Guidelines for Completing the English Language Development Report Card

Transcription

1 Guidelines for Completing the English Language Development Report Card The purpose of this document is to ensure a common, consistent, standardized reporting system for English Language Development (ELD), within and among all elementary schools. The English Language Development report card is designed to be reflective of an English Language Learner s progress in the Listening and Speaking domain and Language strand of the English Language Proficiency (ELP) Standards. This report is intended to be a supplement to the academic report card. Self-contained ELD classrooms and mainstream classrooms, with ELD Itinerant services, are to complete this report card. The report cards correlate to each grade level stage, as indicated by the ELP Standards. The correlations are as follows: Stage I: Stage II: Stage III: Stage IV: Kindergarten 1 st -2 nd 3 rd -5 th 6 th -8 th Effort EFFORT marks (grades K-6) reflect student performance related to responsibility for learning and the level of student involvement. They will be marked in the following way: 4 Demonstrated Outstanding effort due to a superior level of involvement and responsibility for learning. 3 Demonstrates Satisfactory/Consistent effort due to a steady, reliable level of involvement and responsibility for learning. 2 Effort is Improving but Not Consistent due to varying levels of involvement and responsibility for learning. 1 Effort is an Area of Concern due to a lack of involvement and responsibility for learning. Listening/Speaking and Language The English Language Proficiency Standards are used to determine the English Language Learner s performance and effort grades in the areas of Listening and Speaking, as well as Language. The performance levels marked each quarter should be an indicator of student progress, based on classroom performance, formative assessments and teacher observations during that specific quarter. The intended outcome is for the student to be moving across the performance continuum toward English Proficiency.

2 The performance levels for each report card provide descriptors of student progress, within each grade level span. The descriptors directly correlate to the expectations for the specific grade level, as it pertains to English Language Development. They should be used to determine students progress each quarter, based on the ELP Standards. The for each stage are listed below. Stage I Proficient students consistently understand social and academic English responding orally with simple but detailed sentences. They read CVC and high-frequency words and comprehend grade-level texts that are read aloud. These students write words, phrases, and simple sentences and demonstrate an understanding of a range of written conventions. High Intermediate students at this level have an understanding of spoken social English, but have a moderate understanding of academic English. They respond orally with simple, complete sentences. These students are able to decode CVC words independently. They write letters of the alphabet and demonstrate an understanding of basic written conventions. Low Intermediate students at this level have a moderate understanding of spoken social English, but are limited in their understanding of academic English. They generally respond orally with phrases and simple sentences. These students are able to decode CVC words with instructional support. They can write letters of the alphabet and demonstrate an understanding of basic written conventions. Basic students at this level have a limited understanding of spoken social English. They respond orally with isolated words and simple sentences with grammatical errors. They are beginning to identify letter sounds and sound/symbol relationships. Students at this level can write some letters of the alphabet. Emergent students at this level have minimal English skills to communicate, retell stories heard, or add details to drawings. These students are beginning to develop skills in English to access mainstream curriculum and demonstrate the need for specific ongoing support in English language development instruction. Pre-emergent students at this level lack the English skills to communicate, retell stories heard, or add details to drawings. These students do not demonstrate sufficient skills in English to access mainstream curriculum and demonstrate the need for specific ongoing support in English language development instruction.

3 Stage II Proficient students understand academic written and spoken English. Can generate sentences, using a variety of grammatical structures. Read, comprehend, and summarize information in grade level text. These students write three to five sentence paragraphs, using grade level vocabulary and a variety of sentence structures. High Intermediate students have a considerable understanding of social and academic English, and can respond using a variety of simple sentences. They comprehend key details and main ideas of text read aloud to them. They have moderate ability to decode, and comprehend text read independently. They are approaching the use of grade-level vocabulary to write simple sentences. Low Intermediate students have a moderate understanding of social and academic English, but respond using simple sentences with common construction patterns. They are developing comprehension of key details and main ideas of text read aloud to them. They have limited ability to decode, and comprehend text read independently. They use basic vocabulary to write simple sentences. Basic students have a limited understanding of social and academic English, and can respond using isolated words, and simple phrases. They inconsistently comprehend key details and main ideas of text read aloud. These students have minimal ability to independently decode and comprehend text. They have minimal ability to write words, phrases, or simple sentences. understanding of social and academic English. With simple phrases and sentences orally and in writing. understand social and academic English. Students at this level require much instructional/environmental support, but are unable to formulate simple phrases and sentences orally and in writing independently.

4 Stage III Proficient students consistently understand and produce social and academic English. They independently read and comprehend key information in grade-appropriate texts these students write paragraphs in various writing applications using grade-level vocabulary and simple, compound and complex sentences with a variety of verb tenses. High Intermediate students have a considerable ability to understand and produce social and academic English. They have moderate ability to independently read and comprehend grade-appropriate text. These students write sentences demonstrating some control of conventions, grammatical structures, and academic vocabulary. Low Intermediate students have a moderate ability to understand and produce social and academic English. They are developing the ability to independently read and comprehend grade-appropriate text. These students write sentences demonstrating limited control of conventions, grammatical structures, and academic vocabulary. Basic students have a limited understanding of social and academic English and produce short phrases and simple sentences with common construction patterns. They have limited ability to decode and comprehend text read independently. These students write simple sentences with limited control of conventions, grammar, and vocabulary. understanding of social and academic English. With simple phrases and sentences orally and in writing. understand social and academic English. Students at this level require much instructional/environmental support, but are unable to formulate simple phrases and sentences orally and in writing independently.

5 Stage IV Proficient students consistently demonstrate the ability to engage in social and academic conversations in English using a varied vocabulary. They identify authors intended purpose and analyze literary elements in fictional text. These students write paragraphs in various writing applications using grade-level vocabulary and integrating elements of effective writing. High Intermediate students a considerable ability to engage in social and academic conversations in English. They have moderate ability to decode words, comprehend text, and apply understanding of content area vocabulary. These students demonstrate competency in writing narrative and persuasive paragraphs using various verb tenses. Low Intermediate students a moderate ability to engage in social and academic conversations in English. They are developing the ability to decode words, comprehend text, and apply understanding of content area vocabulary. These students are beginning to demonstrate competency in writing narrative and persuasive paragraphs using various verb tenses. Basic students demonstrate limited ability to engage in social and academic conversations in English. They have limited ability to read with comprehension and apply understanding of academic vocabulary. These students write simple paragraphs using appropriate punctuation, capitalization, subject-verb agreement and adverbial and prepositional phrases. understanding of spoken or written social or academic English. With simple phrases and sentences orally and in writing understand spoken or written social and academic English. Students at this level require much instructional/environmental support, but are unable to formulate simple phrases and sentences orally and in writing independently.