nj english language proficiency standards - eric · the new jersey english language proficiency...

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New JerseyEnglishLanguageProficiencyStandards

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THE NEW JERSEY ENGLISH LANGUAGEPROFICIENCY STANDARDS

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James E. McGreeveyGovernor

William L. Librera, Ed.D.Commissioner of Education

Richard Ten EyckAssistant CommissionerEducational Programs and Assessment

Jay DoolanDirectorAcademic and Professional Standards

Isaac R. BryantAssistant CommissionerDivision of Student Services

James F. CurryActing DirectorOffice of Specialized Populations

May 2004PTM# 1504-49

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Arnold G. Hyndman, President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WarrenDebra Casha, Vice President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MorrisMargaret F. Bartlett . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . OceanRonald K. Butcher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GloucesterMaud Dahme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HunterdonKathleen A. Dietz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SomersetAnne S. Dillman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MiddlesexOrlando Edreira. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UnionJohn A. Griffith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EssexThelma Napoleon-Smith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MercerSamuel J. Podietz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BurlingtonEdward M. Taylor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CamdenRoberta Van Anda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monmouth

William L. Librera, Ed.D., CommissionerSecretary, State Board of Education

STATE BOARD OF EDUCATION

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ACKNOWLEDGEMENTS

The New Jersey State Department of Education gratefully acknowledges the dedicated efforts of the educators who served onthe committee that developed this document.

Marilyn Savarese-Muirhead, ConsultantThe George Washington University Center for Equity and Excellence in EducationArlington, VA

Alicja Banning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clifton School DistrictSusanne Clark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . New Brunswick School DistrictKaren Crawley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Manasquan School DistrictLiliana Habedank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clifton School DistrictPatricia Jasinski . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Absecon School DistrictElaine Kapusta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Retired TeacherJacinta Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scotch Plains-Fanwood School DistrictPat Levine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Colts Neck Regional School DistrictJudith O’Loughlin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hohokus School DistrictEva Rogozinski . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clifton School DistrictRogelio Suarez . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Elizabeth School District

New Jersey State Department of Education Team

Raquel Sinai, Bilingual/ESL Education CoordinatorLori Ramella, Bilingual/ESL Education Program Development SpecialistMarcia Ashhurst-Whiting, Ed.D., Language Arts/Literacy CoordinatorPatricia DeMarco-Rowe, Early Childhood SpecialistBarbara Gantwerk, Director, Office of Special EducationBrian Robinson, Ed.D., Director, Office of Evaluation and Assessment

A special thanks goes to Lauren Podolsky, Office of Specialized Populations special services employee and the BilingualAdvisory Committee.

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TABLE OF CONTENTS

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State Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Proficiency Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Pre-K-2 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Pre-K-2 Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Pre-K-2 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Pre-K-2 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Pre-K-2 Viewing and Media Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

3-5 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373-5 Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393-5 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433-5 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493-5 Viewing and Media Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

6-8 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556-8 Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576-8 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 616-8 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 656-8 Viewing and Media Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

9-12 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 759-12 Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 779-12 Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 819-12 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 859-12 Viewing and Media Literacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

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Background During the summer of 2003, the New Jersey Department of Education’s Office of Specialized Populations, Bureau of Bilingualand English as a Second Language (ESL) Education revised the NJ ESL Standards in order to align them to the newly revisedNew Jersey Language Arts Literacy Core Curriculum Content Standards and to meet federal requirements of the No Child LeftBehind Act (NCLB). The revised document, the New Jersey English Language Proficiency Standards, establishes a linkagebetween New Jersey’s Core Curriculum Content Standards for language arts literacy and five levels of English languageproficiency.

Prior to this revision, New Jersey’s ESL Standards stemmed from the ESL Standards for Pre-K-12 Students developed by Teachersof English to Speakers of Other Languages (TESOL). The TESOL standards are based on three broad goals for English languagelearners at all grade levels, which encompass the social, academic, and culturally appropriate uses of English. In order to helpdistricts to focus their ESL curriculum on the English language competencies students must acquire in order to meaningfullyparticipate in content area classrooms, the newly revised document concentrates on Goal 2 of the TESOL standards. Goal 2 isto use English to achieve academically in all content areas. Goal 2 was selected as the overarching goal of the New JerseyDepartment of Education’s English Language Proficiency Standards.

RationaleTitle III of the No Child Left Behind Act states: “Children who are limited English proficient [must] attain English proficiency,develop high levels of academic attainment in English, and meet the same challenging State academic content and studentacademic achievement standards as all children are expected to meet.”

By linking the use of language skills to the mastery of academic disciplines, the New Jersey English Language ProficiencyStandards establish the purpose of English language teaching as that of enabling students to understand and use English foracademic purposes. The relationship between language arts literacy cumulative progress indicators and English languageproficiency levels demonstrates the point in the second language acquisition process at which an English language learner canmeet the language arts literacy cumulative progress indicators associated with listening, speaking, reading, writing and viewingand media literacy standards.

Although the New Jersey Language Arts Literacy Standards begin with reading, the English Language Proficiency Standards arearranged in an order that reflects the language acquisition process (i.e., listening, speaking, reading, writing, and viewing andmedia literacy). English language proficiency standards are not different from language arts literacy standards. However, thelanguage arts literacy standards are based on an assumption that students are native speakers of English. Since Englishlanguage learners are not native speakers, it is pedagogically necessary to examine language arts literacy standards from theperspective of second language acquisition stages or language proficiency levels, thereby facilitating the differentiation ofcurriculum and instruction to meet the needs of these students.

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INTRODUCTION

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Purpose This document is intended to assist curriculum developers in the review and revision of ESL curricula to ensure alignment to theoverarching goal of teaching English language learners to use English to achieve academically in all content areas. Thus, anynewly developed or revised ESL curriculum should focus on integrating academic language into the curriculum. Academiclanguage includes the following elements: lexical (vocabulary — specialized and nonspecialized); syntactic (grammar); discourselevels (rhetoric); and functions (explain, describe, contrast, classify etc.)

ProcessThis original alignment of New Jersey Language Arts literacy standards and TESOL standards was developed in 1999. This 2004curriculum alignment guide revision project was initiated by the Office of Specialized Populations, Bureau of Bilingual and ESLEducation. The purpose of the project was to provide support for districts’ efforts to align their ESL curricula to the standardsand to ensure that ESL students are meeting the same academic standards that all students are expected to meet.

A team of eleven bilingual and ESL teachers, representing diverse student populations and programs at the elementary, middle,and high school grades, met during the summer of 2003 to develop this document. A consultant from the George WashingtonUniversity, Center for Equity and Excellence in Education, Region III Comprehensive Center, provided initial guidance andongoing support. A language arts literacy specialist from the New Jersey Department of Education’s Office of Standards andAssessment also provided guidance to the project. Finally, a Bilingual/ESL education program specialist from the Office ofSpecialized Populations worked along with the team of teachers to develop the standards, and edited and finalized thedocument for publication.

Organization and Content of the English Language Proficiency StandardsThis document is organized around the goals and standards of the New Jersey language arts literacy standards and Goal Twoof the ESL Standards for Pre-K-12 Students in grade clusters Pre-K-2, 3-5, 6-8, and 9-12. The overarching goal of the EnglishLanguage Proficiency Standards is that students acquire academic English (Goal two of the TESOL standards). Within the EnglishLanguage Proficiency Standards, the cumulative progress indicators (CPI) reflect the areas in which students need to developcompetence in English language arts. The English language proficiency (ELP) levels represent a proficiency level and/or rangeof proficiency levels at which competency would be expected for the particular cumulative progress indicator (CPI). Theclassroom tasks reflect the behavior students exhibit when they have reached a certain level of language development. Theclassroom tasks provide a sampling of academic activities for one CPI of expected academic behaviors for students at eachlevel of English language proficiency. The goals reflect the areas in which students need to develop competence in English —social, academic and cultural. The standards indicate what students should know and be able to do as a result of instruction.

NEW JERSEY ENGLISH LANGUAGE PROFICIENCY STANDARDS

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The English Language Proficiency Levels (1-5) reflect students’ academic and language proficiencies at each of the five domains— listening, speaking, reading, writing, and viewing and media literacy and students’ mastery of the respective levels. TheLanguage Arts Literacy/CPI column will allow teachers and curriculum writers to identify the relevant NJ language arts literacystandards.

The sample classroom tasks list examples of assessable activities at four grade-level clusters (Pre-K-2, 3-5, 6-8, 9-12) that ESLstudents may perform to demonstrate progress toward meeting a particular standard at the end of that particular grade cluster.These tasks are specific to content area instruction and are merely samples that can be adapted and modified according tolanguage levels and district curricula.

The organization of this guide is intended to assist curriculum writers and teachers in identifying curriculum objectives, as wellas providing practice, follow-up and assessment activities that will lead English language learners to develop native-like levelsof English proficiency, and to begin to develop, in English, the content area abilities that students will need to become literateEnglish-proficient adults.

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INTRODUCTION

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. STANDARD 3.1 (READING)All students will understand and apply the knowledge ofsounds, letters, and words in written English to becomeindependent and fluent readers, and will read a varietyof materials and texts with fluency and comprehension.

. STANDARD 3.2 (WRITING)All students will write in clear, concise, organizedlanguage that varies in content and form for differentaudiences and purposes.

. STANDARD 3.3 (SPEAKING) All students will speak in clear, concise, organizedlanguage that varies in content and form for differentaudiences and purposes.

. STANDARD 3.4 (LISTENING)All students will listen actively to information from avariety of sources in a variety of situations.

. STANDARD 3.5 (VIEWING ANDMEDIA LITERACY)All students will access, view, evaluate, and respond toprint, nonprint, and electronic texts and resources.


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. READINGStudents will be able to read (decode and comprehend)text for recreational and academic purposes.

. WRITINGStudents will be able to write for personal and academicpurposes.

. SPEAKINGStudents will be able to speak English in both a socialand school setting.

. LISTENINGStudents will be able to aurally comprehend spokenEnglish in both a social and school setting.

. VIEWING and MEDIA LITERACYStudents will be able to view for personal and academicpurposes.

Language Arts Literacy Standards English Language Proficiency Standards

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INTRODUCTION

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TESOL ESL Standards

. GOAL 1: To use English to communicatein social settings.

Standard 1: Students will use English to participate in social interactions.

Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment.

Standard 3: Students will use learning strategies to extend their communicative competence.

. GOAL 2: To use English to achieve academically in all content areas.

Standard 1: Students will use English to interact in the classroom.

Standard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form.

Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge.

. GOAL 3: To use English in socially and culturally appropriate ways.

Standard 1: Students will use the appropriate language variety, register, and genre according to audience,purpose, and setting.

Standard 2: Students will use nonverbal communication appropriate to audience, purpose, and setting.

Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence.

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The language acquisition process comprises four stages: pre-production, early production, speech emergence, and nearlyfluent. All English language learners go through each stage, but may spend varying amounts of time at each particular stage.

During the pre-production stage, students do not usually speak and are going through a “silent period.” The silent period couldlast for one day or as much as one year. Students should not be forced to speak and activities need to be visual and supportedby graphic and visual clues. Although students cannot speak during this stage, they can respond by pointing, nodding,demonstrating, or drawing. The main characteristics of the early production stage are that students have a limited vocabularyand may be able to speak with one- or two-word phrases. They can demonstrate comprehension by answering yes/no questions,either/or questions, or who/what/where questions. When students are in the speech emergence stage, they are able to usemore listening comprehension and may be able to speak in short phrases, ask and answer simple questions, and produce longersentences. Students who are nearly fluent begin to make complex statements, can express their ideas and opinions both orallyand in writing, and will be able to read most grade-level material. The following chart shows the relationship between thelanguage acquisition stages and the English Language Proficiency Levels:


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1—Beginners

2—Lower Intermediate

3—Upper Intermediate

4—Advanced

5—Full English Proficient

PROFICIENCY LEVELS

Pre-production

Early Production

Speech Emergence

Nearly Fluent

Language Acquisition Stages English Language Proficiency Levels

Level 1

Level 2

Level 3

Levels 4 & 5

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PROFICIENCY LEVELS

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Students can occasionallyidentify isolated wordsand/or major phraseswhen strongly supportedby context. As studentsdevelop skills, they may beable to recognize and saythe alphabet. They canidentify an increasingnumber of highlycontextualized wordsand/or phrases includingcognates. Materialunderstood rarely exceedsa single phrase at a timeand rereading may berequired.

.Can recognize and namealphabet letters andsome words and soundsin isolation.

.Can recognize numbers.

.Can recognize left-to-right readingconventions.

.At the upper elementaryand middle school level,students know that

Students can form someletters in the alphabetsystem. They may be ableto copy or transcribefamiliar words or phrasesand reproduce some frommemory. There are nopractical communicativewriting skills. As studentsdevelop skills, they maybecome able to writesimple fixed expressionsand limited memorizedmaterial and somerecombination thereof.They may be able to writenames, numbers, dates,nationality and othersimple autobiographicalinformation, as well assome short phrases andsimple lists.

.Can write name, copywords, letters, andnumbers, and use left-to-right progression.

.Understand basicspatial relationshipbetween lines andwords.

Students have a verylimited understanding andrely almost entirely onvisual cues forunderstanding.Understanding is limitedto occasional isolatedwords such as cognates,borrowed words, and highfrequency socialconventions andessentially no ability tocomprehend even shortutterances.

.Can understand someshort, learnedutterances, particularlywhere context stronglysupports understandingand speech is clearlyaudible.

.Can comprehend somewords or phrases fromsimple questions,statements, highfrequency words,commands and courtesyexpressions (i.e. basicsocial greetings) abouttopics that refer to basic

Speakers at the beginnerlevel may have no realfunctional ability and,because of theirpronunciation, they may beunintelligible. Given timeand familiar cues, theymay be able to exchangegreetings, give theirnames, and name anumber of familiar objectsfrom their immediateenvironment. They can, intime. imitate others’English and rely onformulaic phrases.Students at the beginnerlevel can use strategies torespond to and/or initiatesimple statements orrequests.

.Can communicateminimally and withdifficulty by using anumber of isolatedwords and memorizedphrases;

.Can respond to directquestions by utteringonly two or three words

READING WRITING LISTENING SPEAKING

1Beginners

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pictures help providecontext clues. Theyunderstand the message-bearing properties ofsentences.

.At the high school level,they know survivalvocabulary and can readsimple sentences.

.At the high school level,students may be able towrite simple sentences ora guided paragraph.

personal information inthe immediate physicalsetting.

.Can use long pauses forassimilation andperiodically requestrepetition and/or aslower rate of speech.

at a time or anoccasional stock answer;

.Can frequently searchfor simple vocabulary orattempt to recycle theirown or others’ words.

.Can speak to clarifyideas and concepts,distinguish, andsummarize in a concreteand familiar context onfamiliar topics.

.Retell with more details.

.Prepare and deliver shortoral presentations.

.Use some idiomaticphrases appropriately.

.Use pronunciationpatterns that showmoderate evidence ofanother language ineffective communication.Has a distinct accent.

.Can give instructions onconcrete day-to-day taskswith appropriatesequencing.


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Students can understandsimple material forinformative or socialpurposes. They canunderstand the essentialcontent of short, generalpublic statements, lifeskills texts, and formulaicmessages. They cancomprehend the mainideas of simple informativeand simple narrativematerials written for nativeEnglish speakers,especially when thesematerials contain simplelanguage structures andsyntax, and rely heavily onvisual cues and some priorknowledge or experiencewith the topic.Understanding is limitedto simple languagecontaining mostly high-frequency vocabulary itemsand grammatical patterns.Students can often guessthe meaning of unfamiliarwords through use ofcognates and context.They may have to read thematerial several times in

Students can express basicpersonal needs andcompose short informalpassages and texts on veryfamiliar topics based onpersonal experience.Writing consists of alimited set of vocabularyand structures in simplesentences and phrases.Errors in spelling, grammar,and mechanics arefrequent and characteristicand expected of languageproduction at this stage.

.Has limited use ofconventionalorganizationalstructures, cohesivedevices, and protocols.

.Can use simple presenttense.

.Can use some wordsand verbs (high school).

.Can begin to usedictionaries (highschool).

Students can comprehendsimple statements,directions, and questions.They usually understandthe main idea of extendedbut simple messages andconversations with someunfamiliar vocabulary andstructures, as well ascognates from their nativelanguage. Limitedvocabulary rangenecessitates repetitionand/or circumlocutions forunderstanding.

.Can comprehendlanguage consisting ofsimple vocabulary,narratives, andstructures, in short face-to-face interactions withpeers and familiaradults.

.Can perform auditorydiscrimination of somemajor phonologicalelements in English.

.Can understand basiceveryday vocabulary ofthe school environment

Students can use level-appropriate strategies toinitiate and respond tosimple statements andengage in simple face-to-face conversations withmore fluent speakers ofthe same age group.Students frequently makethemselves understood byusing repetition andcircumlocution.

.Rely on gestures andother nonverbal cues.

.Start to explore stressand intonation.

.Rely on survivalvocabulary of basicneeds and wants.

.Show predominant useof formulaic patternsand heavy reliance onmemorized phrases.

.Tend to omit auxiliaryverbs, tendency to rely onone form of a verb.


2Lower Intermediate

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order to more fully capturemeaning, and they may bemisled by false cognates.

.Can understand thepurpose of the text.

.Can distinguish betweenformal and informaltexts.

.Can read simplematerials andcomprehend and decode.

and common everydayactivities.

.Can listen for andunderstand commonand/or strategicinformation in theclassroom.

.Can begin to understandand derive meaningfrom context.

.Can begin to understandcontent.

.Can recognize audienceneeds.

.Tends to pick up wordsand phrases from othersand incorporate intohis/her own production.

.Able to make simplerequests for information(for clarification, forexpansion). Able toprovide information inresponse to simplerequests for information.

.Can make themselvesunderstood ininstructional activities ata basic level.

.Can express themselvesat a basic level, witherrors, in the contentarea.

.Can create speech notbased on formulaicpatterns but with errors.

.Relies on knowledgefrom native language(syntactic, grammatical,lexical, cultural…).

.Provides a simplelogically structurednarration or summary ofwhat has just beenlearned or has justhappened.


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Students can understandmore complex narrativeand descriptive authenticmaterials and edited textswith a familiar context.They use contextual andvisual clues to derivemeaning from texts thatcontain unfamiliar words,expressions, and structures.They comprehend selectedpassages when written infamiliar sentence patterns,but frequently have toguess at meanings oflonger or more complexmaterials. They are able toread short texts ortrade/pattern booksindependently.

.Can follow essentialpoints and some detailsof expository texts andsummaries when dealingwith areas of specialinterest, and begin toseparate main ideasfrom supporting ideas.

.Can understand mainideas and some

Students can write simpletexts, uncomplicatedpersonal and businessletters, and short reportsusing everyday, highfrequency, grade-appropriate vocabularyand common languagestructures. They can writebrief and informedanalyses of more complexcontent, includingacademic content, whengiven the opportunity fororganization and advancepreparation, though errorsmay occur frequently. Theycan produce writtenexpressions of opinionsand reactions toinformation from a varietyof media. They can expresspresent, past, and futureideas comprehensibly.Errors still occur whenexpressing more complexthoughts. They canattempt to use basicreference tools such asdictionaries. They canperform basic revision andediting functions. They can

Students can comprehendshort conversations ontopics in everydaysituations, when listeningto peers, familiar adults,and selected other adults(e.g., teachers, providers ofpublic services) either inface-to-face interactions oron the phone. Studentsrely less on repetition,rephrasing, and non-verbalcues for comprehension.Students can understandfrequently used verb tensesand word-order patterns insimple sentences. Theyfrequently demonstrateboth a general anddetailed understanding ofshort, discrete expressionsbut have only a generalunderstanding of longerconversations andmessages within familiarcommunicative situationsand in academic contentareas.

.Can sustaincomprehension throughcontextual inferences in

Students can initiate andsustain a conversation,face-to-face or on thephone, with fluentspeakers of English ormore fluent individuals,often with hesitation andcircumlocution regardinglow-frequency vocabulary.They tend to use the morecommon verb tense forms(present, past, and future)but still make many errorsin formation and selection.They can express detailsand nuances by usingappropriate modifiers.They can use word orderaccurately in simplesentences, but are notfamiliar with complexpatterns, especially whenspeaking about academicor other issues. They cansustain coherent structuresin short and familiarconversational situations.They can employ basicfeatures such as pronounsand inflections. Extendedcommunication is largely aseries of short, discrete,


3Upper Intermediate

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18

supporting ideas. Theyare able to makeinformed guesses aboutmeaning from context.

.Can use cohesive devicesto figure out textstructure and meaning.

.Can understand howwords, morphemes, andword order conveymeaning.

.Can understandinference, wordconnotations, and wordcollocations.

.Can read a broaderrange of genres.

.Has broaderunderstanding ofpurpose of text.

. Is able to distinguishbetween formal andinformal texts.

successfully fulfill thewriting task with the useof everyday vocabularyand transitional phrases inmore complex sentences.They can begin to use avariety of genres, as wellas produce writing fordifferent audiencesconveying increased levelsof register variation, voice,and tone.

.Expand use ofconventional andorganizational andcohesive devices, andprotocols.

.Use graphic organizersfor pre-writing.

.Begin to use past andfuture perfect tenses.

.Use capitalization,indentation, andpunctuation.

.Use more complexsentence structure andunity in paragraphdevelopment.

short communicationson familiar topics and inthe academic contentareas, throughparaphrases, slowerspeaking pace, andvisual supports.

.Can demonstratephonologicaldiscrimination of manyauditory elements inEnglish.

.Can follow multi-stepdirections.

.Can comprehend morelinguistically complexand longer conversationsand narratives.

utterances. Students oftenhave to repeat themselvesto be understood by thegeneral Englishmonolingual public. Whilethey may exhibit flexibility(spontaneity) in theirinteractions in instructionalactivities, particularly whenthe topic is unfamiliar,they often rely on familiarutterances. They userepetition, as well asgestures and othernonverbal cues to clarifymeaning and sustainconversation.

.Respond to novelquestions using familiarvocabulary.

.Generate simplequestions with theappropriate form andstructure.

.Generate/create anappropriate contributionto the ongoingdiscourse.

.Can edit and correctthemselves within limits..


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Students can comprehendthe content of most textsof interest to students attheir grade level, and, withsupport, most appropriateacademic content areatexts. They can understandmost factual informationin non-technical prose.They can understand textswith less dependence oncontext, backgroundknowledge, and familiaritywith the topic, and moredependence on languagefeatures. Studentsunderstand moresophisticated cohesivedevices and greateraccuracy in interpreting.They can read literature forpleasure. They are able toseparate main ideas fromsupporting ones and thusbegin to analyze materialthat is written for thegeneral public. They areable to use linguisticcontext and priorknowledge to increasecomprehension. They canbegin to detect the overall

Students can write multi-paragraph essays, journals,personal, and businessletters, and creative textsin which their thoughts areunified and presented inan organized fashion. Theycan compose unified andorganized texts oneveryday topics withsufficient vocabulary toexpress themselves withsome circumlocutions(using known vocabularyto explain unknownvocabulary). They are ableto show good control ofEnglish word structure andof the most frequentlyused grammaticalstructures, but errors maystill occur, particularlywhen the students arewriting about complexthemes or issues requiringthe expression of opinion,when the topic is outsidetheir realm of experience,or when the content is richin technical academicvocabulary. They canexpress complex ideas

Students can understandstandard speech deliveredin most authentic settingswith some repetition andrewording. They canunderstand the main ideasand significant relevantdetails of extendeddiscussions orpresentations on familiarand relevant academictopics, feature programs onradio and television,movies and other mediadesigned for a nativespeaking audience. Theycomprehend a wide rangeof language forms,vocabulary, idioms, andstructures learned in andoutside of languageclasses and content areaclasses. Students at thisstage can often detectimplied messages andunderstand inferences inspoken language withsome repetition andrephrasing. They canunderstand a variety ofspeech samples fromdiverse forms of English.

Students can handle mostcommunication situationswith confidence but mayneed help with anycomplication or difficultythey encounter inlanguage productions,especially in academicsubjects. They can engagein extended discussionswith fluent speakers on abroad range of topics thatextend beyond their dailylives and are of generalinterest to the targetcultures. Their vocabulary,with some circumlocutions(using known vocabularyto explain unknownvocabulary), is sufficient tocommunicate precisely atthe appropriate level. Theydemonstrate mastery ofelementary constructions.

.Use a broad vocabularysufficiently that speakerhas choices and can beprecise.

.Can vary choice ofprepositions, of modalverbs.


4Advanced

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20

tone and intent of bothexpository and literarytexts.

. Interpret text based onan understanding of thepurpose of the text.

sequentially with simplelanguage and draw on abroad range of learnedvocabulary, idioms, andstructures, including thefull range of time frames.They can express moresophisticated extendedideas in more complexstructures. They can beginto detect and edit forgrammar, structure, anddiction.

.Use simple referencetools.

.Use conventionalorganizational andcohesive devices, andprotocols.

.Use more complexsentences and language.

.Can research a topic.

.Use more sophisticatedvocabulary.

.Can demonstratephonologicaldiscrimination of mostauditory elements inEnglish.

.Use of idiomatic phrasesappropriately.

.Narrate sequence ofevents with appropriatetemporal markers, tenseand modality forms.

.Speak appropriately to avariety of audiences.

.Present via a process oforganization and use avariety of sources.

.Pronounce patterns thathave some interferencewith effectivecommunication.

.Generate more complexquestions with theappropriate form andstructure.

.Give instructions onabstract tasks withappropriate sequencing.


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Students understand andobtain meaning from awide range of textsavailable to native Englishspeakers. They can readextended academic textsat the appropriate levelcontaining multipleperspectives; they cancritique and evaluateperspectives and weighcounter arguments.Students can understand avariety of the literarygenres. They can read andcomprehend complexgrammar and rhetoricalfeatures, including themeaning of varied textstructures. They havemastered the strategies ofreading, approach nativeEnglish-speaking studentsat their grade level, andare approaching grade-level mastery of thelanguage structures andvocabulary that arecharacteristic of texts inthe academic contentareas. Students can

Students are becomingfluent in academic writingwithin the content areas,using the languagestructures, technicalvocabulary, andappropriate writingconventions with somecircumlocutions. Theybegin to use alternativeand nuanced meanings ofwords in their writtencommunications. Theydemonstrate an increasingability to successfullyemploy the subtleties ofwritten language fordifferent audiences andpurposes. They can usemore accurate complexwriting structures. Theycan demonstrate effectiveuse of rhetorical andcohesive devices.

.Can edit for word use,mechanics, andstructure, and revise forcontent, organization,and vocabulary.

Students can understandmost standard speech.They understand andidentify the main ideasand relevant details ofextended discussions orpresentations on a widerange of familiar andunfamiliar topics in anumber of ways. Studentsat this level apply theirlinguistic skills andknowledge, includingvocabulary, idioms, andcomplex grammaticalstructures, to the learningof academic content.

.Use paralinguisticfeatures of the language,such as stress,intonation, pace, andrhythm, to understandspoken language.

.Can comprehend subtle,nuanced details ofmeaning.

Students can engage inmost social communicativesituations with confidenceand mastery of complexlanguage structures.Speaking in the academiccontent areas ischaracterized by fluencyand accuracy in languageproduction, with somecircumlocution regardingtechnical content areavocabulary withinacademic content areasand some language forms.

.Use pronunciationpatterns that do notinterfere with effectivecommunication.

.Can use spokenlanguage of academiccontent areas topersuade, clarify,evaluate, critique,hypothesize, synthesize,and/or summarize atthe appropriate level.

.Speak appropriately to avariety of audiences with


5Full English Proficient

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22

understand vocabularythat is academic and alsobe able to figure outtechnical vocabulary.

. Interpret text based onan understanding of thepurpose of the text.

.Handle word problems,to extract precise anddetailed informationfrom a text and set upproblems (in math,science, etc.)

.Visualize meaning asintended by the writer.

.Use a more varied rangeof reference tools.

fluency, rhythm, andpace.

.Present via a process oforganization and use avariety of sources on anunfamiliar topic.

.Use of idiomatic phrases.

.Ask questions orchallenge statementsabout academic topicsor tasks.

.Give more complexinstructions on abstracttasks with appropriatesequencing taking thelistener’s perspective intoaccount.

.Use tenses correctly inthe topic of discourse,using idiomatic phrasesand modality.


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As students acquire fluency in English, it is important to ensure that this fluency be reflected in all the language domains:listening, speaking, reading, and writing. Often, students will demonstrate oral communication skills in social contexts but willnot develop their English literary skills at the same rate. There is a progression from surface communication skills to the morecomplex linguistic skills necessary for academic contexts such as comprehending teacher talk in regular classrooms, readingtextbooks, and producing written work. Fluency in oral communication language skills in social contexts should not be assumedto mean that students no longer need English language instruction. “Developing proficiency in academic language meanscatching up and keeping up with native speakers, for eventual academic performance” (Collier & Thomas, 1989). As studentsbecome increasingly fluent in English, they can begin to attain the same performance standards in English language arts literacyas fully proficient English-speaking students and increasingly expand their knowledge of specialized and nonspecialized contentvocabulary and language functions.

Translating the Standards into a CurriculumThe organization of this guide is intended to assist curriculum writers and teachers in identifying curriculum objectives, as wellas providing practice, follow-up and assessment activities that will lead English language learners to develop native-like levelsof English proficiency, along with the English language arts abilities to become literate English-proficient adults.

As ESL curriculum writers articulate the standards and descriptors into specific curriculum objectives and performance indicators,these outcomes should be linked to the broad English language proficiency levels of beginner, lower intermediate, upperintermediate, advanced, and full-English proficient. Unlike other content areas, it cannot be assumed that English languagelearners have a baseline of foundational knowledge and skill in the English language that corresponds to their grade levels.Therefore, curriculum writers should highlight the importance of diagnosing student needs. Beginning-level ESL students mayenter the school system at any grade level and, for example, may not have literacy skills in their native language, therebynecessitating the teaching of phonemic awareness in the middle or high school. Thus, the ESL curriculum must address languageproficiency levels across grade levels, as well as make explicit how such knowledge and skills may be manifested across gradelevels.

The sample classroom tasks model how this information can be translated into different content area curricula. These descriptivesamples are representative behaviors that students exhibit when they complete activities toward meeting the expectations of aprogress indicator. The sample activities may be used to develop learning objectives for students at each English languageproficiency level. They are also representative of observable progress indicators, in the development of English languageproficiency from beginner through fully English proficient.

Curriculum writers should examine the needs of students in their districts and use the English Language Proficiency Standardsto align their ESL curriculum with these standards accordingly. For example, a district with a large influx of middle schoolstudents who lack formal education should scrutinize the needs of those students versus a district that has a large influx ofkindergarten students. A district’s unique situation and educational philosophy should inform the ESL curriculum.

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PROFICIENCY LEVELS

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New JerseyEnglishLanguageProficiencyStandards

24

The goal of New Jersey’s EnglishLanguage Proficiency Standards is toteach English Language Learners/LEPstudents to use English to achieveacademically in all content areas.

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Grades Pre-K-2ListeningENGLISH LANGUAGE PROFICIENCY STANDARDS

Students will be able to aurally comprehend spoken English in both a social and school setting.

Strands and CumulativeProgress Indicators

By the end of grade two, students will:

A. ACTIVE LISTENINGDemonstrate active listeningbehaviors in a variety of situations fora variety of purposes.

. Listen to a familiar text to track print.

. Begin to distinguish among types ofspeech (e.g., a joke, a reprimand, awarning) depending upon context andtone.

. Listen fully to understand instructionsor hear daily messages.

B. LISTENING COMPREHENSIONDemonstrate the ability to listen inorder to predict, recall and discussinformation, follow oral directions,and identify story elements.

. Listen to and follow oral directions(e.g., 1 and 2 step).

. Ask and answer questions based oninformation presented orally.

. Listen to, recall, or retell information(e.g., main ideas, details).

. Listen and contribute to classdiscussions.

. Listen to a selection to predictoutcomes.

3.4.1.A.33.4.2.A.2

3.4.K.A.1

3.4.2 B.1

3.4.K.B.2

3.4.1.B.3,4

3.4.2.A.3

3.4.1.B.1

1-52-5

3-5

1-5

1-5

2-5

3-5

3-5

LAL Content/Standard/Grade/Strand/ CPI or

TESOL Goal/Standard/Grade Cluster

EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to listen toand comprehend verbalmessages in a variety ofcontexts.Level 1: Respond to oralcommands relating to body partsby playing “Simon Says.”Level 2: Illustrate and discussthe beginning, middle, and endof The Gingerbread Man afterlistening to the story tape.Level 3: Sequence a series ofpictures to represent the life cycleof a butterfly after listening to


. Listen to a story, poem, or video torepresent the sequence of events.

. Listen to a story to identify the title,author, setting, characters, and storyaction.

3.4.1.B.3

3.4.K.A.2

3-5

4-5



EnglishLanguage

ProficiencyLevels

the story “The Very HungryCaterpillar” by Eric Carle.Level 4: Discuss the characters in“Squanto’s First Thanksgiving“after listening to the story.Level 5: Show locations ofcommunity buildings on a mapby following oral directions givenby a partner.

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GRADES PRE-K-2 LISTENING ENGLISH LANGUAGE PROFICIENCY STANDARDS

26

ClassroomTasks

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Grades Pre-K-2SpeakingENGLISH LANGUAGE PROFICIENCY STANDARDS

Students will be able to speak English in both a social and school setting.



A. DISCUSSIONDemonstrate the ability to engage inoral discourse in paired, small-group,or whole-class activities to conveyideas.

. Demonstrate appropriate language useand behaviors (e.g., turn-taking, bodylanguage, eye contact, andmaintaining focus on topic).

. Share personal experiences and ideas.

. Offer personal opinions in discussions.

B. QUESTIONING (INQUIRY) ANDCONTRIBUTINGDemonstrate the effective use of avariety of questions and responses.

. Express likes, dislikes, and needs.

. Respond to the ideas of others bycontributing information, ideas, andexperiences.

. Ask various types of questions to clarifymeaning.

. Paraphrase to demonstrateunderstanding.

. Identify a problem and simple steps forsolving the problem.

3.3.2.A.2,4

3.3.K.A.13.3.2.A.3

TESOL Goal 2Standard 1 – Grades Pre-K-33.3.2.B.2

3.3.2.B.1

3.3.2.B.3

3.3.2.B.4

1-5

2-53-5

1-5

2-5

2-5

3-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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GRADES PRE-K-2 SPEAKING ENGLISH LANGUAGE PROFICIENCY STANDARDS

28


C. WORD CHOICEDemonstrate the ability to usedevelopmentally appropriatevocabulary.

. Use primary language for clarification.

. Use new vocabulary from literature,content areas, and classroomexperiences.

. Recognize and use Standard Englishappropriately.

. Use and respond appropriately toslang, idioms, and humor.

D. ORAL PRESENTATIONSDemonstrate the ability to speak fora variety of audiences and purposes.

. Read or recite poems, stories, and/orrhymes with attention to expression.

. Participate in choral readings,dramatizations, story retellings, androle-plays.

. Present a talk in front of a small group(e.g., book talk, content area report).

. Use appropriate social conventions oflanguage (e.g., eye contact, volumecontrol, body language).

. Read aloud with fluency.

TESOL Goal 1 Standard 3 – Grades Pre-K-33.3.2.C.1

TESOL Goal 3 Standard 1 – Grades Pre-K-3TESOL Goal 3 Standard 1 – Grades Pre-K-3

3.3.1.D.1

3.3.2.D.1

3.3.2.D.3

TESOL Goal 3 Standard 2 – Grades Pre-K-33.3.1.D.4

1-5

1-5

2-5

4-5

1-5

2-5

3-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to presentinformation, ideas, andexperiences to others andparticipate in a variety ofspeaking tasks.Level 1: Using a sequence ofpictures, retell the story of “TheVery Busy Spider” by Eric Carle toshow how the spider meets hisdaily needs.Level 2: Recite the nurseryrhyme, “Hickory Dickory Dock” byechoing the teacher.Level 3: Compare and contrastseasons of the year usingdrawings to support thepresentation.Level 4: Negotiate verbally thechoice of roles in preparing forthe dramatization of the shortstory, “The Bremen TownMusicians.”Level 5: Present an oral reportabout a community helper usingstandard social conventions.

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Grades Pre-K-2ReadingENGLISH LANGUAGE PROFICIENCY STANDARDS

Students will be able to read (decode and comprehend) texts for recreational and academic purposes.



A. CONCEPTS ABOUT PRINTIdentify and explain text featuresthat contribute to comprehension.

. Follow words left to right and from topto bottom.

. Identify and associate written symbolswith words.

. Interpret graphs, charts, and diagrams.

. Identify the title, author, and illustratorof a book.

. Recognize the purpose of a paragraph.

. Use titles, tables of content, andchapter headings to locateinformation.

B. PHONOLOGICAL AWARENESS(INCLUDES PHONEMICAWARENESS)Demonstrate an understanding ofphonological awareness and a senseof sound-symbol relationships.

. Listen to rhymes and songs in order todevelop auditory awareness.

. Listen to hear initial, final, and middlesounds.

. Blend or segment the phonemes ofmost one-syllable words.

3.1.K.A.4

TESOL Goal 2 Standard 2 – Grades Pre-K-33.1.1.A.43.1.1.A.3

3.1.2.A.23.1.2.A.1

3.1.K.B.2

3.1.1.B.1

3.1.1.B.2

1-5

1-5

2-52-5

3-54-5

1-5

1-5

2-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to: Level 1: Interpret values of U.S.coins by matching to number words. Level 2: Illustrate the life cycle ofa frog.Level 3: Discuss the results of asurvey about transportation.Level 4: Describe a diagram of a toy and how theparts work together. Level 5: Use chapter headings ina science text to formulatequestions about living and non-living things.

Students will be able todemonstrate an understanding ofsound symbol relationships.Level 1: Respond to “The ColorSong” by demonstrating gesturesthat show understanding.Level 2: Classify a series of bodypart pictures according to initialconsonant sound.

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GRADES PRE-K-2 READING ENGLISH LANGUAGE PROFICIENCY STANDARDS

30


. Use sound-symbol relationships.

. Add, delete, or change sounds tochange words.

. Listen and identify the number ofsyllables in a word.

. Listen to a spoken word to produceanother word that rhymes with it.

C. DECODING AND WORDRECOGNITIONDemonstrate an understanding ofdecoding and word recognitionthrough letters-sound correspondence,structural analysis, and word studyskills.

. Recognize and identify upper andlower case letters and consonantsounds.

. Recognize and decode rhyming wordsand one-syllable words.

. Use basic phonetic analysis and contextclues to decode unknown words.

. Identify spelling patterns (e.g.,diphthongs, diagraphs, and commonendings).

D. FLUENCYRead orally and silently withcomprehension and fluency.

. Read simple text, both fiction and non-fiction, with fluency that is appropriateto level.

3.1.1.B.13.1.1.B.5

3.1.1.B.3

3.1.K.B.5

3.1.K.C.2,3.1.1.C.1

3.1.1.C.2,3

3.1.1.C.6,7

3.1.2.C.4

3.1.1.D.3

3-53-5

3-5

4-5

2-5

2-5

4-5

4-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Level 3: Identify the number ofsyllables in a number word byclapping.Level 4: Respond by drawingpictures of the rhyming words fromthe pages of the big book, “There’sA Dragon in My Wagon.” Thenlabel each picture and combinethem to make a class book.Level 5: Identify the word thatrepresents an animal by listening tominimal pairs (e.g., fox-fix, peg-pig)and writing the appropriate word.

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. Apply self-monitoring strategies (e.g.,reread or read ahead) to improvecomprehension.

. Use appropriate pausing, pace, andinflection.

E. READING STRATEGIESAcquire and apply reading strategiesbefore, during, and after reading.

. Establish a purpose for reading.

. Begin to connect new informationto information previouslylearned.

. Recognize the need to seekassistance (e.g., teachers, peers,other resources).

. Use picture clues to check for meaning.

. Make simple predictions.

. Use graphic organizers to buildmeaning.

. Reread to aid comprehension.

. Use context clues to check for meaning.

F. VOCABULARY AND CONCEPTDEVELOPMENTDevelop appropriate vocabulary andconcepts according to subject areaand content.

. Read sight words and content-specificvocabulary.

. Comprehend common and specificvocabulary in informational texts andliterature.

. Use synonyms, antonyms, and prefixes.

3.1.2.D.5

3.1.2.D.2,3

3.1.1.E.2TESOL Goal 2Standard 3 –Grades Pre-K-3TESOL Goal 2Standard 3 –Grades Pre-K-33.1.K.E.33.1.K.E.23.1.1.E.6

3.1.2.E.2TESOL Goal 1Standard 3 –Grades Pre-K-3

3.1.1.F.1,3

3.1.1.F.3

3.1.2.F.2,4

4-5

5

1-51-5

1-5

2-52-53-5

3-53-5

3-5

3-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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G. COMPREHENSION SKILLS ANDRESPONSE TO TEXTDevelop basic reading comprehensionskills using context and visuals toconstruct meaning.

. Draw simple conclusions frominformation gathered from pictures,print, and people.

. Recall information and predictoutcomes about text.

. Identify genres of text and storyelements (e.g., plot, setting, andcharacters).

. Compare and contrast and/orsequence text elements.

. Read silently and independently forspecific purposes.

. Make inferences, recognize cause andeffect, and draw conclusions.

H. INQUIRY AND RESEARCHDevelop inquiry and research skills bygathering information.

. Formulate and ask questions related toa specific reading selection.

. Produce evidence of reading (e.g.,posters or reports).

. Locate information using alphabeticalorder.

3.1.1.G.1

3.1.2.G.1

3.1.2.G.4

3.1.1.G.3,4

3.1.1.G.7

3.1.2.G.2,3

3.1.1.H.1

3.1.2.H.2

3.1.2.H.1

1-5

2-5

3

3-5

4-5

5

2-5

2-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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Grades Pre-K-2WritingENGLISH LANGUAGE PROFICIENCY STANDARDS

Students will be able to write for personal and academic purposes.



A. WRITING AS A PROCESSDemonstrate writing as a processusing prewriting, drafting, revising,editing, and publishing.

. Observe and reproduce teacher-modeled writing.

. Represent information visuallythrough drawings or illustrations.

. Use sentences to convey ideas in writing.

. Use graphic organizers to assist withplanning.

. Generate ideas for writing by listening,sharing, and drawing.

. Compose first drafts.

. Improve elements of writing throughpeer participation and/or use of asimple checklist.

. Reread drafts to add details and revise.

B. WRITING AS A PRODUCTCreate a formal product through thewriting process.

. Produce stories from personal experiences.

. Select samples for writing portfolios.

. Share formal products with classmatesand other audiences.

. Produce a narrative with a beginning,middle, and end.

3.2.K.A.2

TESOL Goal 2 Standard 2 – Grades Pre-K-33.2.1.A.43.2.2.A.6

3.2.2.A.1

3.2.2.A.73.2.2.A.11,12

3.2.2.A.9

3.2.1.B.2 3.2.1.B.43.2.1.B.3

3.2.2.B.3

1-5

1-5

2-32-3

2-5

3-54-5

5

2-52-52-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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GRADES PRE-K-2 WRITING ENGLISH LANGUAGE PROFICIENCY STANDARDS

34


. Produce nonfiction pieces (letters,procedures, or simple reports).

C. MECHANICS, SPELLING ANDHANDWRITINGDemonstrate an understanding ofstandard English conventions.

. Write legibly (e.g., letter formation, spacing).

. Use a variety of reference materials(e.g., word walls, picture dictionaries)as an aid for writing.

. Use left to right and top to bottomdirectionality.

. Use end-point punctuation correctly.

. Apply basic rules of capitalization.

. Spell some high frequency words correctly.

. Develop an awareness of conventionalspelling patterns.

D. WRITING FORMS, AUDIENCES,AND PURPOSESDemonstrate the ability to write in avariety of forms for differentaudiences and purposes.

. Use technology as a tool for writing.

. Create written text for others.

. Write in a variety of forms (e.g.,narratives, letters, plays, biographies,directions, and simple reports).

. Produce writings dealing with topicsacross the curriculum.

3.2.2.B.4

3.2.2.C.6TESOL Goal 2Standard 2 –Grades Pre-K-33.2.K.C.3

3.2.2.C.13.2.2.C.23.2.2.C.33.2.1.C.5

3.2.2.D.43.2.2.D.13.2.2.D.5

3.2.2.D.2

3-5

1-51-5

2-5

3-53-53-53-5

2-52-53-5

5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to usecapitalization, punctuation, andcorrect spelling in a variety ofcontent areas.Level 1: Identify capital letters whenreviewing the classroom news.Level 2: Describe a favorite placein 1-3 sentences using correctpunctuation.Level 3: Express informationabout a planet and its place in thesolar system using correct spelling.Level 4: With a peer, create amath word problem using correctpunctuation, capitalization, andspelling.Level 5: Write a legible letterpersuading Little Red Riding Hoodnot to talk to strangers.

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Grades Pre-K-2Viewing and Media LiteracyENGLISH LANGUAGE PROFICIENCY STANDARDS

Students will be able to view for personal and academic purposes.



A. CONSTRUCTING MEANINGDemonstrate an understanding andappreciation of how media/visualarts influence meaning and languageacquisition.

. Associate real items/objects ordiagrams with written labels to learnvocabulary or construct meaning.

. Make predictions about visualinformation in books, film andtelevision programs.

. Retell a story from a favorite televisionprogram or movie.

. Interpret and construct graphs, charts,and diagrams.

. Compare and contrast mediacharacters.

. Distinguish between real and make-believe.

. Recognize that media messages arecreated for a specific purpose (e.g.,informing, entertaining, andpersuading).

TESOL Goal 1Standard 3 –Grades Pre-K-33.5.K.A.1

3.5.1.A.1

3.5.2.A.3

3.5.2.A.5

3.5.1.A.2

3.5.2.A.2

1-5

2-5

2-5

2-5

3-5

3-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to constructmeaning by responding to visualmessages.Level 1: Illustrate a favoritecharacter from “Sesame Street.”Level 2: Discuss a graph thatshows favorite healthy snacks afterinterpreting information shown.Level 3: Compare and contrastthe settings shown in the video“The City Mouse and The CountryMouse.”Level 4: Explain the differencesbetween real and make-believeafter viewing the illustrations in“Little Bear Goes Fishing” and anon-fiction book about polar bears.Level 5: Discuss the impliedmessage of the “Got Milk”advertising after collecting anddisplaying a variety of “Got Milk”ads.

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GRADES PRE-K-2 VIEWING & MEDIA LITERACY ENGLISH LANGUAGE PROFICIENCY STANDARDS

36


B. VISUAL AND VERBAL MESSAGESRecognize and understand thepurposes of visual and verbalmessages.

. Use nonverbal cues as an aidto understanding verbaldirections.

. Recognize that body languagecarries a message.

. Recognize the effect that visual artshave on one’s mood and emotions.

C. LIVING WITH MEDIAUnderstand that media affectsdaily life.

. Use media to aid with languageacquisition and build contentknowledge.

TESOL Goal 3Standard 2 –Grades Pre-K-3TESOL Goal 3Standard 2 –Grades Pre-K-33.5.2.B.3

TESOL Goal 1Standard 3-Grades Pre-K-3

1-5

2-5

4-5

1-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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Grades 3-5ListeningENGLISH LANGUAGE PROFICIENCY STANDARDS



By the end of grade five, students will:

A. ACTIVE LISTENINGDemonstrate active listeningbehaviors for a variety of situationsand purposes:

. Listen actively for a variety of purposes(e.g., enjoyment and obtaininginformation.

. Listen to read, watch, and respond toplays, films, stories, books, songs,computer programs, and magazines.

. Exchange verbal and nonverbalmessages.

. Connect messages heard to priorknowledge and experiences.

. Listen attentively and critically to avariety of speakers.

. Interpret vocabulary gained throughlistening.

. Listen to and incorporate a peer’sfeedback regarding classroombehavior.

. Begin to distinguish among types ofspeech (e.g., a joke, a chant, or awarning).

3.4.4.A.1

TESOL Goal 1Standard 2 –Grades 4-83.4.3.A.2

3.4.3.A.1

3.4.4.A.2

3.4.A.3


1-5

1-5

1-5

1-5

3-5

3-5

3-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to engagein active listening to constructmeaning.Level 1: Listen to, repeat, andidentify names of classroomobjects.Level 2: Listen to a given numberdictated by the teacher andexpress it in numerical form.Level 3: Listen to the teacherdictate a list of food items andcategorize each item appropriatelyon the food pyramid.Level 4: Listen to MLK’s “I Have aDream” speech and discuss keymessages of the speech.Level 5: Watch and listen to avideo about animal habitats andsummarize the main points.

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GRADES 3-5 LISTENING ENGLISH LANGUAGE PROFICIENCY STANDARDS

38


B. LISTENING COMPREHENSIONDemonstrate competence in activelistening through comprehension oforal language.

. Follow multistep oral directions.

. Listen to and summarize a storyand/or information from varioussources (television, film, speaker, orassembly).

. Ask relevant questions, take notes, anddraw conclusions based on informationpresented.


. Paraphrase information shared byothers.

. Compare and contrast oral selectionsand determine the most valuablesupporting data to use in group orindividual projects.

. Make inferences based on an oralreport or presentation.

3.4.4.B.63.4.3.B.2

3.4.5.B.3

3.4.2.A.3

3.4.3.B.3

3.4.5.B.2

3.4.4.B.4

1-53-5

3-5

3-5

4-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able tocomprehend and interpretspoken and/or nonverbalmessages.Level 1: Respond to an oralreading of a story by identifying characters.Level 2: Demonstrate knowledgeof tangram shapes by followingmultistep oral directions.Level 3: After viewing a videoabout the rainforest, ask oralquestions about the layers of therainforest.Level 4: Paraphrase the mainpoints of a presidential speech.Level 5: Compare and contrast oral presentations of of the safety procedures forconducting science investigations.

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Grades 3-5SpeakingENGLISH LANGUAGE PROFICIENCY STANDARDS




A. DISCUSSION (SMALL-GROUP ANDWHOLE-CLASS)Demonstrate the ability to engage inoral discourse in paired, small-groupor whole-class activities to conveyideas.

. Take turns when speaking in a group.

. Stay focused on a topic in contentdiscussions.

. Participate in full class, group, and pairdiscussions.

. Listen and follow a discussion in orderto contribute appropriately.

. Ask peer’s opinions, preferences, anddesires.

. Use details, examples and reasons tosupport central ideas or clarify a pointof view.

3.3.3.A.33.3.3.A.2

TESOL Goal 2Standard 1 -Grades 4-83.3.3.A.1

TESOL Goal 1Standard 1 -Grades 4-83.3.4.A1

1-52-5

2-5

3-5

3-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able toparticipate in a small- and whole-group discussion through verbaland nonverbal means.Level 1: Take turns introducingthemselves.Level 2: Identify and describe thedifferent properties of variousgeometric shapes.Level 3: Read a chapter of FreckleJuice and discuss their favoritepassage of the book.Level 4: Discuss the cause andeffect of pollution in relationshipto the environment.Level 5: In a small group, discussthe main points of a movie andexpress opinion, likes, and dislikes.

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GRADES 3-5 SPEAKING ENGLISH LANGUAGE PROFICIENCY STANDARDS

40


B. QUESTIONING (INQUIRY) ANDCONTRIBUTINGDemonstrate effective use of a varietyof questions and responses.

. Repeat or paraphrase a teacher’sdirections orally.

. Ask a teacher to restate or simplifydirections.


. Ask for assistance with a task (e.g.,meaning of words, directions).

. Contribute information, ideas, andexperiences to classroom inquiry.

. Use questioning to construct meaningby listening to others.

. Modify a statement made by a peer.

. Develop appropriate questions toexplore a topic.

. Elaborate and extend other people’sideas and words.

TESOL Goal 2 Standard 1 -Grades 4-8TESOL Goal 2Standard 1 -Grades 4-8TESOL Goal 2Standard 1 -Grades 4-8TESOL Goal 2Standard 1 -Grades 4-83.3.3.B.2

3.3.5,6.B.1

TESOL Goal 2Standard 1 -Grades 4-83.3.3.B.1

TESOL Goal 2Standard 1 -Grades 4-8

1-3

1-5

1-5

1-5

2-5

2-5

3-5

3-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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C. WORD CHOICEDemonstrate the ability to usedevelopmentally appropriatevocabulary to support and/or clarifya message.

. Use the primary language forclarification.

. Test appropriate use of new vocabulary,phrases, and structures.


. Adapt language to persuade, explain,or seek information.

. Use varied word choice to clarify,illustrate, and elaborate.

. Use convincing dialogue to role-playshort scenes involving familiarsituations or emotions.

. Use figurative language purposefully inspeaking situations (e.g., similes,metaphors).

. Select and use suitable vocabulary tofit a range of audiences.

D. ORAL PRESENTATIONDemonstrate the ability to speak fora variety of audiences and purposes.

. Recite poems, stories, and rhymesorally (e.g., favorite nursery rhymes).

. Describe favorite storybook characters(e.g., fairy tales, folk tales, and fiction).

TESOL Goal 1Standard 3 -Grades 4-8TESOL Goal 1Standard 3 -Grades 4-8TESOL Goal 3Standard 1 -Grades 4-83.3.3.C.2

3.3.5.C.2

3.3.4.C.1

3.3.4.C.2

3.3.5.C.4

3.3.1.D.1

TESOL Goal 1Standard 2 –Grades 4-8

1-5

2-5

2-5

3-5

3-5

3-5

4-5

4-5

1-5

2-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to speakusing appropriate vocabularyand syntax in a variety of formaland informal settings.Level 1: Respond orally (in Englishand the native language) to visualcues by naming mathematicalsymbols Level 2: Demonstrate knowledgeof new science vocabulary bystating names of measuringinstruments.Level 3: Explain six sequentialillustrations about the water cycleusing varied sentence structure. Level 4: Create a simile and ametaphor that compare a raindropto a tear.Level 5: Persuade classmates andparents of California students tomove to New Jersey.

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42


. Recommend a game, book, orcomputer program.

. Talk about a given topic.

. Describe feelings and emotions.


. Use appropriate strategies to prepare,rehearse, and deliver an oralpresentation: word choice, expression,intonation, and volume.

. Use verbal and nonverbal delivery tomaintain audience focus.

TESOL Goal 1Standard 2 –Grades 4-83.3.2.D.3TESOL Goal 1Standard 1 –Grades 4-83.3.4.D.63.3.3.D.3

3.3.5.D.7

2-5

2-52-5

3-54-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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Grades 3-5ReadingENGLISH LANGUAGE PROFICIENCY STANDARDS




A. CONCEPTS OF PRINTIdentify and explain text featuresthat contribute to comprehension.

. Use table of contents, index, andglossary appropriately.

. Recognize purposes and uses for printconventions (e.g., paragraphs,punctuation, and bold print).

B. PHONOLOGICAL AWARENESSDemonstrate phonological awarenessand a sense of sound-symbolrelationships, including all phonemes.

. Understand sound-symbol relationshipsin English words.

. Use knowledge of letter-soundcorrespondences to sound outunknown words.

. Demonstrate a developed sense ofsound-symbol relationships includingall phonemes (e.g., blends, digraphs,diphthongs).

3.1.3.A.3

3.1.3.A.2

3.1.3.B.1

3.1.2.B.2

3.1.3.B.1

1-5

3-5

1-2

1-5

2-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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GRADES 3-5 READING ENGLISH LANGUAGE PROFICIENCY STANDARDS

44


C. DECODING AND WORDRECOGNITIONDecode and recognize words throughletter-sound correspondence,structural analysis, and word studyskills.

. Use a dictionary, other referencematerials, and context clues to decodeand clarify new words.

. Recognize compound words,contractions, and commonabbreviations.

. Use letter-sound correspondence andstructural analysis to decode words.

. Use context to accurately read wordswith more than one pronunciation(e.g., homophones).


. Demonstrate an understanding of thepurpose of punctuation marks.

. Read aloud and silently with properphrasing, inflection, and intonation.

. Skim or scan for textual features (e.g.,bold print, italics, captions).

3.1.5.C.1,2

3.1.4.C.3

3.1.4.C.1

3.1.3.C.3

3.1.4.D.1

3.1.3.D.3


1-5

2-5

3-5

4-5

2-5

3-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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. Identify specific words or passagescausing comprehension difficulties andseek clarification.

. Recognize the need to seek assistance(e.g., teacher, peers, and otherresources).

. Activate prior knowledge andanticipate what will be read or heard.

. Use acquired knowledge of wordmeaning, language structure, andsound-symbol relationships to checkunderstanding when reading.

. Reread to make sense of difficultparagraphs or sections of text.


. Use pictures and context clues to assistwith meaning of new words.

. Use the dictionary, thesaurus, andother reference materials to identifyalternative word choices andmeanings.

. Infer word meaning from learned roots,prefixes, and suffixes.

. Identify and correctly use antonyms,synonyms, homophones, andhomographs.

3.1.4.E.2

TESOL Goal 2Standard 3 -Grades 4-83.1.5.E.1

3.3.4.E.1

3.1.5.E.3

3.1.3.F.5

3.1.5.F.4,5

3.1.4.F.1

3.1.4.F.3

1-5

1-5

2-5

3-5

4-5

1-5

2-5

3-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to applyreading strategies to aid withunfamiliar words and passages.Level 1: Clarify comprehension ofa text passage by sequencingwater cycle picture cards.Level 2: Synthesize information byreviewing the steps needed to helpsolve a word problem.Level 3: Predict what will happennext in a story by highlighting keywords.Level 4: Clarify word meaning in areading passage by identifyingprefixes and/or suffixes.Level 5: Determine the causes ofthe American Revolution byidentifying key words in a passageabout the war.

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. Infer specific word meanings in thecontext of reading passages.

. Understand and produce technicalvocabulary and text features accordingto content area.

G. COMPREHENSION SKILLS ANDRESPONSE TO TEXTApply basic reading comprehensionskills using context to constructmeaning.

. Link concepts explicitly to students’background experiences, past learningand new concepts, and globalconnections.

. Recognize the need to seek assistance(e.g., teacher, peers, or other resources).

. Participate in creative responses totexts (e.g., role-play, oral presentations).

. Discuss underlying themes acrosscultures in various texts.

. Follow simple multiple steps in writteninstructions (e.g. mathematics andscience).

. Compare and contrast story plots,characters, settings, and themes.

. Respond to text by questioningtechniques (who, what, why, when,where, and how).

. Recognize differences among forms ofliterature (poetry, drama, fiction,nonfiction).

3.1.4.F.2



TESOL Goal 2Standard 3 –Grades 4-83.1.3.G.11

3.1.4.G.1

3.1.4.G.5

3.1.3.G.10

3.1.2.G.5

3.1.4.G.8

4-5

4-5

1-5

1-5

1-5

2-5

2-5

2-5

2-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to read,analyze, and respond todemonstrate comprehension skills:Level 1: Retell a story byorganizing picture cards in asequence or illustrating thesequence on a storyboard.Level 2: In a paired activity, askand answer questions about keyterms related to the AmericanRevolution.Level 3: After reading a chapteron energy, explain the differencebetween kinetic and potentialenergy.Level 4: Express a numbersentence based on comprehensionof a word problem.Level 5: Analyze, synthesize, andinfer the reasons why the PlainsIndians decreased in population.

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. Recognize purpose of the text.

. Recognize literary elements in stories,including setting, characters, plot, andmood.

. Draw conclusions and inferences fromtexts.

. Summarize major points from fictionand nonfiction texts.

. Recognize author’s point of view.

. Distinguish cause and effect, fact andopinion, main idea and supportingdetails in nonfiction texts (e.g., science,social studies, and mathematics).

H. INQUIRY AND RESEARCHDevelop inquiry and research skills bygathering information from a varietyof sources.

. Know when to use native languageresources (human and material) topromote understanding.

. Interpret and use graphic sources ofinformation such as maps, graphs,timelines, or tables to address researchquestions.

. Produce projects and reports, usingvisuals, media, and/or technology toshow learning and support thelearning of an audience.

. Read independently and researchtopics using a variety of materials tosatisfy personal, academic, and socialneeds and produce evidence ofreading.

. Use multiple sources to locateinformation relevant to researchquestions.

3.1.3.G.13.1.4.G.9

3.1.3.G.8

3.1.3.G.7

3.1.4.G.63.1.4.G.2

TESOL Goal 2Standard 3 –Grades 4-83.1.5.H.6

3.1.5.H.8

3.1.4.H.3

3.1.5.H.3

3-53-5

3-5

4-5

4-54-5

1-2

2-5

2-5

3-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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. Draw conclusions from informationgathered from multiple sources.

. Summarize and organize informationby taking notes, outlining ideas,and/or making charts.

3.1.5.H.5

3.1.5.H.7

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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Grades 3-5WritingENGLISH LANGUAGE PROFICIENCY STANDARDS






. Begin to sequence stories and putideas into writing using pictures,developmental spelling, orconventional text.

. Use simple sentences to convey ideasafter hearing stories, recallingexperiences, brainstorming, anddrawing.

. Use a variety of reference materials torevise work, (e.g., dictionary, thesaurus,word walls, bilingual resources, orInternet/computer software resources).

. Use strategies such as reflecting onpersonal experiences, reading,conducting an interview, or researchingto generate and organize ideas forwriting.

. Use graphic organizers to assist withplanning writing.

. Review own writing with others tounderstand the reader’s perspectiveand to consider ideas for revision.

3.2.1.A.2

3.2.1.A.6

3.2.1.A.4

3.2.4.C.10

3.2.4.A.3

3.2.3.A.3

3.2.3.A.6

1-2

1-2

1-2

1-5

1-5

1-5

2-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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GRADES 3-5 WRITING ENGLISH LANGUAGE PROFICIENCY STANDARDS

50


. Generate possible ideas for writingthrough talking, recalling experiences,hearing stories, reading, discussingmodels of writing, asking questions,and brainstorming.

. Draft writing in a selected genre withsupporting structure according to theintended message, audience, andpurpose for writing (e.g., invitations,various letters, responses to literatureor media).

. Review and edit work for spelling,mechanics, clarity, and fluency.

. Revise drafts by rereading for meaningand clarity, finding the focus,sequencing, elaborating, reworkingorganization, openings and closings,and improving word choice andconsistency of tense.

. Reflect on one’s own writing byapplying elements of grade-appropriaterubrics/checklists to improve andevaluate writing.

B. WRITING AS A PRODUCTCreate a formal product in a varietyof genres by building upon skills andknowledge through the writingprocess.

. Develop a collection of writings (e.g., aliteracy folder or portfolio).

. Write a descriptive piece, such as adescription of a person, place, orobject.

. Present and discuss writing with otherstudents.

. Write sentences of varying lengths andcomplexity, using specific nouns, verbs,and descriptive words such asadjectives and adverbs.

3.2.3.A.1

3.2.4.A.4

3.2.4.A.7

3.2.4.A.5

3.2.4.A.10

3.2.3.B.6

3.2.3.B.1

3.2.3.B.4

3.2.4.B.6

3-5

3-5

4-5

4-5

4-5

1-5

1-5

2-5

2-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to create awritten product across thecurriculum:Level 1: Write three adjectives todescribe one’s native country to bedisplayed.Level 2: Using ordinal numbers,express sequence of steps in arecipe to be compiled in a classcookbook. Level 3: Using a number sentence,create a word problem to be usedin a math center.

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. Write a narrative piece, such as amemoir or personal narrative, thatcontains a description and relatedideas, observations, or recollections ofan event or experience.

. Write a nonfiction piece and/or simpleinformational report across thecurriculum using facts and details fromvarious sources.

. Apply elements of grade-appropriaterubrics/checklists to improve writing.

C. MECHANICS AND SPELLINGUse Standard English conventions inall writing (sentence structure,grammar and usage, punctuation,capitalization, spelling).

. Use capitalization and punctuationcorrectly in sentences.

. Use a variety of reference materials,such as a dictionary, grammarreference, and Internet/softwareresources to edit written work.

. Indent in own writing to show thebeginning of a paragraph.

. Develop knowledge of English spellingthrough the use of patterns, structuralanalysis, and high-frequency words.

. Use level-appropriate complexsentence structure, syntax, andgrammar concepts. (e.g., subject/verbagreement, pronoun usage, andappropriate verb tenses.

3.2.4.B.1

3.2.3.B.3

3.2.3.B.5

3.2.4.C.4,5

3.2.4.C.10

3.2.4.C.7

3.2.3.C.4

3.2.4.C.2,3

2-5

3-5

3-5

1-5

1-5

2-4

2-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Level 4: Create a chart thatexplains the differences amongsedimentary, igneous, andmetamorphic rocks. Level 5: Write a letter to theprincipal persuading him/her tohave an end-of-the-year dance.

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D. WRITING FORMS, AUDIENCES,AND PURPOSES (EXPLORING AVARIETY OF FORMS)Demonstrate the ability to write in avariety of forms for differentpurposes.

. Develop a collection of writings (e.g., aliteracy folder, a literacy portfolio).

. Use relevant graphics in writing (e.g.,maps, charts, illustrations) to supportproduct.

. Use writing to paraphrase, clarify, andreflect on new learning across thecurriculum.

. Use technology as a writing tool fordifferent purposes and audiences.

. Produce writing that demonstrates theuse of a variety of sentence types(declarative, interrogative, exclamatory,and imperative)

. Respond to fiction and nonfictionthrough writing to demonstrate anunderstanding of a text.

. Write narratives that relaterecollections of an event or experienceand establish a setting, characters,point of view, and sequence of events.

. Use a variety of strategies to organizewriting, including sequence,chronology, and cause/effect.

. Respond to literature in writing todemonstrate an understanding of thetext, to explore personal reactions, andto connect personal experiences withthe text.

. Write for a variety of audiences andpurposes, formal, informal, fiction andnonfiction.

3.2.4.D.15

3.2.4.D.12

3.2.4.D.5

3.2.2.D.4

3.2.3.D.6

3.2.4.D.6

3.2.4.D.7

3.2.4.D.10

3.2.4.D.6

3.2.4.D.1

1-5

2-5

2-5

2-5

3-5

3-5

3-5

3-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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Grades 3-5Viewing and Media LiteracyENGLISH LANGUAGE PROFICIENCY STANDARDS




A. CONSTRUCTING MEANINGDevelop an understanding of howmedia/visual arts influence meaningand language acquisition.

. Associate realia or diagrams withwritten labels to learn vocabulary orconstruct meaning.

. Consult print and nonprint resources inthe native language when needed.

. Use graphs, charts, and diagrams toreport data.

. Begin to demonstrate an awareness ofdifferent media forms and how theycontribute to communication.

. Identify the central theme and mainideas in different media (e.g., movie,film, or illustration).

. Interpret information found in pictorialgraphs, map keys, and icons on acomputer screen.

. Respond to and evaluate the use ofillustrations to support text.

. Take notes as a teacher presentsinformation or during a film in order tosummarize key concepts.

. Distinguish between factual andfictional visual representations.

TESOL Goal 1Standard 3 –Grades 4-8TESOL Goal 2Standard 2 –Grades 4-83.5.4.A.3

3.5.3.A.1

3.5.3.A.2

3.5.4.A.1

3.5.4.A.2


1-5

1-5

3-5

3-5

3-5

3-5

3-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to usemedia to construct meaning andto aid with their academic/personal growth.Level 1: Sequence a series offrames from a comic strip.Level 2: Create the dialogue for amuted video clip.Level 3: Using a photograph inthe sports section of thenewspaper about a recent sportingevent (e.g., baseball, football,hockey, etc.), describe the game in3-5 sentences, as if the studenthad been either the athlete in thepicture or the sports announcer atthe game.Level 4: Research on the Internetand debate if “Groundhog Day” isbased on science or myth.Level 5: Compare and contrast thevideo and the novel of Charlotte’sWeb using a Venn diagram.

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GRADES 3-5 VIEWING & MEDIA LITERACY ENGLISH LANGUAGE PROFICIENCY STANDARDS

54


. Distinguish different points of view inmedia texts (e.g., different versions offolk or fairy tales).

. Understand uses of persuasive textrelated to advertising in society.

B. VISUAL AND VERBAL MESSAGESRecognize and understand how visualand verbal messages impact learning,thought, and emotions.

. Interpret verbal and nonverbalmessages reflected in personalinteractions with others.

. Select different media to helpunderstand language

. Discuss the emotional impact ofphotos, paintings, drawings, media andhow they aid understanding.

. Understand that creators of both printmedia and electronic media have a pur-pose and target audience for their work.

. Begin to explore and interpret variousmessages found in advertisements andother texts (e.g., advertisements andmagazines).

. Compare and contrast media sources,such as film and book versions of a story.

C. LIVING WITH MEDIAUnderstand the scope andimplications of media at the local,national, and global levels.

. Use media to aid with languageacquisition and build contentknowledge

. Express preferences for media choices.

. Explore effects of media in the family,home, and school.

3.5.5.A.8

3.5.5.A.7

3.5.5.B.4

TESOL Goal 1Standard 3 –Grades 4-83.5.4.B.3

3.5.4.B.1

3.5.3.B.2

3.5.4.B.4

TESOL Goal 1Standard 3 –Grades 4-83.5.4.C.13.5.5.C.4

4-5

4-5

1-5

1-5

2-5

3-5

3-5

3-5

1-5

3-53-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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By the end of grade eight, students will:

A. ACTIVE LISTENINGDemonstrate active listeningbehaviors in a variety of situationsand purposes.

. Listen to, read, watch, and respond toplays, films, stories, books, songs,computer programs, and magazines.

. Listen to and imitate how others useEnglish.

. Interpret vocabulary gained throughlistening.

. Distinguish among types of speech(e.g., a joke, a chat, or a warning).

. Listen attentively and critically to avariety of speakers.

. Demonstrate active listening byanalyzing information, ideas, andopinions to determine relevancy.

. Recognize and analyze persuasivetechniques while listening.

. Recognize persuasive techniques andcredibility in oral communication.

. Listen to determine a speaker’spurpose, attitude, and perspective.

. Gain an appreciation of the rich andvaried language of literature.

TESOL Goal 1Standard 2 –Grades 4-8TESOL Goal 1Standard 3 – Grades 4-8 3.4.4.A.3

3.4.2.A.2

3.4.4.A.2

3.4.7.A.2

3.4.5.A.4

3.4.7.A.4

3.4.7.A.5

3.4.5.A.5

1-5

1-5

3-5

3-5

3-5

4-5

4-5

4-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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. Listen to and incorporate a peer’sfeedback regarding classroom behavior.

B. LISTENING COMPREHENSIONDemonstrate the ability to listenactively in order to restate, interpret,respond to, and evaluate increasinglycomplex messages.

. Follow increasingly difficult oraldirections (e.g., one, two, three, andfour steps).

. Ask pertinent questions, take notes,and draw conclusions based oninformation presented.


. Paraphrase information shared byothers.

. Interpret a speaker’s verbal messages,purposes, and perspectives.

. Exhibit proficiency in integrating oralreading with listening, writing, andviewing.

. Critique information heard or viewed.

. Demonstrate competence byinterpreting and applying receivedinformation to new situations andsolving problems.


. Describe how language reflects specificregions and/or cultures.


3.4.4.B.6

3.4.5.B.3

3.4.2.A.3

3.4.3.B.3

3.4.7.B.1

3.4.7.B.2

3.4.7.B.33.4.5.B.2

3.4.4.B.4

3.4.4.B.5

4-5

1-5

3-5

3-5

4-5

4-5

4-5

4-54-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able todemonstrate competence inlistening comprehension byinterpreting and applyinginformation received to newsituations and solving problems.Level 1: Exhibit the correct toolsneeded for a science experimentupon receiving verbal cues fromthe teacher.Level 2: Listen to a video abouthurricanes and blizzards andcomplete a Venn diagram usingphrase strips.Level 3: Combine the ingredientsin a recipe following the oral stepspresented by the teacher.Level 4: Listen to a lecture aboutslavery and paraphrase theinformation given by the teacher.Level 5: Listen to a variety ofguest speakers and critique andevaluate the presentations.

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A. DISCUSSION (SMALL-GROUP ANDWHOLE-CLASS)Demonstrate the ability to engage inoral discourse in paired, small-group,or whole-class activities to conveyideas.

. Take turns when speaking in a group.

. Elicit information and ask clarificationquestions.

. Talk about personal information.

. Volunteer information and respond toquestions about self and family.

. Recount events of interest.

. Participate in full-class, group, and pairdiscussions

. Define group roles using consensus toensure task is understood andcompleted.

. Negotiate solutions to problems,interpersonal misunderstandings, anddisputes.

3.3.3.A.3TESOL Goal 1 Standard 1 –Grades 4-8TESOL Goal 1Standard 1 –Grades 4-8TESOL Goal 1Standard 1 –Grades 4-8TESOL Goal 1Standard 2 –Grades 4-8TESOL Goal 2Standard 1 –Grades 4-83.3.7.A.4

TESOL Goal 1 Standard 1 –Grades 4-8

1-51-5

2-5

2-5

2-5

2-5

3-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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. Ask and accept peers’ opinions,preferences, and desires.

. Present ideas and opinionsspontaneously in response to a topic orother speakers.

. Discuss issues of personal importanceor value using cohesive and relevantlanguage.

. Apply rules for cooperative or whole-class debate (e.g., follow rules forformal debate on a controversial issue).

. Support a position with organized,appropriate details and acknowledgeopposing views.

. Participate in an informal debate (e.g.,small-group discussion).

B. QUESTIONING (INQUIRY) ANDCONTRIBUTINGDemonstrate the effective use of avariety of questions and responsesincluding literal, inferential, andevaluative forms to communicatethrough speaking.

. Talk with others to identify and exploreissues and problems.

. Ask a teacher to restate or simplifydirections.

. Ask for assistance with a task.


. Use questioning to construct meaningby listening to others, reflecting onthought processes, and integratingknowledge.


TESOL Goal 1 Standard 2 –Grades 4-83.3.7.A.3

3.3.7.A.1

3.3.7.A.5

3.3.7.B.3

TESOL Goal 2Standard 1 –Grades 4-8TESOL Goal 2Standard 1 –Grades 4-8TESOL Goal 2Standard 1 –Grades 4-83.3.5.B.1,5

3-5

3-5

4-5

4-5

4-5

4-5

1-3

1-5

1-5

1-5

2-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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. Repeat or paraphrase a teacher’sdirections orally.

. Question to clarify others’ opinions.

. Modify a statement made by a peer.

. Explore concepts by describing,narrating, or explaining how and whythings happen.

. Paraphrase others’ comments to clarifyviewpoints.

. Elaborate and extend other people’sideas and words.

. Use a variety of questions (e.g., literal,inferential, and evaluative).

C. WORD CHOICEDemonstrate the ability to usedevelopmentally appropriatevocabulary to support and/or clarifya message.

. Use the primary language forclarification.

. Use varied word choice to paraphrase,clarify, illustrate, and elaborate.

. Use varied sentence structure.

. Use convincing dialogue to role-playshort scenes involving familiarsituations or emotions.


. Recognize the use of Standard English.

. Select and use suitable vocabulary tofit and stimulate a range of audiences.

TESOL Goal 2Standard 1 –Grades 4-83.3.7.B.2TESOL Goal 2Standard 1 –Grades 4-83.3.6.B.3

3.3.7.B.1


TESOL Goal 1Standard 3 –Grades 4-83.3.6.C.1

3.3.7.C.43.3.4.C.1

3.3.4.C.4


2-5

2-53-5

3-5

3-5

4-5

5

1-5

3-5

3-53-5

3-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able toparaphrase, illustrate, clarify,and/or expand on a topic orideas when asked.Level 1: Pantomime newly learnedaction words.Level 2: Discuss the water cycleusing words from a word bank.Level 3: Role-play an event of theTrojan War using key terms learnedin the unit with the support of aword bank/graphic organizer, asneeded.Level 4: Express orally amathematical operation using theappropriate terminology (e.g.,mixed numbers, fractions,exponent, equation, value of x, etc).

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. Use figurative language purposefully inspeaking situations.


. Tell someone in the native languagethat a direction given in English wasnot understood.

. Use visual aids, media, and/ortechnology to support oralcommunication.

. Practice recently learned language byteaching a peer.

. Incorporate peer feedback and teachersuggestions for revisions in content,organization, and delivery.

. Use verbal and nonverbal elements ofdelivery to maintain audience focus.


. Develop and deliver a formalpresentation based on a central theme,including logical sequence, introduction,main ideas, supporting details, andconcluding remarks to an audience ofpeers, younger students, and/or parents.

. Use writing to prompt discussion andenhance planning of formal andinformal presentations.

. Use clear, precise, organized languagethat reflects the conventions of spokenEnglish.

. Use humor through verbal andnonverbal means.

. Use appropriate strategies to prepare,rehearse and deliver an oralpresentation: word choice, expression,intonation, and volume.

3.3.4.C.2

TESOL Goal 1Standard 3 –Grades 4-83.3.7.D.2


3.3.6.D.6

3.3.6.D.73.3.6.D.1

3.3.7.D.1

3.3.6.D.3


4-5

1-5

1-5

2-5

3-5

3-5

3-54-5

4-5

4-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Level 5: Use figurative languageto convey the character traits of amythological character.

Students will be able to presentinformation orally.Level 1: After viewing an animalhabitat video, respond to yes/noquestions.Level 2: Retell facts aboutmagnets.Level 3: Explain the steps involvedin long division through the use ofa visual aid.Level 4: Narrate the poem,“Nothing Gold Can Stay.”Level 5: Orally compare andcontrast the “Socials” and the“Greasers” from The Outsiders.

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A. CONCEPTS ABOUT PRINT Identify and explain text featuresthat contribute to comprehension.

. Learn names and formation of letters(if native language does not useRoman alphabet.) Also, left-to-right andtop-to-bottom directionality for reading.

. Identify and use common textual andgraphic features and organizationalstructures to comprehend information.These include: textual features (e.g.paragraphs, topic sentences, index,table of contents, newspapers,magazines, and reference materials),graphic features (e.g., charts, maps,diagrams), and organizational structure(e.g., logical order, comparison/contrast,cause/effect).




3.1.K.A.4

3.1.7.A.1,2

3.1.1.B.1

3.1.2.B.2

1

3-4

1-2

1-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to develop phonemic awareness anduse text to aid in readingcomprehension. Level 1: Group pictures of animalsby the classification of vertebrateor nonvertebrate.Level 2: Compare and contrast thepopulations of two cities using aword bank.Level 3: Explain the features ofvarious types of maps (e.g.physical, relief, political, etc.)Level 4: Create and explaingathered data on annual rainfall ina map, chart, or graph. Level 5: Interpret a politicalcartoon.

Students will be able todistinguish letter-soundrelationships in texts. Level 1: Identify the initialconsonant or vowel sound of astate.Level 2: Classify one-syllableanimal names into long and shortvowel sounds.

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. Demonstrate a developed sense ofsound-symbol relationships, includingall phonemes (e.g. blends, digraphs,diphthongs).

C. DECODING AND WORDRECOGNITIONDecode and recognize words throughletter-sound correspondence,structural analysis, and word studyskills.

. Apply spelling rules that aid in correctspelling.

. Use letter-sound correspondence,structural analysis, and contextanalysis to decode unknown words.


. Actively connect new information toinformation previously learned.

. Apply self–correcting strategies.

. Reread for clarity

. Use context to construct meaning.

. Apply self-correcting and self-monitoring strategies to build andexpand knowledge.

. Read for a variety of purposes andaudiences.


. Recognize the need to seek assistance(e.g., teacher, peers, and otherresources).

3.1.3.B.1

3.1.7.C.2

3.1.4.C.1

TESOL Goal 2Standard 3 –Grades 4-83.1.7.D.33.1.7.D.4TESOL Goal 2Standard 3 –Grades 4-8TESOL Goal 2Standard 3Grades 4-83.1.6.D.1


2-5

1-5

2-5

3-5

3-53-54-5

4-5

4-5

1-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Level 3: Clarify unknown words ina reading selection by soundingout words. Level 4: Identify consonant blendsin a current events news article.Level 5: Demonstrate anunderstanding of alliteration bylocating a poem exemplifying thisliterary device.

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. Hypothesize and predict.

. Use basic reading skills such asskimming, scanning, previewing, andreviewing text.

. Apply self-monitoring and self-correcting strategies.

. Use context to construct meaning.

. Reread to make sense of difficultparagraphs or sections of text.


. Clarify word meaning through context.

. Clarify pronunciation and meaningusing various references, resources, ortechnology.

. Expand reading vocabulary byidentifying and understandingfigurative language.

. Understand and produce technicalvocabulary and text features accordingto content area.


. Demonstrate familiarity with everyday

TESOL Goal 2Standard 2 –Grades 4-8TESOL Goal 2Standard 3 –Grades 4-8TESOL Goal 2Standard 3 -Grades 4-8 TESOL Goal 2Standard 3 –Grades 4-83.1.6.E.3

TESOL Goal 1Standard 3 –Grades 4-83.1.7.F.3

3.1.7.F.4


3.1.7,8.G.16

3-5

4-5

4-5

4-5

4-5

1-5

1-5

3-5

4-5

1-2



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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texts (e.g., train schedules, directions,brochures).

. Actively connect new information toinformation previously learned.

. Differentiate between fact/opinion,bias, and propaganda in newspapers,periodicals, and electronic text.

. Read critically by identifying andanalyzing various literary and content-area works.

. Analyze, synthesize and infer fromtextual information.

. Understand author’s point of view inmulticultural texts.

. Locate and analyze elements of a storyrelated to content.

. Respond critically to text ideas byusing textual evidence to supportinterpretation.

H. INQUIRY AND RESEARCHDevelop inquiry and research from avariety of sources.

. Gather information orally and inwriting to complete a research project.

. Self-select materials appropriatelyrelated to a research project.

. Produce written and/or oral work thatdemonstrates comprehension ofinformation materials.

. Take notes to record importantinformation to aid one’s own learning.

. Analyze and compare works ofliterature of different genres.

TESOL Goal 2Standard 3 –Grades 4-83.1.7.G.3

3.1.7.G.8,9

TESOL Goal 2 Standard 2 –Grades 4-83.1.4.G.4

3.1.7.G.7

3.1.7.G.10

TESOL Goal 2Standard 2 –Grades 4-83.1.7.H.4

3.1.7.H.1

TESOL Goal 2 Standard 3 –Grades 4-83.1.7.H.5

1-5

2-5

4-5

4-5

4-5

4-5

5

1-5

3-5

4-5

4-5

5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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��







. Begin to sequence stories and putideas into writing using pictures,developmental spelling, orconventional text.


. Use computer writing applicationswhen possible, during most of thewriting process.

. Use a variety of reference materials torevise work, such as a dictionary,thesaurus, or Internet/softwareresources.

. Review own writing with others tounderstand the reader’s perspectiveand to consider ideas for revision.

. Use strategies such as using graphicorganizers and outlines to elaborateand organize ideas for writing.

3.2.1.A.2

3.2.K.A.4

3.2.1.A.4

3.2.4.A.9

3.2.4.A.8

3.2.4.A.6

3.2.6.A.4

1-2

1-2

1-2

1-5

2-5

2-5

2-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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. Generate possible ideas for writingthrough talking, recalling experiences,hearing stories, reading, discussingmodels of writing, asking questions,and brainstorming.

. Review and edit work for spelling,mechanics, clarity, and fluency.

. Understand and apply elements ofgrade-appropriate rubrics/checklists toimprove and evaluate writing.

. Revise drafts by rereading for meaning,maintaining a focus, elaborating,reorganizing, creating word variety asneeded, consistency of tense, andreworking transitions and awkwardpassages.

B. WRITING AS A PRODUCTCreate a formal product in a varietyof genres by building upon skills andknowledge through the writingprocess.

. Develop a collection of writing (e.g., aliteracy folder or portfolio).


. Write a range of essays, includingpersuasive, descriptive, personal, orissue-based (e.g., summaries, journalwriting, dialogues, business, andpersonal letters).

. Write pieces that contain narrativeelements, such as short stories,biography, autobiography, or memoir.

3.2.5.A.3

3.2.5.A.3

3.2.4.A.10

3.2.7.A.4

3.2.3.B.6


3.2.8.B.2

2-5

3-5

3-5

4-5

1-5

2-5

2-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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. Support main idea, topic, or themewith facts, examples, or explanations,including information from multipleauthoritative sources, which provide alogical sequence throughout multi-paragraph works.

. Write reports and subject-appropriatenonfiction pieces across the curriculumbased on research and includingcitations, quotations, and abibliography or works cited page.

. Extend knowledge of specificcharacteristics, structures, andappropriate voice and tone. Use thisknowledge in creating written work,considering the purpose, audience, andcontext of the writing.

. Write developmentally appropriatemultiparagraph expository piecesacross curricula (e.g. problem-solving,cause/effect, hypothesis/results,feature articles, critiques, or researchreports).

3.2.6.B.5

3.2.8.B.3

3.2.7.B.1

3.2.6.B.3

3-5

4-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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C. MECHANICS AND SPELLINGUse Standard English conventions inall writing (sentence structure,grammar and usage, punctuation,capitalization, spelling).

. Edit writing for correct grammar, usage,capitalization, punctuation, andspelling.

. Use a variety of reference materials,such as a dictionary, grammarreference, word walls, graphicorganizers and/or Internet/softwareresources to edit written work.

. Consult print and nonprint resources inthe native language, when needed.

. Use level-appropriate sentence typescorrectly, including combinations ofindependent and dependent clauses,prepositional and adverbial phrases,and varied sentence openings todevelop a lively and effective personalstyle.

. Use quotation marks and relatedpunctuation correctly in passages ofdialogue.


. Use transition words to reinforce alogical progression of ideas.

3.2.8.C.6

3.2.7.C.7


3.2.6.C.5

3.2.4.C.7

3.2.7.C.5

1-5

1-5

1-5

2-5

2-5

2-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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D. WRITING FORMS, AUDIENCES,AND PURPOSES (EXPLORING AVARIETY OF FORMS)Demonstrate the ability to write in avariety of forms for differentaudiences and purposes.

. Develop a collection of writings(e.g., a literacy folder or portfolio).


. Use a variety of primary and secondarysources to develop a research report.

. Use writing for different purposes andaudiences..

. Take a position and support it inwriting.

. Gather, select, and organizeinformation appropriate to a topic,task, and audience.

. Explore the central idea or theme of aninformational reading and supportanalysis with details from the articleand personal experiences.

. Write personal narratives, short stories,memoirs, poetry, and persuasive andexpository text that relate clear,coherent events or situations throughthe use of specific details.

. Use a variety of narrative anddescriptive writing techniques (e.g.,dialogue, sensory words and phrases,background information, thoughts andfeelings of characters, and comparisonand contrast of characters).

3.2.6.D.15


3.2.6.D.1

TESOL Goal 2Standard 2Grades 4-83.2.7.D.1

3.2.7.D.8

3.2.7.D.4

3.2.7.D.5

1-5

1-5

2-5

2-5

3-5

3-5

3-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to writeacross the curriculum for avariety of audiences.Level 1: Visually explain change(e.g., growth in plants and animals,in seasons, in self, or charactersand in literature)Level 2: Write a personalnarrative, in sequential order,about coming to America. Level 3: Answer questions on apictograph about population inNew Jersey.Level 4: Based on a diagram of aspinner, with numbers 1-4, explainthe probability of landing on thenumber 2.Level 5: Write an end-of-unitresearch report which explains atopic in health, such as eatingdisorders, obesity, diabetes, ornutrition with a works-cited page.

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. Write reports based on researchincluding bibliography and/or works-cited page using supplementalmaterials as resources.

. Demonstrate writing clarity, supportiveevidence, and personal experienceswhen answering open-ended and essayquestions across the curriculum.

. Develop and apply knowledge andstrategies for composing pieces in avariety of genres (e.g. narrative,expository, persuasive, poetic, andeveryday/workplace or technicalwriting, etc.).

. Write responses to literature anddevelop insights into interpretations byconnecting to personal experiencesand referring to textual information.

. State a position clearly andconvincingly in a persuasive essay bystating the issue, presenting evidence,examples, and justification to supportarguments.

3.2.7.D.7

3.2.7.D.9

3.2.7.D.2

3.2.7.D.3

3.2.7.D.10,11

4-5

4-5

4-5

4-5

5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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A. CONSTRUCTING MEANINGDevelop an understanding andappreciation of how media/visualarts influence meaning and languageacquisition.




. Demonstrate an awareness of differentmedia forms (e.g., newspapers,Internet, magazines) and how theycontribute to communication.

. Identify aspects of print and electronictexts that support the author’s point ofview (e.g., opinion, attitudes).

. Consider the use of setting inconjunction with other elements (e.g.,theme, characters) to support mediapresentations.

TESOL Goal 1Standard 3 –Grades 4-8TESOL Goal 2 Standard 2 –Grades 4-8TESOL Goal 2Standard 2 –Grades 4-83.5.5.A.6

3.5.7.A.1

3.5.7.A.2

1-5

1-5

3-5

3-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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. Recognize and respond to visual andprint messages of humor, irony, andmetaphor.

. Understand uses of persuasive textrelated to advertising in society.

. Distinguish different points of view inmedia (e.g., cartoons, headlines, maps).

. Represent information visually andinterpret information presentedvisually.

. Identify the target audiences for aparticular program, story, oradvertisement.

3.5.7.A.3

3.5.6.A.7

3.5.6.A.8


4-5

4-5

4-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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. Interpret and respond appropriately tononverbal cues and body language.

. Select different media to helpunderstand language.

. Understand the uses of technology asa tool (e.g., the Internet for research).

. Discuss and compare values in visualand verbal advertising.

. Compare and contrast a news storyacross different news sources.

. Evaluate media messages forcredibility.

. Develop criteria to judge theeffectiveness of visual and verbalpresentation.

TESOL Goal 3Standard 2 -Grades 4-8TESOL Goal 1Standard 3 -Grades 4-83.5.6.B.7

3.5.7.B.1

3.5.8.A.4

3.5.7.B.2

3.5.7.B.3

1-5

1-5

1-5

3-5

4-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

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. Use media to aid with languageacquisition and build contentknowledge.

. Examine and evaluate effects of mediain the family, home, and school.

. Understand television, video games,music, and motion picture ratings asmeasurements of contentappropriateness.

. Express preferences for media andprogramming choices (e.g., videos orbooks).

. Analyze media content for emotionaleffect on audiences (e.g.,advertisement, propaganda,entertainment).

TESOL Goal 1Standard 3 - Grades 4-83.5.6.C.4

3.5.7.C.1

3.5.6.C.1

3.5.7.C.2

1-5

3-5

3-5

3-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to usemedia as a learning, research,and entertainment tool.Level 1: Create a power pointpresentation entitled “All aboutMe” using clip art, photographs,and/or single-word descriptions(adjectives, adverbs).Level 2: Watch TV weather reportsfor 15 days, and create a graph ofthe daily temperatures.Level 3: Create a travel brochurefor their native country. Level 4: Explore and expressinclination for media professions. Level 5: Watch a politicalcampaign debate and create aT chart to illustrate eachcandidate’s stand on the issues.

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By the end of grade twelve, students will:

A. ACTIVE LISTENINGDemonstrate active listeningbehaviors in a variety of situationsand for a variety of purposes.

. Exchange information through verbaland nonverbal messages.

. Listen fully to understand instructionsand contribute to classroomdiscussions.

. Listen to identify main ideas andsupporting details.

. Distinguish among types of speech(e.g., a joke, a chat, a warning)depending on context and tone.

. Connect messages heard to priorknowledge and experiences.

. Demonstrate appropriate listenerresponse to ideas in a persuasivespeech, oral interpretation of a literaryselection, or scientific or educationalpresentation.

. Recognize and analyze persuasivetechniques while listening.

3.4.3.A.2

3.4.2.A.3

3.4.2.A.1

3.4.2.A.2

3.4.3.A.1

3.4.9-12.A.3

3.4.6.A.4

1-5

1-5

2-5

2-5

2-5

4-5

4-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to engage inactive listening to constructmeaning.Level 1: Sequence a series ofnumbers presented orally.Level 2: Identify main ideaspresented in an audiotapedpresentation of the “GettysburgAddress.” Level 3: Identify reasons for theCivil War after listening to an oralreading of a chapter from a historytext.Level 4: Express feelings related toone’s own immigrant experienceafter listening to the poem writtenon the Statue of Liberty.Level 5: Outline information givenduring a lecture on drug use andprevention.

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B. LISTENING COMPREHENSIONDemonstrate ability to listen activelyin order to restate, interpret, respondto, and evaluate increasingly complexmessages.

. Follow increasingly difficult oraldirections (e.g. one-, two-, three-, andfour-step).

. Recall information from listening tostories, poems, television, and film.

. Ask pertinent questions, take notes,and draw conclusions based oninformation presented.

. Develop a strong listening vocabularyto aid comprehension and oral andwritten language.

. Critique oral presentations usingagreed-upon criteria for evaluation(e.g., a rubric).

. Listen to, summarize, make judgments,and evaluate.


3.4.4.B.6

3.4.1.B.3

3.4.6.B.3

3.4.2.B.2

3.4.8.B.4

3.4.9-12.B.1

3.4.4.B.4

1-5

2-5

2-5

3-5

3-5

3-5

3-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able todemonstrate competence inlistening comprehension byinterpreting and applyingreceived information to newsituations and solving problems.Level 1: Respond appropriately toan orally presented math problemby raising a card that indicates thecorrect numerical answer to theproblem.Level 2: Create an art projectfollowing teacher-presented multi-step directions and incorporatinguse of color, texture, and shape.Level 3: Formulate an appropriatequestion for a given answer (as inthe game Jeopardy), relating to thecontinents of the world(e.g., Response: “The largestcontinent of the world.” Question:“What is Asia?”)Level 4: Paraphrase an audiorecording of the President’s weeklySaturday address.Level 5: Explain in writing theprocess by which an orallypresented math word problem issolved.

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A. DISCUSSIONDemonstrate the ability to engage inoral discourse in paired, small-groupor whole-class activities to conveyideas.

. Apply rules for cooperative or whole-class discussion.

. Share experiences and express ideas inpairs, small groups or as a whole class.

. Participate in conversations with peersand adults.

. Speak in complete sentences.

. Listen and follow discussions in orderto take turns and contributeappropriately.

. Support a position with organized,appropriate details whileacknowledging opposing views.

. Begin to present ideas and opinionsspontaneously in response to a topic orother speakers.

3.3.8.A.3

TESOL Goal 2 Standard 1 –Grades 9-123.3.K.A.2

3.3.1.A.13.3.3.A.1,3

3.3.8.A.1

3.3.8.A.2

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B. QUESTIONING (INQUIRY) ANDCONTRIBUTINGDemonstrate the effective use of avariety of questions and responsesincluding literal, inferential, andevaluative forms to communicatethrough speaking.

. Ask a variety of questions (e.g., “who,what, when, where, why, and how”questions) for clarification.

. Respond to ideas and questions posedby others.

. Contribute information, ideas, andexperiences to classroom inquiry.

. Question to clarify others’ opinions.

. Talk with others to identify and exploreissues and problems.

. Discuss information heard, offerpersonal opinions, and ask forrestatement or general explanation toclarify meaning.

. Paraphrase and elaborate to clarifyothers’ viewpoints.

. Ask prepared and follow-up questionsin interviews and other discussions.

. Respond to audience questions byproviding clarification, illustration,definition, and elaboration.

. Participate actively in peer group andpanel discussions (e.g., explore aquestion and consider perspectives).

3.3.4.B.1

3.3.1.B.1

3.3.3.B.2

3.3.8.B.23.3.7.B.3

3.3.4.B.4

3.3.8.B.1

3.3.9-12.B.1

3.3.9-12.B.6

3.3.9-12.B.7

1-5

1-5

1-5

1-52-5

2-5

3-5

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EnglishLanguage

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Students will be able to usespeech to request and provideclarification and information,participate in discussions, andnegotiate and manageinteraction to accomplish tasks.Level 1: Express whether a givenshape belongs to a particulargeometric category (e.g., rhombus,trapezoid, parallelogram) byresponding to yes-no questions.Level 2: Take turns asking andanswering questions related tocountry of origin and nativelanguage and clarify informationby use of a map.Level 3: Demonstrate anunderstanding of geographicalregions of the United States byresponding to and formulatingquestions in order to locate a statewithin a region of the country.Level 4: Negotiate verbally toidentify cooperative group roles inpreparation for a presentation onthe causes of the Civil War.Level 5: Express opinions on thepros and cons of the continuationof the space program within thecontext of a debate.

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C. WORD CHOICEDemonstrate the ability to usedevelopmentally appropriatevocabulary to support and/or clarifya topic.

. Use new vocabulary from content areamaterial, literature, and classroomexperience.



. Use descriptive words and figurativelanguage to clarify and extend ideas.

. Use varied sentence structure.

. Use advanced, varied word choice toparaphrase, clarify, illustrate, andelaborate on a topic.

. Select and use suitable vocabulary tofit a range of audiences.


. Participate in choral reading to developphonemic awareness, oral language,and fluency.

. Retell a story to check forunderstanding.

. Read aloud from developmentallyappropriate texts with attention toexpression.

. Use notes or other memory aids tostructure a presentation.

3.3.3.C.1,3

3.3.3.C.2


3.3.8.C.43.3.6.C.1

3.3.6.C.3

3.3.1.D.2

3.3.1.D.3

3.3.1.D.4

3.3.4.D.3

1-5

1-5

2-5

2-5

3-53-5

3-5

1-2

1-2

1-5

2-5



EnglishLanguage

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ClassroomTasks

Students will be able to presentinformation, ideas, andexperiences to others andparticipate in a variety ofspeaking tasks.Level 1: Identify orally the parts ofa plant.Level 2: Retell events leading upto the Revolutionary War using asimple timeline.Level 3: Using a graph, orallycompare bird populations overtime.

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. Develop and deliver a formalpresentation based on a central theme,including logical sequence,introduction, main ideas, supportingdetails, and concluding remarks to anaudience of peers, younger students,and/or parents.

. Use visual aids such as charts andgraphs, media, and/or technology tosupport oral communication..


. Use a variety of organizationalstrategies (e.g., focusing idea, attentiongetters, clinchers, repetition, andtransition words).

. Demonstrate effective deliverystrategies (e.g., body language, volume,intonation, and articulation) whenspeaking.

. Use peer feedback, teachersuggestions, and rubrics to revisecontent, organization, and delivery ofan oral presentation.

3.3.6.D.1

3.3.8.D.2

3.3.4.D.63.3.9-12.D.2

3.3.9-12.D.3

3.3.8.D.5

3-5

3-5

3-54-5

4-5

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EnglishLanguage

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Level 4: Instruct the class on thesteps involved in solving a wordproblem, using appropriate eyecontact and volume.Level 5: Persuade a group ofpeers of one’s position in a debateabout the death penalty.

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A. CONCEPTS ABOUT PRINTIdentify and explain text featuresthat contribute to comprehension.

. Learn names and formation of letters(if native language does not useRoman alphabet.) Also, left-to-right andtop-to-bottom directionality for reading.

. Identify and use common textual andgraphic features and organizationalstructures to comprehend information.These include textual features (e.g.,paragraphs, topic sentences, index,table of contents, newspapers,magazines, and reference materials.)




. Demonstrate a developed sense ofsound-symbol relationships, includingall phonemes (e.g., blends, digraphs,diphthongs)

3.1.K.A.4

3.1.7.A.1

3.1.1.B.1

3.1.2.B.2

3.1.3.B.1

1-2

2-5

1-2

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C. DECODING AND WORDRECOGNITIONDecode and recognize wordsthrough letter-sound correspondence,structural analysis, and word studyskills.

. Use letter-sound correspondence,structural analysis, and contextanalysis to decode unknown words.

. Apply spelling rules that aid in correctspelling.

. Recognize compound words,contractions, and commonabbreviations.

D. FLUENCYRead a variety of developmentallyappropriate materials at anindependent level with accuracyand speed.

. Read longer text and chapter booksindependently and silently.

. Self-monitor and reread to improvecomprehension.

. Read for a variety of purposes andaudiences.

. Read orally and silently withcomprehension and fluency.


. Recognize the need to seek assistance(e.g. teachers, peers, other resources).

. Practice visualizing techniques before,during, and after reading to aid incomprehension.

3.1.4.C.1

3.1.7.C.2

3.1.4.C.3

3.1.3.D.2

3.1.2.D.5

3.1.6.D.1

3.1.7.D.1,2

TESOL Goal 2Standard 3Grades 9-123.1.9-12.E.2

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. Use a task-appropriate graphicorganizer for memory retention andcomprehension.

. Use prior knowledge and experiencesto aid comprehension.

. Identify, assess, and apply personalreading strategies that were mosteffective in previous learning from avariety of texts.

. Use basic reading skills such asskimming, scanning, previewing, andreviewing.


. Use pictures and context clues to assistwith meaning of new words.

. Use dictionaries (visual, monolingual,bilingual) for a variety of purposes(e.g., definitions, word origins, parts ofspeech).

. Use knowledge of root words, prefixes,and suffixes to understand new words.

. Expand reading vocabulary byidentifying and correctly using idiomsand words with literal and figurativemeaning in their speaking and writingexperiences.

. Understand specific vocabulary,according to content area.

3.1.9-12.E.3

3.1.1.E.1

3.1.9-12.E.1


3.1.3.F.5

3.1.6.F.4

3.1.4.F.1

3.1.8.F.4


2-5

3-5

3-5

4-5

1-5

1-5

2-5

4-5

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EnglishLanguage

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ClassroomTasks

Students will be able to define,comprehend, and applyvocabulary related to contentareas.Level 1: Identify the names ofstates based on their shape on awall map.Level 2: Clarify meaning of wordsfor body parts through use of apicture dictionary.Level 3: Classify words accordingto prefixes.Level 4: Paraphrase a passageabout the Louisiana Purchase,substituting vocabulary forspecified words.Level 5: Interpret a politicalcartoon which includes idiomaticlanguage.

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. Interpret information in graphs, charts,diagrams, and graphic organizers.

. Read and comprehend materialsappropriate to their independentreading level.

. Demonstrate understanding of textthrough such activities as retelling,sequencing, identifying elements ofplot, theme, setting and characters, etc.

. Analyze how works of a given periodreflect historical and social events andconditions.

. Distinguish cause/effect, fact/opinion,main idea/supporting details ininterpreting text.

. Demonstrate familiarity with everydaytexts (e.g., transportation schedules,directions, brochures, technicalmanuals, forms, applications).

. Distinguish between essential andnonessential information (e.g., mathword problems, persuasive andinformational text, and propagandatechniques)

. Draw conclusions and make inferencesfrom text.

. Identify, describe, evaluate, andsynthesize the central ideas in a varietyof texts.

3.1.3..G.3

3.1.3.G.13

3.1.1.G.3,4

3.1.9-12.G.5

3.1.4.G.2

3.1.8.G.14

3.1.7.G.2

3.1.3.G.8

3.1.9-12.G.1

1-5

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1-5

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Students will be able to read atext and respond to it in adevelopmentally appropriate way.Level 1: Show comprehension ofmath text by matching mathsymbols to the correspondingvocabulary word.Level 2: Sequence teacher-madesentence strips retelling the stepsof the scientific method aspresented in science text.Level 3: Clarify the essentialpoints given in a reading selectionabout the Stamp Act byhighlighting the main idea in onecolor and highlighting supportingdetails in a contrasting color.Level 4: Create a Venn Diagramcomparing and contrasting thecharacteristics of two ecosystemsafter reading a chapter in ascience book.Level 5: After reading selectionsfrom an anthology of Greekmythology, explain in a persuasiveessay which character is the mostheroic.

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. Sequence stories and put ideas intowriting using pictures, developmentalspelling, or conventional text.


. Use the computer and word-processingsoftware to compose, revise, edit, andpublish a piece.

. Use a variety of reference materials(e.g., dictionary, thesaurus, word walls,bilingual resources, or Internet/computer software resources) to revisework.

. Use strategies such as personalexperiences, reading, doing interviewsor research, using graphic organizers oroutlines, and brainstorming togenerate and organize ideas forwriting.

3.2.1.A.2

3.2.K.A.7

3.2.1.A.4

3.2.2.A.13

3.2.6.A.10

3.2.4.A.3

1-2

1-2

1-2

2-5

2-5

2-5



EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able to use thewriting process to select, connect,analyze, synthesize, explain, andinfer from information in adevelopmentally appropriate way.Level 1: Create a word web anduse it to generate simple sentencesto describe animal habitats.Level 2: Use information in aVenn Diagram to compare andcontrast a frog and a tadpole.Level 3: Interview candidates forstudent government to clarify theirpositions in preparation for writingan editorial for the newspaper.Level 4: Research a career inwhich mathematics plays aprominent role and develop anoutline detailing how mathematicsis used in that career.Level 5: Demonstrate anunderstanding of the editingprocess through use of a teacher-created rubric to correct use oftransition words and propersequencing in a peer writingactivity about President Kennedy.

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. Review and edit work for spelling,usage, clarity, organization, andfluency.

. Develop an awareness of form,structure, and author’s voice in variousgenres.

. Draft writing in a selected genre withsupporting structure and appropriatevoice according to the intendedmessage, audience, and purpose forwriting.

. Use a scoring rubric to evaluate andimprove own writing and the writing ofothers.

. Revise drafts by rereading for meaning,using reference materials, narrowingfocus, elaborating and deleting, as wellas reworking organization, openings,closings, word choice, and consistencyof voice.

3.2.4.A.7

3.2.4.A.2

3.2.4.A.4

3.2.9-12.A.6

3.2.4.A.5

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B. WRITING AS A PRODUCT(RESULTING IN A FORMALPRODUCT OR PUBLICATION)Create a formal product in a varietyof genres by building upon skills andknowledge through the writingprocess.

. Select samples of writing to include inportfolio.


. Write a range of developmentally-appropriate pieces across curricula (e.g.,persuasive, personal, descriptive, issue-based, problem/solution, cause/effect,hypothesis/results, feature articles,critiques, or research reports).

. Support main idea, topic, or themewith facts, examples, or explanations ina logical sequence.

. Draft a thesis statement andsupport/defend it through developedideas and content, organization, andparagraph development.

. Use primary and secondary sources toprovide evidence, justification, or toextend a position, and cite sourcesfrom books, periodicals, interviews,discourse, electronic sources, etc.

. Apply elements of grade-appropriaterubrics to improve writing.

. Write developmentally appropriate,multiparagraph pieces across thecurriculum including a compellingopening and strong closing.

3.2.2.B.5


3.2.6.B.5

3.2.9-12.B.3

3.2.9-12.B.7

3.2.3.B.5

3.2.6.B.3

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C. MECHANICS, SPELLING,HANDWRITINGUse Standard English conventionsappropriate to English language level(sentence structure, grammar andusage, punctuation, capitalization,spelling).

. Use level-appropriate knowledge ofEnglish grammar and usage to craftwriting (e.g., subject/verb agreement,pronoun usage and agreement,appropriate verb tenses).

. Use punctuation correctly in sentencessuch as ending punctuation, commas,and quotation marks in dialogue.

. Use capital letters correctly insentences for proper nouns and intitles.


. Spell level-appropriate words correctlywith particular attention to frequentlyused words, contractions, andhomophones.

. Write legibly in manuscript or cursive.

. Use a variety of reference materials(e.g. dictionary, grammar reference,and/or Internet/software resources) toedit written work.

. Use a variety of sentence typescorrectly, including combinations ofindependent and dependent clauses,prepositional and adverbial phrases,and varied sentence openings.

. Use transition words to reinforce alogical progression of ideas.

. Use subordination, coordination,apposition, and other deviceseffectively to indicate relationshipsbetween ideas.

3.2.4.C.3

3.2.4.C.4

3.2.4.C.5

3.2.4.C.7

3.2.4.C.8

3.2.4.C.11 3.2.4.C.10

3.2.6.C.2

3.2.8.C.5

3.2.9-12.C.3

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D. WRITING FORMS, AUDIENCES,AND PURPOSES (EXPLORING AVARIETY OF FORMS)Demonstrate the ability to write in avariety of forms for differentaudiences and purposes.

. Develop a collection of writings (e.g.,literacy folder or a literacy portfolio).

. Explore the central idea or theme of aninformational reading and supportanalysis with details from the articleand personal experiences.

. Write reports based on research andinclude citations, quotations, and aworks-cited page.

. Use a variety of strategies to organizewriting, including sequence,chronology, cause/effect,problem/solution, and order ofimportance.

. Demonstrate higher-order thinkingskills and writing clarity throughresponses to open-ended and essayquestions in content areas or asresponses to literature.

. Respond to literature in writing todemonstrate an understanding of thetext, to explore personal reactions, andto connect personal experiences withtext across the curriculum.

. State a position clearly andconvincingly in a persuasive essay bystating the issue, giving facts,examples, and details to support theposition, and citing sources whenappropriate.

3.2.6.D.15

3.2.8.D.8

3.2.8.D.7

3.2.6.D.10

3.2.6.D.11

3.2.4.D.6

3.2.8.D.10

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. Compile and synthesize information foreveryday and workplace purposes, suchas job applications, resumes, businessletters and college applications.

. Gather, select, and organizeinformation appropriate to a topic,task, and audience.

3.2.9-12.D.6

3.2.8.D.1

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A. CONSTRUCTING MEANINGDevelop an understanding andappreciation of how media/visualarts influence meaning and languageacquisition.

. Consult print and nonprint resources inthe native language, when needed.

. Use nonverbal cues as an aid tounderstanding verbal directions.


. Make predictions about visualinformation (e.g., pictures in books).

. Respond to and evaluate the use ofillustrations to support text.

. Identify the central theme and mainidea in different media.

. Interpret information found in pictorialgraphs, map keys, and icons on acomputer screen.


. Identify the target audience for aparticular program, story, oradvertisement.

TESOL Goal 2Standard 3 –Grades 9-12TESOL Goal 1Standard 3 –Grades 9-12TESOL Goal 1Standard 3 –Grades 9-123.5.K.A.1

3.5.4.A.2

3.5.4.A.5

3.5.4.A.1


1-5

1-5

1-5

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2-5

2-5

2-5

3-5

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EnglishLanguage

ProficiencyLevels

ClassroomTasks

Students will be able tounderstand and interpretinformation presented visuallyto aid in learning.Level 1: Retell steps involved inthe division of a cell in illustrationsand/or simple sentences afterviewing a video on the topic.Level 2: Respond to questionsafter viewing a chart about annualrainfall in the rainforest.Level 3: Describe the appearanceof two observed chemical reactionsin a science lab.Level 4: Explain which would bemore appropriate to use, ConsumerReports or an advertisement fromthe company, to make a decisionon a product purchase.Level 5: Explain a cartoon thatillustrates the political factionsduring the Civil War with respectto the social reality of the specifichistoric time.

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. Understand uses of persuasive textsand different points of view in mediatexts.

. Consider the use of setting inconjunction with other elements (e.g.,theme, characters) to support mediapresentations.

. Demonstrate an awareness of differentmedia forms and how they contributeto communication.

. Identify and evaluate how a mediaproduct expresses the values of theculture and historic time thatproduced it.

. Identify and select media formsappropriate for the viewer’s purpose.


. Interpret verbal and nonverbalmessages reflected in personalinteractions with others.

. Recognize the effects of visual arts onone’s moods and emotions.

. Understand the uses of technology.

. Explore and interpret various messagesfound in visual presentations.

. Compare and contrast media sources.

3.5.6.A.7,8

3.5.8.A.2

3.5.4.A.7

3.5.9-12.A.2

3.5.9-12.A.3

3.5.6.B.4

3.5.3.B.1

3.5.6.B.73.5.4.B.2

3.5.4.B.4

3-5

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. Use media to aid with languageacquisition and build contentknowledge

. Express and justify preferences formedia choices.

. Examine and evaluate effects of mediain the family, home, and school.

. Analyze media content for emotionaleffect on audience.

. Recognize that creators of media andperformances use a number of forms,techniques, and technologies to conveytheir messages.

TESOL Goal 1Standard 3Grades 9-123.5.6.C.1

3.5.6.C.4

3.5.8.C.2

3.5.9-12.C.3

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A Guide to the Standard Course of Study for Limited English Proficient Students/Grades Grades K-5, Public Schools of North Carolina, Department of Public Instruction, North Carolina, 2000.

Borrego, Malka, Bailey, Alison L., and Butler, Frances A., Towards the Characterization Of Academic Language, CRESST/University of California, Los Angeles, CA, 2001.

Butler, Frances A., Castellon-Wellington, Martha, and Stevens, Robin A., Academic Language and Content Assessment: Measuring Progress of English Language Learners (ELLs),CRESST/University of California, Los Angeles, CA, 2000.

Chamot, Anna Uhl and O’Malley, J. Michael, The CALLA Handbook, Addison-Wesley Publishing Company, Reading, MA, 1994.

Collier, Virginia P., Promoting Academic Success for ESL Students, New Jersey Teachers of English to Speakers of Other Languages-Bilingual Educators, Elizabeth, NJ, 1995.

English as a Second Language Teacher Resource Handbook, Corwin Press, Inc., Thousands, Oaks, CA, 1993.

ESL Standards for Pre-K-12 Students, Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA, 1997.

Kinsella, K., Moving From Comprehensible Input to “Learning to Learn” in Content-Based Instruction, Addison-Wesley Longman, White Plains, NY, 1997.

New Jersey Department of Education Core Curriculum Content Standards for LanguageArts Literacy, New Jersey Department of Education, 2004.

Reid, Joy M., Teaching ESL Writing, Library of Congress, USA, 1993.

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