts including career and academic contexts.

b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out meaning of and build new

a. Learn and draw from a broad vocabulary, including synonyms and vocabulary that express shades of meaning (e.g., imply vs. infer) in a variety of contexts including career and academic contexts.

b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out and build meaning of specialized, academic, or abstract

a. Learn and draw from a broad vocabulary to understand specialized meaning and nuance in a variety of contexts including career and academic contexts.

b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out and build meaning of specialized or academic vocabulary (e.g., -ate;

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 20 vocabulary (e.g., pre-; joy; vis; -ible; -ion )

c. Recognize and avoid common false cognates (e.g., embarrassed)

d. Use words and ideas from texts when explaining topics of interest (e.g. presenting information on career options to a class)

e. Evaluate and select words appropriate to the level of formality of the context.

f. Understand and use some common slang, idioms and colloquialisms appropriately to the context (e.g., ASAP; sounds good; no worries)

g. Recognize the speaker’s choice of words to understand the speaker’s point of view

h. Understand and use placeholders (e.g., I mean; so)

i. Identify the appropriate meaning of homonyms in context (e.g., effect/affect, root/route)

j. Use sentence-level context as a clue to the meaning of a word or phrase.

k. Use some vocabulary to signal contrast, addition, and other logical relationships (e.g. however, although,

vocabulary (e.g., anti-; cardio-; act; -cracy, anti-, form, -ness )

c. Recognize false cognates (e.g., últimamente)

d. Recognize and use words and ideas learned previously from texts when listening to or presenting on topics of interest (e.g., Read about an election measure and then watch a political ad for that same measure)

e. Evaluate and select words appropriate to the level of formality of the context (e.g. buddy vs colleague)

f. Understand and use a wide variety of slang, idioms and colloquialisms appropriately to the context (e.g., come with; let’s table that: outside the box)

e. Recognize the speaker’s choice of words to understand the speaker’s point of view

h. Use sentence-level context and the context of a whole conversation as a clue to the meaning of a word or phrase

i. Use vocabulary to signal contrast, addition, and other logical relationships (e.g. however, although, nevertheless, similarly, moreover, in addition)

j. Examine word use for underlying meanings

vocabulary (e.g., pseudo-; -cracy; quasi-; lect; text)

c. Recognize and use words and ideas learned previously from texts when listening to or presenting on topics of interest (e.g. Read about employee benefits online and then listen to an presentation on employee benefits, asking questions for clarification)

d. Evaluate and select words appropriate to the level of formality of the context (e.g. boss vs supervisor)

e. Understand and use a wide variety of slang, idioms and colloquialisms appropriately to the context (e.g., devil’s advocate, cut to the chase)

e. Recognize the speaker’s choice of words to understand the speaker’s point of view (e.g. terrorist vs. revolutionary)

h. Use sentence-level and the context of a whole conversation as a clue to the meaning of a word or phrase.

k. Use vocabulary to signal contrast, addition, and other logical relationships (e.g. however, although, nevertheless, similarly, moreover, in addition)

i. Examine word use for underlying or implied meanings

-logy; -oid)

c. Select words and ideas from texts when explaining a variety of topics (e.g. select words from academic sources that convey hidden or abstract meanings when citing support for an argument in a class or workplace)

d. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

e. Evaluate and select words appropriate to the level of formality of the context

e. Understand word play, such as puns and alliteration

f. Understand and Incorporate vocabulary learned through reading, lectures, or media

g. Use sentence-level and the context of a whole conversation as a clue to the meaning of a word or phrase.

h. Examine word use for underlying, implied, or hidden meanings and to understand the speaker’s point of view.

a. Consult academic and specialized reference materials, both print and digital, to determine the precise meaning and pronunciation of words and phrases and their usage

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 21 because)

l. Identify literal and non-literal uses of words

m. Consult reference materials, both print and digital, to determine or clarify the meaning and pronunciation of words and phrases

n. Comprehend many words on the Academic Word List (AWL) (*)

k. Consult reference materials, both print and digital, to determine the precise meaning and pronunciation of words and phrases

l. Comprehend many words on the Academic Word List (AWL) (*)

m. Consult academic reference materials, both print and digital, to determine the precise meaning and pronunciation of words and phrases and their usage (collocations, etc.)

n. Comprehend many words on the Academic Word List (AWL) (*)

(domains, collocations, etc.)

b. Comprehend most words on the Academic Word List (AWL)

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 22 Strand: How English Works E3 Stress and Intonation

LS1E3 Distinguish/Repeat sounds in clearly enunciated, common words.

LS2E3 Distinguish/Produce sounds in clearly enunciated, common words.

LS3E3 Distinguish/Produce sounds in common words and connected speech.

LS4E3 Identify own commonly confused sounds and one’s own strengths and weaknesses in distinguishing them.

a. Distinguish and clearly repeat sounds in familiar words (e.g., initial and final sounds; minimal pairs) and short phrases.

a. Distinguish and clearly repeat sounds in familiar words (e.g., initial and final sounds; rhymes)

b. Recognize the role of particular sounds (e.g., the plural -s) in changing the meaning of words. Produce this sound.

a. Distinguish between minimal pairs, especially in commonly confused words used in daily life (e.g., live/leave; vote/boat). Pronounce the minimal pairs.

b. Start to understand that words can be linked in fast speech, (e.g., gonna or “Izzy?” for "Is he?")

c. Recognize words and sounds when they are modified by adjacent sounds (e.g., walked and played, walks and plays) in familiar and unfamiliar words

d. Identify word breaks in simple sentences

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the pronunciation of words and phrases

a. Identify and produce English sounds one has difficulty distinguishing (e.g., r/l; v/w)

b. Recognize that variations in pronunciation exist (e.g., regional dialects, non-native pronunciations, career-specific)

c. Understand common reduced speech (wanna; gonna) and linkages (sa-yit; wha-d’ya)

d. Identify sentence breaks, word breaks, and individual words in simple sentences

e. Recognize academic and career words learned in text when they are used in speech or media.

f. Correct own mispronunciation following teacher's model

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 23 LS5E3 Use strategies to address/identify weaknesses in hearing/distinguishing English sounds that interfere with communication.

LS6E3 Use strategies to address problems distinguishing particular sounds in diverse contexts.

LS7E3 Use a variety of strategies to understand diverse speakers and address problems distinguishing particular sounds in diverse contexts.

LS8E3 Use a variety of strategies to understand diverse speakers and address problems distinguishing particular sounds in diverse contexts.

a. Recognize where difficulties in hearing and distinguishing English sounds are interfering with effective comprehension (e.g., identify problem sounds and the words that have them)

b. Recognize that variations in pronunciation exist (e.g., regional dialects; non-native pronunciation, career-specific)

c. Recognize and produce vocabulary to signal contrast, addition, and other logical relationships (e.g., however, although, because)

d. Identify familiar word parts to infer new meanings in unfamiliar words (e.g. parent/ parental)

e. Recognize and produce academic and career words learned in text when they are used in speech or media

a. Recognize where difficulties in hearing and distinguishing English sounds in words and phrases are interfering with effective comprehension

b. Comprehend and differentiate the pronunciation of a variety of speakers both face-to-face and digitally (e.g., regional accents)

c. Memorize some academic vocabulary that includes problematic sounds

d. Comprehend vocabulary to signal contrast, addition and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)

e. Identify familiar word parts to infer new meanings in unfamiliar words (e.g. system/systemic)

f. Recognize and produce academic and career

a. Recognize where difficulties in hearing and distinguishing English sounds are interfering with effective comprehension

b. Recognize the pronunciation patterns of particular speakers (e.g. instructors or employers) both face-to-face and digitally.

c. Write what is heard and check the word possibilities later (e.g., using a print or digital dictionary)

d. Learn academic and/or workplace vocabulary that includes problematic sounds

e. Comprehend and produce vocabulary to signal contrast, addition and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)

f. Recognize and produce academic and career words learned in text when they are used in speech or media

a. Recognize where difficulties in hearing and distinguishing English sounds are interfering with effective comprehension

b. Recognize the pronunciation patterns of particular speakers (e.g. instructors or employers), both face-to-face and digitally.

c. Learn academic and/or workplace vocabulary that includes problematic sounds

d. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

e. Identify familiar word parts to infer new meanings in unfamiliar words

f. Recognize and produce academic and career words learned in text when they are used in speech or media

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 24 words learned in text when they are used in speech or media

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 25 Strand: How English Works E4 Stress and Intonation

LS1E4 Distinguish and repeat the stress and intonation of modeled common, familiar English words, phrases, and simple commands in face to face interactions and from diverse media

LS2E4 Distinguish and repeat the stress, intonation and rhythm of common, familiar English words, phrases, questions, and commands in face to face interactions and from diverse media

LS3E4 Recognize and produce the stress, intonation and rhythm of common English words, phrases, questions, and commands in face to face interactions and from diverse media

a. Speak audibly and at an understandable pace

b. Understand and produce the stress and intonation of familiar words and phrases as modeled (e.g., How much?; Student; etc.)

c. Differentiate syllable stress in numbers, days, months, etc. (e.g., MONday)

d. Understand and repeat question intonation patterns

e. Understand that intonation can indicate formality

f. Repeat learned phrases of appropriate formality for a small range of familiar audiences

a. Speak at an acceptable volume and at an understandable pace

b. Understand and produce the stress and intonation of familiar words (numbers, days, months, etc.), phrases, and questions (e.g., Can I help?; Bicycle)

c. Differentiate syllable stress in numbers, days, months, etc. (e.g., FEBruary)

d. Understand and produce question intonation

d. Understand that intonation can indicate formality

d. Repeat learned phrases of appropriate formality for a small range of familiar audiences

a. Speak at an acceptable volume and at an understandable pace

b. Recognize and produce the stress and intonation of common standard English words that are similar (e.g., THIRty and thirTEEN)

c. Recognize syllables and how words are separated into syllables

d. Use a variety of reference tools (e.g., dictionaries, glossaries) to determine correct stress

e. Recognize and reproduce rising and falling intonation patterns (e.g., the intonation for yes/no and WH Questions)

f. Understand that intonation can indicate formality

g. Select from phrases of appropriate formality for a range of familiar audiences

h. Begin to express ideas and feelings using intonation

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 26 i. Read appropriately leveled

text aloud with stress, intonation, and expression that conveys meaning

LS4E4 Recognize and produce stress, intonation, and rhythm as they are used in common spoken English in face to face interactions and from diverse media

LS5E4 Recognize and use knowledge of how stress, intonation, and rhythm of spoken English are used to communicate meaning in face to face interactions and from diverse media

LS6E4 Recognize and use knowledge of how stress, intonation, and rhythm of spoken English are used to communicate meaning in face to face interactions and from diverse media

a. Speak clearly at an acceptable volume and understandable pace

b. Understand and produce standard English intonation patterns and pauses in statements, questions, imperatives, and exclamations

c. Recognize syllables and be able to separate words into syllables to aid comprehension

d. Repeat multisyllabic words with stress on the correct syllable (e.g., easily; family)

e. Use a variety of reference tools (e.g., dictionaries, glossaries) to determine correct stress

f. Recognize and select the appropriate words that carry the stress within a sentence

g. Understand that intonation


b. Recognize shift in meanings when hearing different emphases in sentence stress; emphasize information and create varied meaning by shifting stress in a sentence (e.g., “Where are YOU going?” vs. “Where are you GOING?”)

c. Recognize different meaning changes depending upon shift in word stress (e.g., White House vs. white house or blackbird vs. black bird)

d. Recognize that syllable patterns affect stress

e. Stress the appropriate syllable in multi-syllabic words (e.g., pathology, literature)

f. Use a variety of reference tools (e.g., dictionaries,


b. Recognize shift in meanings when hearing different emphases in sentence stress; emphasize information and create varied meaning by shifting stress in a sentence (e.g., “I didn’t call HIM. vs. “I didn’t CALL him.”)

c. Recognize and produce different meanings depending upon word stress (e.g., estimate [v.] vs. ESTimate [n.])

d. Recognize and use stress, rhythm, intonation, and pauses to understand and communicate ideas, feelings, and meaningful thought groups in discussions and presentations

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 27 can indicate formality; speak at appropriate formality in a range of familiar settings

h. Use stress and intonation to express ideas & feelings

i. Read appropriately leveled text aloud with stress, intonation, and expression that conveys meaning

glossaries) to determine correct stress

g. Understand that intonation can indicate formality; differentiate between contexts that call for formal English and situations where informal discourse is appropriate

h. Use stress and intonation to express ideas & feelings

i. When reading text aloud, use stress, intonation, and expression to convey meaning

e. Stress the appropriate syllable in commonly-confused, multi-syllabic words (e.g., separate [v.], separate [v.])

f. Use appropriate stress in a range of domain-specific, and academic words

g. Use a variety of reference tools (e.g., dictionaries, glossaries) to determine correct stress

h. Understand and produce formal speech appropriately for a variety of tasks in varied contexts using correct intonation

j. Read text aloud with stress, intonation, and expression that conveys meaning

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 28 LS7E4 Recognize and use knowledge of how stress, intonation, and rhythm of spoken English are used to convey emphasis, mood, and intention in face to face interactions and from diverse media

LS8E4 Recognize and use knowledge of how stress, intonation, and rhythm of spoken English are used to convey emphasis, mood, and intention in face to face interactions and from diverse media


b. Recognize and use stress, rhythm, and intonation to convey emphasis, nuance, emotion, and implied meaning (e.g., humor; excitement; skepticism) in a variety of situations

c. Stress the appropriate syllable in longer, multi-syllabic words (e.g., availability)

d. Use appropriate stress in a range of domain-specific, and academic words

e. Use on-line, electronic, and paper-based reference tools such as dictionaries, and glossaries to determine correct stress

f. Recognize and use stress, rhythm, and pauses to understand and communicate meaningful thought groups in discussion and presentations

g. Understand that intonation can indicate formality; Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate


b. Recognize and use stress, intonation, and rhythm to convey emphasis, nuance, emotion, and implied meaning (e.g., humor; hyperbole; sarcasm; irony) in a variety of academic and career situations

c. Use appropriate stress in a wide range of domain-specific, and academic words

d. Use on-line, electronic, and paper-based reference tools such as dictionaries, and glossaries to determine correct stress

e. Recognize and use stress, rhythm, pauses, and intonation to cluster words into thought groups that convey emphasis and focus in academic presentations and career settings

f. Understand that intonation can indicate formality; Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 29 Strand: Comprehending and Conveying Meaning M1 Cultural Knowledge

LS1M1 Use knowledge of U.S. culture and context to select, understand, and communicate message in collaborative exchanges.

LS2M1 Use knowledge of U.S. culture and context to select, understand, and communicate messages in collaborative exchanges.

LS3M1 Use knowledge of U.S. culture and context to select, understand, and communicate information effectively in collaborative exchanges.

LS4M1 Use knowledge of U.S. culture and context to select, understand, and communicate information effectively in collaborative exchanges that build on other’s ideas and express one’s own clearly and persuasively.

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 30 a. Use one or two

strategies to communicate/respond in familiar situations, relying heavily on non-verbal communication (e.g., gestures such as nodding or shaking head, thumbs up or down, facial expressions)

b. Observe, build and use knowledge to guide participation in daily interactions (e.g., the expected responses to “What’s your name?”)

c. Apply accepted active listening strategies ( e.g. gestures, attentiveness)

a. Use one or two strategies, including non-verbal strategies, to participate in simple conversations and communicate basic needs (e.g., gestures; asking for repetition)

b. Build and use knowledge to guide participation in daily interactions (e.g., the expected responses to “How are you?”)


d. Follow agreed upon rules such as turn taking

e. Ask questions to clarify something that is not understood. (e.g. What time?, What was that?)

a. Use strategies to participate actively in conversation (e.g., initiating conversation, turn taking; responding to conversation openers and closers)

b. Build and use knowledge to guide participation in daily interactions (e.g., understanding common topics for making small talk)


d. Follow agreed upon rules such as taking turns

e. Check for understanding. (e.g. OK?)

f. Recognize basic formal and informal social courtesies

a. Use strategies to participate actively in conversation (e.g., listening for entry points into discussion; asking follow-up questions)

b. Build and use knowledge to guide participation in interactions (e.g., understanding when you’re getting a sales pitch, when it is appropriate to provide personal information, use appropriate expressions of impatience, annoyance)


d. Carry out assigned roles in a group discussion (e.g. timekeeper or note-taker)

e. Distinguish and use formal and informal language appropriately in context in U.S. and home cultures

f. Use and respond to basic formal and informal courtesies (e.g. Bless you for sneezing, excuse me for interrupting)

g. Ask questions to understand the speaker’s motives, or to clarify something that is not understood (e.g. What do you mean? Why?)

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 31 LS5M1 Use knowledge of U.S. culture and academic and career contexts to select, understand, and communicate information effectively in collaborative exchanges that build on other’s ideas and express one’s own clearly and persuasively.




a. Use a range of strategies to actively participate in conversation (e.g., interrupting appropriately; attracting attention to get a turn to speak)

b. Build and use knowledge to guide participation in interactions in diverse contexts (e.g., distinguish real invitations from formalities, the role of gossip, compliments)

c. Use and recognize appropriate register in varied contexts (e.g. meetings with colleagues, lunches with friends)

d. Make intentional communicative choices based on an understanding of cultural

a. Select from a range of strategies to participate actively in conversation (e.g., inviting responses, asking for explanation)

b. Build and use knowledge to guide participation in daily conversation, academic, domain– and career-specific interactions (e.g., understanding the difference between real and rhetorical questions, offering the correct amount of detail within specific contexts)

c. Recognize differences in language used and employ appropriate levels of register and social courtesies in academic, formal, and informal interactions

d. Follow rules for collegial

a. Select from a wide range of strategies to participate actively in conversation (e.g., changing topic; keeping one’s turn to speak)

b. Build and use knowledge to guide participation in academic, domain– and career-specific interactions (e.g., understanding euphemisms around taboo subjects and language)

c. Use knowledge of formal and informal language, pace, and tone to understand or communicate the formality or seriousness of the situation and the relationship between speakers

a. Select from a wide range of strategies to participate actively in conversation (e.g. taking into account the interests of others, getting to the point directly)

b. Build and use knowledge to guide participation in academic, domain– and career-specific interactions (e.g., understanding historical and cultural references such as the notion of “reverse discrimination”, appropriate use of humor, sarcasm)

c. Use broad socio-cultural and contextual knowledge to make inferences and to

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 32 expectations.

e. Follow rules for collegial discussions and decision-making


g. Identify the evidence that the speaker is using to backup the argument or claim

discussions and decision-making

e. Make intentional choices base on an understanding of cultural and academic expectations.


g. Delineate the soundness of reasoning, and the relevance and sufficiency of evidence in a speaker’s argument or claim

h. Identify when irrelevant evidence is introduced

d. Work with peers to set rules for collegial discussions and decision-making

e. Make intentional choices based on an understanding of cultural and academic expectations

f. Analyze the purpose of and evaluate the motives behind information presented in diverse media and oral presentations in order to make decisions and solve problems

g. Evaluate a speaker’s point of view, reasoning, and use of evidence, assessing the stance, premises, links among ideas, points of emphasis, and tone used.

understand the explicit and implicit meaning of the speaker (e.g. when the speaker is being facetious)

d. Use and recognize appropriate register in a range of communicative tasks, including unfamiliar, unpredictable, and uncomfortable situations.

e. Make intentional choices based on an understanding of cultural, professional, and academic expectations.

f. Work with peers to set rules for collegial discussions and decision-making

g. Actively incorporate others into the discussion

h. Analyze the purpose of and evaluate the motives behind information presented in diverse media and oral presentations in order to make decisions and solve problems

i. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 33 premises, links among ideas, word choice, points of emphasis, and tone used.

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 34 Strand: Comprehending and Conveying Meaning M2 Communication and Comprehension Strategies

LS1M2 Use one or more simple strategies to understand or convey the main idea or specific information face-to-face and in diverse media, as an individual or group member.

LS2M2 Use one or more simple strategies to understand or convey the main idea or specific information face-to-face and in diverse media, as an individual or group member.

LS3M2 Use a few strategies to understand or convey a general idea or to extract relevant detail face-to-face and in diverse media, as an individual or group member.

a. Identify purpose in asking or answering a simple question and in making or listening to a simple statement.

b. Recall previous experience and often-repeated exchanges to aid in comprehension and communication. (e.g. What’s your name? My name is Jean.)

c. Recognize and use visual cues, body language, and situational context clues to aid comprehension (e.g. which handouts are used, where others are looking, etc.)

a. Identify purpose in asking or answering a simple question and in making or listening to a simple statement.

b. Recall previous experience and often-repeated exchanges to aid in comprehension and communication and as point of reference for new information (e.g. Hello, how are you? I’m fine, and you?)

a. Identify and listen for the main idea or needed information

b. Make connections between new information and prior experience to aid in comprehension and communication

c. Organize speaking points to emphasize the purpose and sequence clearly (e.g., with a beginning, middle, and end)

d. Recognize and use visual cues, body language, and situational context clues to aid comprehension and communication


d. Listen for and use isolated words, learned phrases, key words, or numbers (e.g. prepare to ask for clarification)

f. Listen and respond respectfully to diverse perspectives

g. Use diverse media to enhance communication such as picture dictionaries, translation tools, smartphones and glossaries

c. Recognize and use visual cues, body language, and situational context clues to aid comprehension (e.g. if speaker or listener is angry or sad)

d. Listen for and use learned phrases, key words, or numbers

e. Find and share evidence to support your conclusion (e.g. pictures, words, etc.)

f. Recognize and use appropriate placeholders (e.g., I mean, so) and hesitation techniques (e.g., um…,uh…) while searching for appropriate language.

g. Listen and respond respectfully to diverse perspectives

h. Use diverse media to enhance communication such as picture dictionaries, translation tools, smartphones and glossaries

i. Learn, use and listen for

e. Listen for and use familiar phrases or predictable, formulaic exchanges (e.g. Crazy weather today. Yeah, sure is.)

f. Find and share evidence in level appropriate text to support your spoken conclusions.

h. Listen for and use sequence markers (e.g., first; then; next) to follow organization of message or communicate cohesively

g. Build on others’ talk in conversations by listening to and responding to the comments of others, responding respectfully to diverse perspectives

i. Use a graphic organizer to figure out if the information needed has been received (e.g. main idea and details chart)

m. Use diverse media to enhance communication such as picture dictionaries,

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 36 short sets of domain-specific words to meet school and work purposes (e.g. sick leave, absence, appointment)

glossaries, translation tools, video, and PowerPoint

n. Learn, use and listen for short sets of domain-specific words to meet school and work purposes (e.g. injury report, personal time off, office hours)

LS4M2 Draw from a range of strategies to understand or organize and convey information and ideas face-to-face and in diverse media, as an individual or group.

LS5M2 Draw from a range of strategies to understand, organize, and convey some complex information and ideas face-to-face and in diverse media, as an individual or group.

LS6M2 Draw from a wide range of strategies to understand, organize, and convey some complex information and ideas in face-to-face and in diverse media, as an individual or group.

a. Make predictions based on previous experience and knowledge of the context, checking the accuracy of predictions as you listen

b. Organize speaking points or presentations to emphasize the purpose (e.g., to inform, persuade, entertain).

a. Evaluate previous experience and understanding in light of new information, ideas, or perspectives (e.g. understand and implement policy changes in workplace)

b. Organize speaking points or presentations to emphasize the purpose (e.g., to inform, persuade, entertain).

a. Evaluate previous experience and understanding in light of new information, ideas, or perspectives (e.g. change a political position based on news story or editorial)

b. Organize speaking points or presentations to emphasize

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 37 c. Clearly state or identify the main idea and key points

d. Identify the evidence the speaker is using to support his/her ideas and accomplish his/her purpose

e. Listen for and use organizational markers (e.g., before/now; here/there; at the beginning) to create or follow coherence of message

f. Take simple notes to aid comprehension and recall (e.g. Use an outline or graphic organizer to group ideas in ways that address the purpose, e.g. claim and supporting detail)

h. Contribute relevant comments to conversations and elaborate on the remarks of others.

i. Listen and respond respectfully to diverse

c. Summarize main idea, supporting claims, ideas, and details of an explanation or presentation

d. Evaluate whether or not the speaker’s ideas accurately represent the ideas in the text.

e. Listen for and use rhetorical structures (e.g., chronological order; problem/solution) and transition words (in addition, instead) to organize and follow presentations

f. Take notes to aid comprehension and recall (e.g. Use an outline or graphic organizer to group ideas in ways that address the purpose, e.g. compare/contrast)

h. Use and Compare literal and non-literal meanings to understand figurative language, including similes, and idioms used to convey images.

the purpose (e.g., to inform, persuade, entertain).

c. Paraphrase main idea, supporting claims, ideas, and details of an explanation or presentation

d. Evaluate how the speakers use the ideas in the text to support their claim (e.g. selective editing, name dropping, statistics in or out of context).

e. Listen for and use rhetorical structures (e.g., chronological order; problem/solution) and transition words (e.g. in addition, instead) to organize and follow presentations

f. Take notes to aid comprehension and recall (e.g. Use an outline or graphic organizer to group ideas in ways that address the purpose. e.g. conflicting points of view)

h. Use and compare literal and non-literal meanings to understand figurative

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 38 perspectives (e.g. politely disagree)

j. Use diverse media to enhance communication such as picture dictionaries, translation tools, smartphones, video and presentations apps, and glossaries

i. Identify and cite specific textual evidence when speaking to support conclusions drawn from the text and to defend spoken arguments.

j. Choose language that expresses ideas consistently, eliminating wordiness and redundancy.

k. Listen and respond respectfully to diverse perspectives

l. Select or create diverse media to enhance communication ( e.g., charts, video, presentation slides)

m. Consult general and specialized first language and English reference materials to determine or clarify meaning of words or phrases

d. Acquire, use accurately, and understand a range of general academic and domain-specific words and phrases for listening and speaking at the college and

language, including similes, metaphors, sarcasm, and idioms used to convey images.

i. Identify and cite specific textual evidence when speaking to support conclusions drawn from the text and to defend spoken arguments.

j. Choose language that expresses ideas consistently, eliminating wordiness and redundancy.

k. Listen and respond respectfully to diverse perspectives

l. Select or create diverse media to enhance communication (e.g., charts, video, presentation slides)

m. Consult general and specialized first language and English reference materials to determine or clarify meaning of words or phrases

c. Acquire, use accurately, and understand a range of general

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 39 career readiness level (e.g. exit interview, reference materials)

academic and domain-specific words and phrases for listening and speaking at the college and career readiness level (e.g. exit interview, reference materials)


LS7M2 Draw from a wide range of strategies to understand complex information and ideas and explicit and implied meanings face-to-face and in diverse media or organize and present ideas effectively, as an individual and as a member of a collaborative group.

LS8M2 Draw from a wide range of strategies to understand complex information and ideas and explicit and implied meanings face-to-face and in diverse media or organize and present ideas effectively, as an individual and as a member of a collaborative group.


a. Synthesize and interpret what was stated, considering how it fits with previous experience

b. Organize presentations with an effective introduction and conclusion to emphasize the purpose of an academic or workplace presentation

c. Use a detailed outline or graphic organizer which signals the grouping of related ideas to create an organizational pattern that enhances the appeal to the audience and is appropriate to the purpose (e.g., persuasion, cause/effect) Too much??

d. Identify main idea, supporting claims, ideas, and details as well as the relationship between the details that are relevant

e. Evaluate usefulness and relevance of ideas or information to the listening purpose; Apply evidence based reasoning to connect source material, in both work and academic context.

f. Cite concrete examples or arguments before abstract

g. Cite specific textual evidence when speaking to support conclusions drawn from texts.

a. Evaluate what was stated, considering how it fits with what is already known

b. Organize presentations with a coherent introduction that stimulates listener interest and a conclusion that reinforces the purpose of an academic or workplace presentation

c. Use a detailed outline, which logically arranges ideas and supports a coherent focus.

d. Identify the thesis of a speech in which the ideas may be abstract or theoretical and in which the organization is not necessarily linear

e. Include abstract and theoretical ideas, valid arguments, substantive and relevant details, and sound evidence to support complex points.

f. Cite specific textual evidence when speaking to support conclusions drawn from texts

g. Apply evidence-based reasoning to connect source material with one’s argument.

g. Evaluate usefulness and relevance of ideas or information to the listening purpose

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 42 h. Evaluate the perspective of the

speaker and accuracy of information presented (e.g., by analyzing word choice; what has not been said)

i. Analyze the way the style, structure, and rhetorical devices of a speech support or confound its meaning or purpose

a. Determine and use note-taking strategies and tools appropriate to the purpose

b. Use and Compare literal and non-literal meanings to understand figurative language, including similes, metaphors, and idioms used to convey images.

c. Follow agreed upon rules such as taking turns

d. Listen and respond respectfully to diverse perspectives

e. Select or create diverse media to add power and interest to presentations

f. Come to discussions prepared to participate, having read or studied the required material in both work and academic contexts.

g. Consult general and specialized first language and English

h. Distinguish between more and less important details

j. Analyze and evaluate the effectiveness of the style, structure, and rhetorical devices of a speech

k. Evaluate the attitude, bias, and credibility of the speaker

l. Determine relevant interpretation of language that may have multiple meanings

a. Determine and use note-taking strategies and tools appropriate to the purpose

m. Use and compare literal and non-literal meanings to understand figurative language, including similes, metaphors, and personification used to convey images.

n. Follow agreed upon rules such as taking turns

o. Listen and respond respectfully to diverse perspectives

p. Select or create diverse media to add power and interest to presentations

q. Come to discussions prepared to participate, having read or studied the required material in both work and academic contexts

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 43 reference materials to determine or clarify meaning of words or phrases

h. Acquire, use accurately, and understand a range of general academic and domain-specific words and phrases for listening and speaking at the college and career readiness level (e.g. subordinate, contribution)

r. Consult general and specialized first language and English reference materials to determine or clarify meaning of words or phrases

s. Acquire, use accurately, and understand a range of general academic and domain-specific words and phrases for listening and speaking at the college and career readiness level (e.g. procedural, bureaucracy)

Strand: Comprehending and Conveying Meaning M3 Monitor Communication and Comprehension

LS1M3 Use one or two basic strategies to monitor own and listener comprehension, enhance listener comprehension, and repair misunderstanding in collaborative conversations with diverse partners.

LS2M3 Use a few basic strategies to monitor own and listener comprehension, enhance listener comprehension, and repair misunderstanding in collaborative conversations with diverse partners.

LS3M3 Use a few strategies to monitor own and listener comprehension, enhance listener comprehension, and repair misunderstanding to engage effectively in a range of collaborative discussions with diverse partners.


a. Use at least one strategy to check own and listener’s comprehension (e.g., compare one’s understanding with others’)

b. Use primarily non-verbal cues or some basic words (e.g., eye contact; gestures; nodding; OK; What?; Huh?) to indicate level of comprehension

c. Use strategies to repair misunderstanding (e.g., ask for repetition)

d. Ask simple questions to clear up any confusion about the topics under discussion.

a. Pay attention to listener’s non-verbal and verbal cues (e.g., eye contact; facial expression; gesture; body language; Huh?)

a. Use strategies to check own and listener’s comprehension (e.g., compare one’s understanding with others’)

b. Use non-verbal cues and some basic words (e.g., eye contact; gestures; nodding; I don’t understand) to indicate level of comprehension

c. Use strategies to repair misunderstanding (e.g., ask for slower delivery)

d. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions.

a. Pay attention to listener’s non-verbal and verbal cues (e.g., eye contact, facial expression; gestures; body language; I don't

a. Use strategies to check own and listener’s comprehension (e.g., repeat what was heard to see if it makes sense)

b. Use non-verbal and verbal cues (e.g., eye contact; facial expression; gesture; nodding; I understand) to indicate comprehension or to indicate point(s) at which comprehension breaks down

c. Use strategies to repair misunderstanding (e.g., ask speaker to provide visual or other supports)

d. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats

e. Ask and answer questions about information from a speaker about key details and request clarification if

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 45 b. Request feedback from

listener (e.g., O.K.?)

c. Use strategies to clarify spoken meaning (e.g., by repeating information, miming, pointing, or drawing)

d. Request feedback on reading English words aloud: accuracy, pronunciation, (e.g. picture dictionary, handout)

understand.)

b. Request feedback from listener (e.g., You understand?)


d. Request feedback on reading English words and simple sentences aloud: accuracy, pronunciation (e.g. forms with personal information)

something is not understood

a. Pay attention to listener’s non-verbal and verbal cues (e.g., eye contact, facial expression; gestures; body language; I don't understand)

b. Request feedback from listener (e.g., Do you understand?)


d. Request feedback on reading English words and simple sentences aloud: accuracy, pronunciation (e.g. rehearsing a simple presentation)

LS1M3 Use one or two basic strategies to monitor own and listener comprehension, enhance listener comprehension,

LS2M3 Use a few basic strategies to monitor own and listener comprehension, enhance listener comprehension, and repair

LS3M3 Use a few strategies to monitor own and listener comprehension, enhance listener comprehension, and repair misunderstanding to

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 46 and repair misunderstanding in collaborative conversations with diverse partners.

misunderstanding in collaborative conversations with diverse partners.

engage effectively in a range of collaborative discussions with diverse partners.

a. Use at least one strategy to check own and listener’s comprehension (e.g., compare one’s understanding with others’)

b. Use primarily non-verbal cues or some basic words (e.g., eye contact; gestures; nodding; OK; What?; Huh?) to indicate level of comprehension

c. Use strategies to repair misunderstanding (e.g., ask for repetition)

d. Ask simple questions to clear up any confusion about the topics under discussion.

a. Pay attention to

a. Use strategies to check own and listener’s comprehension (e.g., compare one’s understanding with others’)

b. Use non-verbal cues and some basic words (e.g., eye contact; gestures; nodding; I don’t understand) to indicate level of comprehension

c. Use strategies to repair misunderstanding (e.g., ask for slower delivery)

d. Confirm understanding of a text read aloud or information presented orally or through other media by asking and

a. Use strategies to check own and listener’s comprehension (e.g., repeat what was heard to see if it makes sense)

b. Use non-verbal and verbal cues (e.g., eye contact; facial expression; gesture; nodding; I understand) to indicate comprehension or to indicate point(s) at which comprehension breaks down

c. Use strategies to repair misunderstanding (e.g., ask speaker to provide visual or other supports)

d. Determine the main ideas and supporting details of a text read aloud or information presented in

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 47 listener’s non-verbal and verbal cues (e.g., eye contact; facial expression; gesture; body language; Huh?)

b. Request feedback from listener (e.g., O.K.?)


d. Request feedback on reading English words aloud: accuracy, pronunciation, (e.g. picture dictionary, handout)

answering questions.

a. Pay attention to listener’s non-verbal and verbal cues (e.g., eye contact, facial expression; gestures; body language; I don't understand.)

b. Request feedback from listener (e.g., You understand?)


d. Request feedback on reading English words and simple sentences aloud: accuracy, pronunciation (e.g. forms with personal information)

diverse media and formats

e. Ask and answer questions about information from a speaker about key details and request clarification if something is not understood

a. Pay attention to listener’s non-verbal and verbal cues (e.g., eye contact, facial expression; gestures; body language; I don't understand)

b. Request feedback from listener (e.g., Do you understand?)


d. Request feedback on reading English words and simple sentences aloud: accuracy, pronunciation (e.g. rehearsing a simple presentation)

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 48 LS7M3 Select from a wide range of strategies to monitor own and listener comprehension, enhance listener comprehension, and repair misunderstanding while initiating and participating effectively in a range of collaborative discussions with diverse partners in academic and workplace settings, building on others’ ideas and expressing own ideas clearly.

LS8M3 Select from a wide range of strategies to monitor own and listener comprehension, enhance listener comprehension, and repair misunderstanding while initiating and participating effectively in a range of collaborative discussions with diverse partners in academic and workplace settings, building on others’ ideas and expressing own ideas clearly and persuasively.

a. Use a wide range of strategies to check comprehension

b. Ask questions to aid comprehension. (e.g., clarifying relevance of information; I don't understand how that relates to...)

c. Manage internal and external barriers to comprehension (e.g., one’s prejudices)

d. Integrate multiple sources of information presented in diverse formats and media resulting in informed decisions and problem solving.

e. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and

a. Select from a wide range of strategies to check comprehension

b. Ask questions to aid comprehension. (e.g., clarifying relevance of information; I don't understand how that relates to...)

c. Manage internal and external barriers to comprehension

d. Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

e. Evaluate a speaker’s point of view, reasoning, and use of evidence and

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 49 identifying when irrelevant evidence is introduced.

f. Contribute to the maintenance of the conversation by incorporating others into the discussion.

g. Pause to create opportunities for listener(s) to check their understanding

h. Request feedback specific to the situation or topic (e.g., Is that example clear?)

c. Use strategies to clarify meaning (e.g., embed definitions of specialized terms in presentations or trainings)

d. Adjust vocabulary, pace, volume, eye contact, register, or body language based on listener needs

e. Include others’ ideas by paraphrasing, elaborating, summarizing, or applying others’ ideas and then checking with them for accuracy (e.g. Did I get that right?; does that make sense?; what would you add?)

f. Confirm that academic domain and career vocabulary used is understood by listeners

rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used

f. Contribute to the maintenance of the conversation by incorporating others into the discussion

a. Pause to create opportunities for listener(s) to check their understanding

b. Request feedback specific to the situation or topic (e.g., Is this what you wanted to know?)

c. Use strategies to clarify meaning (e.g., embed definitions of specialized terms in presentations or trainings)

d. Include others’ ideas by paraphrasing, elaborating, summarizing, or applying others’ ideas and then checking with them for accuracy (e.g. Did I get that right?; does that make sense?; what would you add?)

e. Confirm that academic domain and career vocabulary used is understood by listeners

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 51 Strand: Lifelong Application A1 Language Functions

LS1A1 Carry out, comprehend, and respond to simple interactions related to basic everyday, personal interactions (one-on-one, in groups, and teacher-led) with diverse partners.

LS2A1 Carry out, comprehend, and respond to simple interactions related to basic everyday, personal interactions (one-on-one, in groups, and teacher-led) with diverse partners.

LS3A1 Carry out, comprehend, and respond to a variety of everyday short interactions with diverse partners.

LS4A1 Carry out, comprehend, and respond to a variety of everyday short interactions with diverse partners.

a. Express, understand, and respond to simple questions and answers (e.g., What’s your name?)

b. Express, understand, and respond to simple practiced greetings, courtesies, warnings, instructions, and requests for basic personal information (e.g., Wait. / How are you?)

c. Comprehend and recite relevant names, numbers and letters (address, phone, etc.) for emergencies and personal needs

a. Express, understand, and respond to simple questions and answers (e.g., What time is it?)

b. Express, understand, and respond to simple greetings, courtesies, warnings, instructions, and requests for basic information (e.g., Be careful. / Sign here.)

c. Comprehend and recite relevant names, numbers and letters (address, phone, etc.) for personal, work and educational needs

a. Express, understand, and respond to simple requests for information (e.g., about symptoms, abilities, family, jobs, etc.)

b. Understand and make requests for basic clarification or repetition (e.g., Can you repeat that? / What did you say?)

c. Listen for and state simple opinions, feelings, likes/dislikes, agreement/ disagreement (e.g., I like/ don't like; I think/don't think)

d. Participate in short social or task-related conversations (e.g., following simple narrative; question and answer sequences)

e. Make, understand, and respond to introductions, offers, or invitations (e.g., Would you like to come? / Yes, I would.)

f. Give and respond to directions and instructions involving two or more simple steps

a. Express, understand, and respond to instructions, directions, or requests for information (e.g., instructions from a nurse, teacher, or employer)

b. Understand and respond to short narratives and explanations (e.g., news)

c. Ask for and respond to others’ opinions, experiences, or feelings

d. Make and respond to questions based on relevant evidence, ideas, and observations.

e. Participate in varied social or task-related conversations (e.g., request assistance, register a complaint, express sympathy)

f. Give and listen for brief explanations (e.g., of symptoms, abilities, events)

g. Relate and understand a sequence of events or multi-step


g. Ask for and provide simple descriptions of people, places, or things

instructions (e.g. follow voice instructions on how to get to a specific location or create a new presentation)

LS5A1 Carry out, comprehend, and respond to a variety of medium-length oral communications with diverse partners.

LS6A1 Carry out, comprehend, and respond to some complex types of medium-length communications with diverse partners.

LS7A1 Carry out, comprehend, and respond to a variety of extended, complex communication tasks with diverse partners.

LS8A1 Carry out, comprehend and respond to extended presentations of information and complex, multi-party conversations with diverse partners.

a. Offer, understand, and respond to apologies, praise, criticism, or rejection (e.g., work evaluation)

b. Ask for, understand, and respond to opinions, multi-step instructions, suggestions, and advice

c. Initiate, follow, and make appropriate contributions to conversations and discussions on topics of interest (e.g., cross-cultural comparisons; family; work; community needs)

d. Participate in discussions that require problem-solving, analysis of a situation, and drawing of conclusions

e. Give and follow moderate-length narratives or explanations (e.g., from presentations or non-interactive sources)

f. Ask, understand, and respond to questions based on relevant evidence, ideas, and observations.

a. Offer and respond to apologies, praise, criticism, suggestions, advice, or evaluation (e.g., politely reject advice on child discipline)

b. Understand underlying or implicit meanings in conversations

c. Understand and draw conclusions from moderate length narratives or explanations

d. Ask and respond to questions based on several pieces of relevant evidence, ideas, and observations (e.g., form questions and answers using varied digital media resources)

e. Request and give detailed information or assistance

f. Politely avoid or decline to speak

a. Give and follow complex instructions to perform a specific role, answer difficult questions or solve challenging problems

b. Given a specific situation, speak persuasively, listen actively, negotiate options, and reach resolution (e.g., negotiating a class project)

c. Follow and contribute to discussions that require some synthesis, analysis, or evaluation of ideas

d. Make and respond to questions based on comparing several pieces of relevant evidence, ideas, and observations.

e. Given a controversial topic, state own opinion, clarify reasons for opinion, and respond to other’s opinion (e.g., abortion, candidates for president)

a. Give and follow complex instructions to perform a specific role in complex tasks, answer complex questions, and solve complex problems

b. Given a specific situation, speak persuasively, listen actively, negotiate options, and reach resolution

c. Synthesize, analyze, evaluate, and summarize information from a variety of sources

d. Make and respond to questions based on comparing several pieces of relevant evidence, ideas, and observations.

e. Given a controversial topic, state own opinion, articulate reasons or evidence for it, and respond politely to other’s opinions

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 53 g. State or question a position and

offer support (e.g., “Why is it a good job?” “It’s a good job because…”)

h. Politely avoid or decline to speak

Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 54 Strand: Lifelong Application A2 Language Strategies

LS1A2 Use one or two basic language learning strategies to independently develop listening and speaking skills.

LS2A2 Use a few basic language learning strategies to independently develop listening and speaking skills.

LS3A2 Use a few language learning strategies to reinforce or continue to independently develop listening and speaking skills.

LS4A2 Use several language learning strategies to reinforce or continue to independently develop listening and speaking skills.

1. Listen to and repeat models of simple English

2. Interact with familiar, supportive speakers (e.g., friends; classmates)

3. Practice speaking and listening for key words or information

4. Study ahead and/or come prepared having read, looked at or listened to required materials.

5. Use language references such as picture or bilingual dictionaries

1. Listen to and repeat models of simple spoken English (e.g., simplified recordings)

2. Interact with familiar, supportive speakers (e.g., teacher; classmates)

3. Practice speaking and listening for key words or information

4. Study ahead and/or come prepared having read, looked at or listened to required materials.


1. Listen to and repeat words and phrases in varied settings and for varied purposes (e.g., at work; audio recordings in the classroom, listen along books)

2. Interact with familiar and some unfamiliar speakers (e.g., cashier or school staff)

3. Practice speaking and listening for answers to specific questions

4. Repeat and confirm what was heard to another

5. Review with flashcards

6. Read aloud to practice forming English sounds, words, and sentences

7. Study ahead and/or come prepared, read required materials.


1. Listen to and repeat words and phrases in varied settings and for varied purposes (e.g. varied accents; co-workers; TV)

2. Interact with familiar and unfamiliar speakers (e.g., restaurant staff or receptionists)

3. Practice speaking and listening for main ideas and supporting details

4. Build and review word list of new vocabulary

5. Set long- and short-term learning goals

6. Read aloud to practice forming English sounds, words, and sentences

7. Practice pronunciation by forming English sounds in front of a mirror

8. Study ahead and/or come prepared, read required materials.

9. Use language references such as an English dictionary

LS5A2 Select from a range of language learning strategies to reinforce or continue to independently develop listening and speaking skills.




Listen Actively and Speak So Others Can Understand Framework: Cross-level Matrix 55 a. Listen to and repeat new

vocabulary and phrases in varied settings and for varied purposes (e.g., in a meeting at work; an interview on the radio)

b. Take and review brief notes to remember information

c. Interact with unfamiliar speakers (e.g., merchants or library staff, in-person or on the phone)

d. Practice listening for main ideas and supporting details

e. Practice pronunciation/intonation of problematic sounds and words

f. Study ahead and/or come prepared, read required materials for discussions, decision-making, and perform roles as needed

g. Use language references such as an English dictionary

h. Read aloud to develop fluency (e.g. Record and listen to own speech)

i. Set long- and short-term learning goals

a. Listen to and repeat new vocabulary and phrases in varied settings and for varied purposes (e.g., TED Talk; lecture; work meeting)

b. Take and review notes to organize and remember information

c. Interact with a variety of unfamiliar speakers (e.g., agency or service staff, in-person or on the phone)

d. Practice listening to identify point of view

e. Practice pronunciation/intonation of problematic sounds and words

f. Use language references such as an English dictionary

g. Read aloud to develop fluency (e.g. Record and listen to own speech)

h. Practice appropriate stress and intonation in sentences

i. Set and monitor progress on learning goals

a. Take and review detailed notes to summarize and remember information

b. Teach or explain learning to others

c. Practice listening for stated and unstated conclusions

d. Respond to diverse ideas by connecting presented and/or new ideas.

e. Rehearse speaking tasks with others (e.g., interviews; reading aloud)

f. Evaluate others' presentations

g. Use language references such as an English dictionary, thesaurus, and on-line tools

h. Revisit, evaluate, and revise learning goals

a. Take and review detailed and extensive notes to summarize and remember information

b. Teach or explain learning to others

c. Practice listening for inferences and underlying meanings

d. Listen for relevant evidence, facts, and details to use to support considered and original responses

e. Respond to diverse ideas by connecting presented and/or new ideas.

f. Rehearse speaking tasks with others (e.g., oral presentations)

g. Evaluate others' presentations

h. Use language references such as an English dictionary, thesaurus, and on-line tools

i. Revisit, evaluate, and revise learning goals

listen actively and speak so others can understand ... actively and speak so others can understand...

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