Post on 19-Apr-2018
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ESL/ESOL Curriculum Grades: Kindergarten-12
Names of District Subject Area Curriculum Writing Committee:
Ann Lauder Alan Miller Barbara Watkins
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Table of Contents
Cover Page 1 Table of Contents 2 Introduction and Essential Elements
Philosophy 3 Essential Elements of the ESOL Curriculum 4 Performance Definitions 5 Performance Definitions Frame the ELP Standards 6 CAN DO Descriptors for PreK-12 7 English Language Proficiency Standards 9 English Language Domains 10 English Language Proficiency Levels 11
with Receptive and Productive Level Definitions Speaking Rubric 12 Writing Rubric 13
Assessments for Instructional Congruence 14 Instructional Approaches 14 Materials 15 Model Performance Indicators
Grade Cluster Kindergarten 16 Grade Cluster 1-2 20 Grade Cluster 3-5 24 Grade Cluster 6-8 28 Grade Cluster 9-12 32
Pennsylvania Academic Standards for Reading, Writing, Speaking and Listening 36 Appendices
A Text Structure Signal Words 37
B Essential Questions (Q-Matrix) 38 ESL/Bilingual Terminology 39 Resources 40
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Philosophy
Literacy is the foundation and key to becoming a lifelong learner. The Mifflin County School District places great emphasis on developing each student’s ability to read, write, speak, listen, and analyze. Our beliefs are shown in the following statements. We believe that literate students:
possess the reading, writing, speaking, and listening skills to communicate independently and effectively with diverse audiences
use higher thinking processes to analyze, synthesize, and evaluate ideas, information, and language
use technology to access information, process ideas, and communicate effectively
express and support beliefs fluently and coherently
engage in independent, life-long learning
take risks as learners and as users of language
are receptive to new information and differing points of view
appreciate different forms of expression
apply language skills to meet the daily demands of society
utilize language proficiency to contribute positively to society
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Essential Elements of the ESOL Curriculum (The Relationship among the Strands of model Performance Indicators, ELP Standards, CAN DO Descriptors and Performance Definitions)
Strands
of Model
Performance Indicators
ELP Standards
CAN DO Descriptors
Performance Definitions
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Performance Definitions English Language
Proficiency Levels
specialized or technical language reflective of the content areas at grade level
a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level
oral or written communication in English comparable to proficient English peers
6 Reaching
specialized or technical language of the content areas
a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports
oral or written language approaching comparability to that of proficient English peers when presented with grade level material
5 Bridging
specific and some technical language of the content areas
a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning
of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support
4 Expanding
general and some specific language of the content areas
expanded sentences in oral interaction or written paragraphs oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain
much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support
3 Developing
general language related to the content areas
phrases or short sentences oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the
communication when presented with one to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support
2 Beginning
pictorial or graphic representation of the language of the content areas words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no
questions, or statements with sensory, graphic or interactive support
1 Entering
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Framing the
ELP Standards
Linguistic Complexity
Linguistic complexity refers to the
amount of discourse, the types and
variety of grammatical structures,
the organization and cohesion of
ideas and, at the higher levels of
language proficiency, the use of text
structures in specific genres.
amount and quality of speech or writing for a given situation
Vocabulary Usage
The role of vocabulary, in particular,
the use of academic language
associated with content-based instruction, has been documented as
critical in the literacy development
of second language learners.
In fact, to be successful
academically, students need to
develop the specialized language of
academic discourse that is distinct
from conversational language.
specificity of words or phrases for a given context - high frequency words, rich words and low-frequency words
Language Control Language control reflects extent to which a communication is comprehensible.
Comprehensibility is measured by the number and types of errors committed in oral or written discourse that affect the meaning or intent of the message. These errors involve lapses in fluency, grammatical usage, phonology, and semantic choice.
comprehensibility of the communication based on the amount and types of errors
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CAN DO Descriptors for the Levels of English Language Proficiency, PreK-12:
Listening
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Point to stated pictures, words, phrases
Follow one-step oral directions
Match oral statements to objects, figures or illustrations
Sort pictures, objects according to oral instructions
Follow two-step oral directions
Match information from oral descriptions to objects, illustrations
Locate, select, order information from oral descriptions
Follow multi-step oral directions
Categorize or sequence oral information using pictures, objects
Compare/ contrast functions, relation-ships from oral information
Analyze and apply oral information
Identify cause and effect from oral discourse
Draw conclusions from oral information
Construct models based on oral discourse
Make connections from oral discourse
Speaking
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Name objects, people, pictures
Answer WH- questions
Ask WH- questions
Describe pictures, events, objects, people
Restate facts
Formulate hypotheses, make predictions
Describe processes, procedures
Retell stories or events
Discuss stories, issues, concepts
Give speeches, oral reports
Offer creative solutions to issues, problems
Engage in debates
Explain phenomena, give examples, and justify responses
Express and defend points of view
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CAN DO Descriptors for the Levels of English Language Proficiency, PreK-12:
Reading
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Match icons and symbols to words and phrases
Identify concepts about print and text features
Locate and classify information Identify facts and messages
Select language patterns associated with facts
Sequence pictures, events, processes
Identify main ideas
Use context clues to determine meaning of words
Interpret information or data
Find details that support main ideas
Identify word families, figures of speech
Conduct research to acquire information from multiple sources
Draw conclusions from text
Writing
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Label objects, pictures, diagrams
Draw in response to a prompt
Produce icons, symbols, words, phrases to convey messages
Make lists
Produce drawings, phrases, short sentences, notes
Give information requested from oral or written directions
Produce basic expository or narrative texts
Compare and contrast information
Describe events, people, processes, procedures
Summarize information from graphics or notes
Edit and revise writing
Create original ideas or detailed responses
Apply information to new contexts
React to multiple discourses
Author multiple forms of writing
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The English Language Proficiency Standards
There are five English language proficiency standards that center on the language needed by English language learners in grade levels PreK-
12 attending schools in the state of Pennsylvania to succeed both socially and academically in education settings. Each of the English language
proficiency standards addresses a specific context for language acquisition (social and instructional settings as well as academic language in the
content areas of language arts, mathematics, science, and social studies). The framework is broken into five grade level clusters: PreK-K, 1-2, 3-5,
6-8, and 9-12.
The five Pennsylvania English Language Proficiency Standards are as follows:
English Language Proficiency Standard 1:
English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.
English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of
LANGUAGE ARTS.
English Language Proficiency Standard 3:
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.
English Language Proficiency Standard 4:
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.
English Language Proficiency Standard 5:
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of
SOCIAL STUDIES.
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The Language Domains
Each of the five English language proficiency standards encompasses four language domains: listening, speaking,
reading, and writing. The language domains reflect the modality of the communication that is further delineated by the
language proficiency levels and their model performance indicators. The definitions of the language domains are as follows:
Listening – process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking – engage in oral communication in a variety of situations for an array of purposes and audiences
Reading – process, interpret, and evaluate written language, symbols and text with understanding and fluency
Writing – engage in written communications in a variety of forms for an array of purposes and audiences
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English Language Proficiency Levels with their Receptive and Productive Level Definitions
Level 1 – Entering/Beginning
Pictorial or graphic representation of the language of the content areas with minimal comprehension. Non-verbal communication, single words or short phrases which may be demonstrated by repeating and copying words and phrases, or use of first language.
It should be noted that students who are Newcomers or “Port of Entry”, may be working toward the skills noted in Entering. It can not be assumed that these students have mastered these skills in English upon entry into Pennsylvania schools. However, these students may be able to exhibit these linguistic skills in their first language (L1) and should be given the opportunity to do so to the extent practicable.
Level 2 – Beginning/Early Intermediate
General language related to the content areas. Common phrases or short sentences and some general academic language in oral and written communication with errors that may impede meaning.
Level 3 – Developing/Intermediate
General and some specific language of the content areas. Familiar oral and written language of expanded sentence length, short paragraphs, and academic language with occasional errors.
Level 4 – Expanding/Proficient
Specific and some technical language of the content areas oral and written academic and technical language of varying complexity in context with nominal errors.
Level 5 – Bridging/Above Proficient
The technical language of the content areas. Oral or written academic and technical language of varying complexity approaching that of English proficient peers with minimal errors.
Level 6 – Reaching
Parity with native English speakers.
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Speaking Rubric
Grades 1-12
Task Level Linguistic Complexity Vocabulary Usage Language Control
1 Entering
Single words, set phrases or chunks of memorized oral language
High frequency vocabulary from school setting and content areas
When using memorized language, is generally comprehensible; communication may be significantly impeded when going beyond the highly familiar
2 Beginning
Phrases, short oral sentences General language related to the content area; searching for vocabulary when going beyond the highly familiar is evident
When using simple discourse, is generally comprehensible and fluent; communication may be impeded by searching for language structures or by phonological, syntactic or semantic errors when going beyond phrases and short, simple sentences
3 Developing
Simple and expanded oral sentences; responses show emerging complexity used to add detail
General and some specific language related to the content area; may search for needed vocabulary at times
When communicating in sentences, is generally comprehensible and fluent; communication may from time to time be impeded by searching for language structures or by phonological, syntactic or semantic errors, especially when attempting more complex oral discourse
4 Expanding
A variety of oral sentence lengths of varying linguistic complexity; responses show emerging cohesion used to provide detail and clarity
Specific and some technical language related to the content area; searching for needed vocabulary may be occasionally evident
At all times generally comprehensible and fluent, though phonological, syntactic or semantic errors that don’t impede the overall meaning of the communication may appear at times; such errors may reflect first language interference
5 Bridging
A variety of sentence lengths of varying linguistic complexity in extended oral discourse; responses show cohesion and organization used to support main ideas
Technical language related to the content area; facility with needed vocabulary is evident
Approaching comparability to that of English proficient peers in terms of comprehensibility and fluency; errors don’t impede communication and may be typical of those an English proficient peer might make
ELL students at Level 6 have oral English proficiency comparable to that of an English-proficient peer, which is why it is not included.
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Writing Rubric
Grades 1-12 Level Linguistic Complexity Vocabulary Usage Language Control
1 Entering
Single words, set phrases or chunks of simple language; varying amounts of text may be copied or adapted; adapted text contains original language
Usage of high frequency vocabulary from school setting and content areas
Generally comprehensible when text is copied or adapted from model or source text; comprehensibility may be significantly impeded in original text
2 Beginning
Phrases and short sentences; varying amount of text may be copied or adapted; some attempt at organization may be evidenced
Usage of general language related to the content area; lack of vocabulary may be evident
Generally comprehensible when text is adapted from model or source text, or when original text is limited to simple text; comprehensibility may be often impeded by errors
3 Developing
Simple and expanded sentences that show emerging complexity used to provide detail
Usage of general and some specific language related to the content area; lack of needed vocabulary may be evident
Generally comprehensible when writing in sentences; comprehensibility may from time to time be impeded by errors when attempting to produce more complex text
4 Expanding
A variety of sentence lengths of varying linguistic complexity; emerging cohesion used to provide detail and clarity
Usage of specific and some technical language related to the content area; lack of needed vocabulary may be occasionally evident
Generally comprehensible at all times, errors don’t impede the overall meaning; such errors may reflect first language interference
5 Bridging
A variety of sentence lengths of varying linguistic complexity in a single organized paragraph or in extended text; cohesion and organization
Usage of technical language related to the content area; evident facility with needed vocabulary
Approaching comparability to that of English proficient peers; errors don’t impede comprehensibility
6 Reaching
A variety of sentence lengths of varying linguistic complexity in a single tightly organized paragraph or in well-organized extended text; tight cohesion and organization
Consistent use of just the right word in just the right place; precise Vocabulary Usage in general, specific or technical language
Has reached comparability to that of English proficient peers functioning at the “proficient” level in state-wide assessments
ELL students at Level 6 have written English proficiency comparable to that of an English-proficient peer.
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Assessments for Instructional Congruence Instructional Approaches
Tests Reading
Comprehension Check Quizzes CBA Projects Dictation Presentations Written Sentences Journal Writing Note Taking Discussion
Class/Group Discussion Activity Illustration Self-Assessment Performance Teacher Observation Peer Assessment ACCESS Rubric Class Work Pronunciation
Venn Diagrams Concept Maps Vocabulary
Anticipation T-Charts Chunk-n-Chew Text impression Cycles Pre-teaching Preview and Predict Cause and Effect Character Charts Text Maps Semantic Webs Story Mapping Reciprocal teaching
K-W-L Charts Cloze Exercises Scaffolding Word Webs Word Wall Enumeration Word Bank Text impression Oral Reading Guided Reading Cooperative Groups Differentiated
Instruction Research Class/Group Discussion
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Materials
Grade Clusters K, 1-2, 3-5
Grade Cluster 6-8
Grade Cluster 9-12
Supplemental Reading List Dictionary Thesaurus Into English, Hampton-Brown Books,
1997 Moving Into English, Harcourt, 1995 Reading Express, Macmillan, Inc. Recorded Books, Simon & Schuster
Children’s Publishing American Vocabulary Builder, Longman
Group Ltd., 1987 Can You Believe It (Stories and Idioms),
Oxford University Press, 2000 Bilingual Dictionary Bilingual or Multilingual Electronic
Translator Technology The Six-Minute Solution: A Reader
Fluency Program, Sopris West Educational Services, Colorado, 2007
Story Starters, CHECpoint Systems, California, 1983
ESL Smart, Center for Applied Research in Education, New York, 2001
Internet Resources
Supplemental Reading List Shining Star, Pearson Education, Inc.,
2004 Dictionary Thesaurus EDCON Classics (1997), EDCON
Publishing, Long Island, NY Supplemental Texts Technology Bilingual Dictionary Internet Resources
Supplemental Reading List Penguin Readers Dictionary Thesaurus English in Action 3 (2003), Heinle of
Thomson Corporation, Boston, Massachusetts
EDCON Classics (1997), EDCON Publishing, Long Island, NY
HOLT Handbook, Fourth Course (2003), Holt, Rinehart and Winston, Austin, Texas
Supplemental Texts Technology Bilingual Dictionary Bilingual or Multilingual Electronic
Translator Technology Internet Resources
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Model Performance Indicators Grade Level Cluster Kindergarten
Listening
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Match oral language to classroom and everyday objects
Point to stated pictures in context
Respond nonverbally to oral commands or statements through physical
movement
Find familiar people and places named orally
Sort pictures or objects according to oral instructions
Match pictures, objects or movements to oral descriptions
Follow one-step oral directions “stand up”; “sit
down”
Identify simple patterns described orally
Respond with gestures to songs, chants or stories modeled by teachers
Follow two-step oral directions, one step at a time
Draw pictures in response to oral instructions
Respond non-verbally to confirm or deny facts thumbs up,
thumbs down
Act out songs and stories using gestures
Find pictures that match oral descriptions
Follow oral directions and compare with visual or nonverbal models “Draw a circle
under the line.”
Distinguish between what happens first and next in oral activities or readings
Role play in response to stories read aloud
Order pictures of events according to sequential language
Arrange objects or pictures according to descriptive oral discourse
Identify pictures and/or realia associated with grade level academic concepts from oral descriptions
Make patterns from real objects or pictures based on detailed oral descriptions
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Model Performance Indicators Grade Level Cluster Kindergarten
Speaking
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Identify people or objects in illustrated short stories
Repeat words, simple phrases
Answer yes/no questions about personal information
Name classroom and everyday objects
Restate some facts from illustrated short stories
Describe pictures, classroom objects or familiar people using simple phrases
Answer questions with one or two words “Where is
Sonia?”
Complete phrases in rhymes, songs and chants
Retell short narrative stories through pictures
Repeat sentences from rhymes and patterned stories
Make predictions “What will
happen next?”
Answer explicit questions from stories read aloud “who, what,
when, or where”
Retell narrative stories through pictures with emerging detail
Sing repetitive songs and chants independently
Compare attributes of real objects “size, shape,
color”
Indicate spatial relations of real-life objects using phrases or short sentences
Tell original stories with emerging detail
Explain situations “involving
feelings”
Offer personal opinions
Express likes, dislikes or preferences with reasons
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Model Performance Indicators Grade Level Cluster Kindergarten
Reading
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Identify symbols, icons and environmental print
Connect print to visuals
Match real-life familiar objects to labels
Follow directions using diagrams or pictures
Search for pictures associated with word patterns
Identify and interpret pre-taught labeled diagrams
Match voice to print by pointing to icons, letters, or illustrated words
Sort words into word families
Make text-to-self connections with prompting
Select titles to match a series of pictures
Sort illustrated content words into categories
Match phrases and sentences to pictures
Put words in order to form sentences
Identify basic elements of fictional stories title, setting,
characters
Follow sentence-level directions
Distinguish between general and specific language in context flower v. rose
Begin using features of non-fiction text to aid comprehension
Use learning strategies context clues
Identify main ideas
Match figurative language to illustrations “as big as a
house”
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Model Performance Indicators Grade Level Cluster Kindergarten
Writing
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Draw pictures
Circle or underline pictures, symbols and numbers
Trace figures and letters
Make symbols, figures or letters from models and realia
straws, clay
Connect oral language to print
language experience
Reproduce letters, symbols, and numbers from models in context
Copy icons of familiar environmental print
Draw objects from models and label with letters
Communicate using letters, symbols and numbers in context
Make illustrated ”notes” and cards with distinct letter combinations
Make connections between speech and writing
Reproduce familiar words from labeled models or illustrations
Produce symbols and strings of letters associated with pictures
Draw pictures and use words to tell a story
Label familiar people and objects from models
Produce familiar words and/or phrases from environmental print and illustrated text
Create content-based representations through pictures and words
Make “story books” with drawings and words
Produce words and/or phrases independently
Relate everyday experiences using phrases and/or short sentences
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Model Performance Indicators Grade Level Cluster 1-2
Listening
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Follow modeled, one-step oral directions “Find a pencil.”
Identify pictures of everyday objects as stated orally “in books”
Point to real-life objects reflective of content-related vocabulary or oral statements
Mimic gestures or movement associated with statements “This is my left
hand”
Match oral reading of stories to illustrations
Carry out two-to-three-step oral commands “Take out your
science book. Now turn to page 5.”
Sequence a series of oral statements using real objects or pictures
Locate objects described orally
Follow modeled multi-step oral directions
Sequence pictures of stories read aloud “beginning,
middle and end”
Match people with jobs or objects with functions based on oral descriptions
Classify objects according to descriptive oral statements
Compare and/or contrast objects according to physical attributes based on oral information “size, shape,
color”
Find details in illustrated narrative or expository text read aloud
Identify illustrated activities from oral descriptions
Locate objects, figures, places, based on visuals and detailed oral descriptions
Use context clues to gain meaning from grade-level text read orally
Apply ideas from oral discussions to new situations
Interpret information from oral reading of narrative or expository test
Identify ideas and/or concepts expressed with grade-level content-specific language
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Model Performance Indicators Grade Level Cluster 1-2
Speaking
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Repeat simple words, phrases and memorized chunks of language
Respond to visually-supported questions of academic content with one word or phrase “calendar”
Identify and name everyday objects
Participate in whole group chants and songs
Use first language to fill in gaps in oral English
Repeat facts or statements
Describe what people do from action pictures “jobs of
community workers”
Compare real-life objects using comparative and superlative “smaller, biggest”
Ask questions of a social nature
Express feelings “I’m happy
because…”
Retell simple stories from picture cues
Sort and explain grouping of objects “sink v. float”
Make predictions or hypotheses
Distinguish features of content-based occurrences caterpillar,
butterfly
Ask questions for social and academic purposes
Participate in class discussions on familiar social and academic topics
Retell stories with details
Sequence stories with transitions
Use academic vocabulary in class discussions
Express and support ideas with examples
Give oral presentations on content-based topics approaching grade level
Initiate conversation with peers and teachers
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Model Performance Indicators Grade Level Cluster 1-2
Reading
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Identify symbols, icons and environmental print
Connect print to visuals
Match real-life familiar objects to labels
Follow directions using diagrams or pictures
Search for pictures associated with word patterns
Identify and interpret pre-taught labeled diagrams
Match voice to print by pointing to icons, letters, or illustrated words
Sort words into word families
Make text-to-self connections with prompting
Select titles to match a series of pictures
Sort illustrated content words into categories
Match phrases and sentences to pictures
Put words in order to form sentences
Identify basic elements of fictional stories title, setting,
characters
Follow sentence-level directions
Distinguish between general and specific language in context flower v. rose
Begin using features of non-fiction text to aid comprehension
Use learning strategies context clues
Identify main ideas
Match figurative language to illustrations “as big as a
house”
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Model Performance Indicators Grade Level 1-2
Writing
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Copy written language
Use first language (L1) (when L1 is a medium of instruction) to help form words in English
Communicate through drawings
Label familiar objects or pictures
Provide information using graphic organizers
Generate lists of words and/or phrases from banks or walls
Complete modeled sentence starters “I like _____.”
Describe people, places or objects from illustrated examples and models
Engage in prewriting strategies use of graphic
organizers
Form simple sentences using word and/or phrase banks
Participate in interactive journal writing
Give content-based information using visuals or graphics
Produce original sentences
Create messages for social purposes get well cards
Compose journal entries about personal experiences
Use classroom resources to compose sentences picture
dictionaries
Create a related series of sentences in response to prompts
Produce content-related sentences
Compose stories
Explain processes or procedures using connected sentences
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Model Performance Indicators Grade Level Cluster 3-5
Listening
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Point to stated pictures, words or phrases
Follow one-step oral directions “physically or
through drawings”
Identify objects, figures, people, from oral statements or questions “Which one is a
rock?”
Match classroom oral language to daily routines
Categorize content-based pictures or objects from oral descriptions
Arrange pictures or objects per oral information
Follow two-step oral directions
Draw in response to oral descriptions
Evaluate oral information “about lunch
options”
Follow multi-step oral directions
Identify illustrated main ideas from paragraph-level oral discourse
Match literal meanings of oral descriptions or oral reading to illustrations
Sequence pictures from oral stories, processes, or procedures
Interpret oral information and apply to new situations
Identify illustrated main ideas and supporting details from oral discourse
Infer from and act on oral information
Role play the work of authors, mathematicians, scientists, historians from oral readings, videos, or multi-media
Carry out oral instructions containing grade-level, content-based language
Construct models or use manipulatives to problem-solve based on oral discourse
Distinguish between literal and figurative language in oral discourse
Form opinions of people, places, or ideas from oral scenarios
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Model Performance Indicators Grade Level Cluster 3-5
Speaking
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Express basic needs or conditions
Name pre-taught objects, people, diagrams, or pictures
Recite words or phrases from pictures of everyday objects and oral modeling
Answer yes/no and choice questions
Ask simple, everyday questions “Who is absent?”
Restate content-based facts
Describe pictures, events, objects or people using phrases or short sentences
Share basic social information with peers
Answer simple content-based questions
Retell short stories or events
Make predictions or hypotheses from discourse
Offer solutions to social conflict
Present content-based information
Engage in problem-solving
Answer opinion questions with supporting details
Discuss stories, issues, and concepts
Give content-based oral reports
Offer creative solutions to issues and/or problems
Compare and/or contrast content-based functions and relationships
Justify and/or defend opinions or explanations with evidence
Give content-based presentations using technical vocabulary
Sequence steps in grade-level problem-solving
Explain in detail results of inquiry “scientific
experiments”
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Model Performance Indicators Grade Level Cluster 3-5
Reading
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Match icons or diagrams with words and/or concepts
Identify cognates from first language, as applicable
Make sound/symbol/word relations
Match illustrated words and/or phrases in differing contexts “on the board, in
a book?
Identify facts and explicit messages from illustrated text
Find changes to root words in context
prefixes, suffixes
Identify elements of story grammar “characters,
setting”
Follow visually supported written directions “Draw a star in
the sky.”
Interpret information or data from charts and graphs
Identify main ideas and some details
Sequence events in stories or content-based processes
Use context clues and illustrations to determine meaning of words and/or phrases
Classify features of various genres of text “and they lived
happily ever after” – fairy tales
Match graphic organizers to different texts compare and/or
contrast with Venn diagram
Find details that support main ideas
Differentiate between fact and opinion in narrative and expository text
Summarize information from multiple related sources
Answer analytical questions about grade-level text
Identify, explain, and give examples of figures of speech
Personification, metaphors, and similes
Draw conclusions from explicit and implicit text at or near grade level
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Model Performance Indicators Grade Level Cluster 3-5
Writing
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6 - R
each
ing
Label objects, pictures, or diagrams from word and/or phrase banks
Communicate ideas by drawing
Copy words, phrases, and short sentences
Answer oral questions with single words
Make lists from labels or with peers
Complete and/or produce sentences from word and/or phrase banks or walls
Fill in graphic organizers, charts, and tables
Make comparisons using real-life or visually-supported materials
Produce simple expository or narrative text
String related sentences together
Compare and/or contrast content-based information
Describe events, people, processes, procedures
Take notes using graphic organizers
Summarize content-based information
Author multiple forms of writing from models “expository,
narrative, persuasive”
Explain strategies or use of information in solving problems
Produce extended responses of original text approaching grade level
Apply content-based information to new contexts
Connect or integrate personal experiences with literature and/or content
Create grade-level stories or reports
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Model Performance Indicators Grade Level Cluster 6-8
Listening
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6-R
each
ing
Follow one-step oral commands and/or instructions
Match social language to visual and/or graphic displays
Identify objects, people or places from oral statements and/or questions using gestures pointing
Match instructional language with visual representation “Use a sharpened
pencil.”
Follow multi-step oral commands and/or instructions
Classify and/or sort content-related visuals per oral descriptions
Sequence visuals per oral directions
Identity information on charts or tables based on oral statements
Categorize content-based examples from oral directions
Match main ideas of familiar text read aloud to visuals
Use learning strategies described orally
Identity everyday examples of content-based concepts described orally
Associate oral language with different time frames past, present,
future
Identify main ideas and details of oral discourse
Complete content related tasks or assignment based on oral discourse
Apply learning strategies to new situations
Role play, dramatize or re-enact scenarios from oral reading
Use oral information to accomplish grade-levels tasks
Evaluate intent of speech and act accordingly
Make inferences from grade-level text read aloud
Discriminate among multiple genres read orally
Page | 29
Model Performance Indicators Grade Level Cluster 6-8
Speaking
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6-R
each
ing
Answer yes/no and choice questions
Begin to use general and high frequency vocabulary
Repeat words, short phrases and memorized chunks
Answer select WH- questions within context of lessons or personal experiences
Convey content through high frequency words/phrases
State big/main ideas of classroom conversation
Describe situations from modeled sentences
Describe routines and everyday events
Express everyday needs and wants
Communicate in social situations
Make requests
Begin to express time through multiple tenses
Retell and/or rephrase ideas from speech
Give brief oral content-based presentations
State ideas in discourse using transitions “but,” “then”
Use different registers inside and outside of class
State big and/or main ideas with some supporting details
Ask for clarification self-monitor
Paraphrase and summarize ideas presented orally
Defend a point of view
Explain outcomes
Explain and compare content-based concepts
Connect ideas with supporting details/evidence
Substantiate opinions with reasons and evidence
Defend a point of view and give reasons
Use and explain metaphors and similes
Communicate with fluency in social and academic contexts
Negotiate meaning in group discussions
Discuss and give examples of abstract content-based ideas democracy,
justice
Page | 30
Model Performance Indicators Grade Level Cluster 6-8
Reading
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6-R
each
ing
Associate letters with sounds and objects
Match content-related objects and/or pictures to words
Identify common symbols, signs and words
Recognize concepts of print
Find single word responses to WH- questions related to illustrated text
Use picture dictionaries and/or illustrated glossaries
Sequence illustrated text of fictionally and non-fictional events
Locate main ideas in series of simple sentences
Find information from text structure titles, graphs,
glossary
Follow text read aloud tapes, teacher,
paired-readings
Sort and/or group pre-taught words and/or phrases
Use pre-taught vocabulary to complete simple sentences word banks
Use L1 to support L2
Use bilingual dictionaries and glossaries
Identify topic sentences, main ideas and details in paragraphs
Identify multiple meanings of words in context “cell,” “table”
Use context clues
Make predictions based on illustrated text
Identify frequently used affixes and root words to make and/or extract meanings “un-“, “re-“, “-ed
Differentiate between fact and opinion
Answer questions about explicit information in texts
Use English dictionaries and glossaries
Order paragraphs
Identity summaries of passages
Identify figurative language “dark as night”
Interpret adapted classics or modified text
Match cause to effect
Identify specific languages of different genres and informational texts
Use an array of strategies skim and scan for
information
Differentiate and apply multiple meanings of words and/or phrases
Apply strategies to new situations
Infer meaning from modified grade-level text
Critique material and support argument
Sort grade-level text by genre
Page | 31
Model Performance Indicators Grade Level Cluster 6-8
Writing
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6-R
each
ing
Draw content-related pictures
Produce high frequency words
Label pictures and graphs
Create vocabulary and/or concept cards
Generate list from pre-taught words and/or phrases and word banks create menu
from list of food groups
Complete pattern sentences
Extend “sentence starts” with original ideas
Connect simple sentences
Complete graphic organizers and/or forms with personal information
Respond to yes/no choice on some WH- questions
Produce short paragraphs with main ideas and some details column notes
Create compound sentences with conjunctions
Explain steps in problem-solving
Compare and/or contrast information, events, characters
Give opinions, preferences and reactions along with reasons
Create multiple paragraph essays
Justify ideas
Produce content-related reports
Use details and/or examples to support ideas
Use transition words to create cohesive passages
Compose intro/body/ conclusion
Paraphrase or summarize text
Take notes
for research
Create expository text to explain graphs/charts
Produce research reports using multiple sources and/or citations
Begin using analogies
Critique literary essays or articles
Page | 32
Model Performance Indicators Grade Level Cluster 9-12
Listening
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Level 6-R
eachin
g
Point to or show basic parts, features, characteristics, properties of objects, organisms or persons named orally
Match everyday oral information to pictures, diagrams or photographs
Group visuals by common traits named orally
Identify places, products, figures from oral statements and visuals
Listen respectfully and responsively
Listen and follow directions or instructions
Match or classify oral descriptions to real-life experiences or visually-represented content-related examples
Sort oral language statements according to time frames
Sequence visuals according to oral directions
Evaluate information in social and academic conversations
Distinguish main ideas from supporting points in oral, content-related discourse
Use learning strategies described orally
Categorize content-based examples described orally
Connect literary texts to prior knowledge
Recognize the use and impact of effective language
Distinguish between multiple meanings of oral words or phrases in social and academic contexts
Analyze content-related tasks or assignments based on oral discourse
Categorize examples of genres read aloud
Compare traits based on visuals and oral descriptions using specific and some technical language
Recognize and acknowledge various perspectives on issues
Interpret cause and effect scenarios from oral discourse
Make inferences from oral discourse
Identify and react to subtle differences in speech and register
Evaluate intent of speech and act accordingly
Page | 33
Model Performance Indicators Grade Level Cluster 9-12
Speaking
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6-R
each
ing
Answer yes/no or choice questions within context of lessons or personal experiences
Provide identifying information about self
Name everyday objects and pre-taught vocabulary
Repeat words, short phrases, memorized chunks of language
Respond respectfully and use courtesy
Use nonverbal communication techniques to help disclose message
Describe persons, places, events, or objects
Ask WH- questions to clarify meaning
Give features of content-based material
Characterize issues, situations, regions shown in illustrations
Give directions
Speak informally
Suggest ways to resolve issues or pose solutions
Compare/contrast features, traits, characteristics using general and some specific language
Sequence processes, cycles, procedures, or events
Conduct interviews or gather information through oral interaction
Estimate, make predictions or pose hypotheses from models
Take a stance and use evidence to defend it
Explain content-related issues and concepts
Compare and contrast points of view
Analyze and share pros and cons of choices
Use and respond to gossip, slang and idiomatic expressions
Use speaking strategies
Give oral presentations on grade-level material
Engage in debates using technical language
Use metacognitive strategies for solving problems
Negotiate meaning in pairs or group discussions
Page | 34
Model Performance Indicators Grade Level Cluster 9-12
Reading
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6-R
each
ing
Match visual representations to words/phrases
Read everyday signs, symbols, schedules, and school-related words/phrases
Respond to WH- questions related to illustrated text
Use references
Engage in oral reading activities
Focus on key words and phrases
Match data or information with its source or genre
Classify or organize information presented in visuals or graphs
Follow multi-step instructions supported by visuals or data
Match sentence-level descriptions to visual representations
Compare features in visuals and graphics
Locate main ideas in a series
Recognize organizational format
Apply multiple meanings of words/ phrases to social and academic contexts
Identify topic sentences or main ideas and details in paragraphs
Answer questions about information in texts
Differentiate between fact and opinion in text
Order paragraphs or sequence information within paragraphs
Identify words/phrases that make text cohesive
Compare/contrast authors’ points of view, characters, information, or events
Interpret visually- or graphically-supported information
Infer meaning from text
Match cause to effect
Evaluate usefulness of data or information supported visually or graphically
Use reading strategies
Understand grade-level literature
Synthesize grade-level text
Draw conclusions from different sources of informational text
Infer significance of data or information in grade-level material
Analyze and evaluate elements of text and text structures
Page | 35
Model Performance Indicators Grade Level Cluster 9-12
Writing
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Leve
l 6-R
each
ing
Label content-related diagrams, pictures from word/phrase banks
Provide personal information on forms read orally
Produce short answer responses to oral questions with visual support
Supply missing words in short sentences
Use an organizational format that provides direction, coherence, and/or unity (chunking)
Make content-related lists of words, phrases or expressions
Take notes using graphic organizers or models
Formulate yes/no, choice and WH- questions from models
Correspond for social purposes
Use prewriting activities
Write clear, concise sentences
Use dictionaries and thesauruses
Use computer technology to create, manipulate, and edit text
Complete reports from templates
Compose short narrative and expository pieces
Outline ideas and details using graphic organizers
Compare and reflect on performance against criteria
Use the writing process
Use correct grammatical construction
Summarize content-related notes from text
Revise work based on narrative or oral feedback
Compose narrative and expository text for a variety of purposes
Justify or defend ideas and opinions
Produce content-related reports
Analyze data and facts to communicate information
Produce research reports from multiple sources
Create original pieces that represent the use of a variety of discourses
Critique, peer-edit and make recommendations on others’ writing from rubrics
Explain, with details, processes, procedures
Page | 36
Pennsylvania Academic Standards for Reading, Writing, Speaking and Listening
1.1 Learning to Read Independently
1.2 Reading Critically in All Content Areas
1.3 Reading, Analyzing and Interpreting Literature
1.4 Types of Writing
1.5 Quality of Writing
1.6 Speaking and Listening
1.7 Characteristics and Function of the English Language
1.8 Research
The Reading, Writing, Speaking and Listening Standards describe what students should know and be able to do with the English
language at four grade levels (third, fifth, eighth and eleventh).
The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts
classrooms.
All teachers in a school will use the Reading, Writing, Speaking and Listening Standards.
The standards define the skills and strategies employed by effective readers and writers; therefore, all teachers will assist their students
in learning them through multiple classroom situations in all the subject areas.
The Pennsylvania ELP Standards complement and align with the existing Pennsylvania Academic Standards.
Page | 37
Appendix A
Text Structure Signal Words
Use short, easy paragraphs or graphic organizers to define, explain and illustrate each text structure.
Help students discover the common distinguishing features in these examples.
For each structure, demonstrate that certain words and phrases are “signals” which help identify the organization.
Enumeration Signal Words Time Order Signal Words Cause and Effect Signal
Words Compare and Contrast
Signal Words
for instance
for example
such as
to illustrate
most important
in addition
another
furthermore
first
second
at
first
next
then
later
before
after
when
finally
preceding
following
because of
as a result of
in order to
may be due to
effects of
therefore
consequently
for this reason
if...then
thus
causing
allow
forming
but
different from
same as
similar to
as opposed to
instead of
although
however
compared with
as well as
both
while
Page | 38
Appendix B
Essential Questions
Q-MATRIX
Essential questions frame student inquiry and promote critical thinking.
What is? What are?
Where/When is? Where/When are?
Which is? Which are?
Who is? Who are?
Why is? Why are?
How is? How are?
What do? What does? What did?
Where/When do? Where/When does? Where/When did?
Which do? Which does? Which did?
Who do? Who does? Who did?
Why do? Why does? Why did?
How do? How does? How did?
What can? Where/When can? Which can? Who can? Why can? Why can’t?
How can?
What could? Where/When would? Which would? Who would? Why would? How would?
What will? Where/When will? Which will? Who will? Why will? How will?
What might? Where/When might? Which might? Who might? Why might? How might?
Page | 39
ESL/Bilingual Terminology
ESL English as a Second Language Biliteracy
SLL Second Language Learner Multiculturalism
ELD English Language Development Bilingualism
ELL English Language Learner
EL English Learner
ESOL English for Speakers of Other Languages
LEP Limited English Proficient
NEP Non-English Proficient
NES Non-English Speaking
TESOL Teachers of English to Speakers of Other Languages
TESL Teaching English as a Second Language
HLS Home Language Survey
L1, L2 First Language, Second Language
LM Language Minority
NOM National Origin Minority Student
AMAO Annual Measurable Achievement Objectives
SIOP Sheltered English Observational Protocol
SDAIE Specially Designed Academic Instruction in English
SEI Sheltered English Immersion
SI Sheltered Instruction
CALLA Cognitive Academic Language Learning Approach
BE Bilingual Education
MEP Migrant Education Program
ABE Adult Bilingual Education
BICS Basic Interpersonal Communication Skills
CALP Cognitive Academic Language Proficiency
IDEA Individual Developmental English Activities
OCR Office of Civil Rights
Page | 40
Resources
http://www.pde.state.pa.us/esl/cwp/view.asp?a=3&Q=110015&eslNav=|6449|&eslNav=|6449|
http://www.pde.state.pa.us/k12/lib/k12/Reading.pdf
http://www.wida.us/standards/elp.aspx
www.nhie.net
www.pearsonlongman.com
www.psu.edu
www.tesol.org
www.ncela.gwu.edu
http://coe.sdsu.edu/people/jmora/MoraModules/ELDinstruction.htm