Chicago Public Schools. English Second Language Goals and Standards A Correlation Santillana s New Tools for English Language Development

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1 Chicago Public Schools English Second Language Goals and Standards A Correlation Santillana s New Tools for English Language Development Prepared by Sonia Soltero, PhD, ESL Goal I: To use English to achieve in all academic areas and settings. Standard A: Students will use English for personal and instructional interaction in the classroom. Performance Indicators- Level 1 First Grade a. distinguish and reproduce sounds of English in words, phrases and simple sentences b. use appropriate introductions, greetings, formulaic expressions and farewells , 1. 7, 1.12, 1.13, 1.14, 1.15, 1.16, , 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , , , 4.52, 4.53, 4.54, 4.55, 4.56, 4.57, , , 4.62, 4.64, , 5.68, 5.69, , , , , 6.84, , 7.104, 1. 4, 1. 5, c. accompany oral language with appropriate body language , , 5.68, 5.69, , d. acquire the vocabulary necessary for instruction , 1. 6, 1.9, 1.12, 1.13, 1.14, 1.15, e. match written language to pictures , 1. 6, 1. 7, 1.12, 1.13, 1.14, 1.15, , 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , , 4.52, 4.53, 4.54, 4.55, 4.56, 4.52, 4.53, 4.54, 4.55, 4.64, , 5.68, 5.69, , 5.79, 5.80, 6.85, 6.86,

2 6.88, 6.89, , 7.104, 7.112, , 8.127, , f. state and write personal and identifying information 1. 4, 1. 5, g. understand and follow non-verbal and verbal safety instructions and procedures h. explain actions using both verbal and non-verbal cues , , 5.68, 5.69, , , i. understand and use cardinal and ordinal numbers, , , recognize Roman numerals j. understand and use expressions related to time k. respond to and make requests , 1. 4, 1. 5, 1. 6, 1.10, , 4.52, 4.53, 4.54, 4.55, l. respond to and ask questions , 1. 4, 1. 5, 1. 6, 1.10, 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , 4.52, 4.53, 4.54, 4.55, 4.56, m. give and ask for permission n. listen to and incorporate feedback regarding school 1.8, behavior o. interact with English speaking peers p. request assistance from the teachers and peers , q. participate in simple dialogue , 2.32, , 4.52, 4.53, 4.54, 4.55, 4.56, , 5.68, 5.69, , 7.102, r. express likes and dislikes , 4.52, 4.53, 4.54, 4.55, 4.56, , 5.68, 5.69, , 7.103, s. participate in cooperative groups verbally and/or nonverbally 1. 4, 1. 5, 1.12, 1.13, 1.14, 1.15, , 4.57, , t. follow simple oral directions , 1. 4, 1. 5, 1. 6,, 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , , , 4.52, 4.53, 4.54, 4.55, 4.56, , 5.68, 5.69, , , 7.103, , 2

3 u. carry on a conversation regarding classroom activities 1.9, Performance Indicators- Level 2 a. ask the teacher to restate, simplify and expand information and directions b. carry out written directions with teacher assistance 1.6, 9.136, 9.137, c. maintain a personal journal d. share personal experiences both orally and in writing 7.101, 7.103, 7.105, e. give broad descriptions both orally and in writing 4.57, , , 4.62, 7.103, , f. interact in a small group 1. 4, 1. 5, 4.53, 4.57, g. restate or rephrase information , 1. 7, 2.32, 4.57, , , 4.62, 7.101, h. expand vocabulary through context clues , 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , 4.52, 4.53, 4.54, 4.55, 4.56, 4.57, , , 4.62, , 5.68, 5.69, , 6.86, 6.87, 6.88, , 7.104, 7.105, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, , 8.117, 8.121, 8.122, 8.123, , 8.126, 8.127, , i. express ideas both orally and in writing 4.63, 7.103, j. ask for and give information both orally and in writing 1.10, k. ask for and give directions both orally and in writing 1.10, l. write level-appropriate compositions 6.84, 7.100, 9.132, 9.133, m. participate in a teacher-controlled discussion , 1. 7, 1.12, 1.13, 1.14, 1.15, 1.16, , 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , , 4.52, 4.57, , , 4.62, , 5.68, 5.69, , , 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, , 8.117, , 3

4 Performance Indicators- Level 3 a. give reports of events or descriptions of people, places , 5.68, 5.69, , , and things b. distinguish between standard and non-standard English vocabulary c. give detailed descriptions 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, d. express ideas using increasingly complex language 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, e. argue and defend a point of view f. make inferences 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, , 5.68, 5.69, , , , , , , 6.94, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, , , , g. compare and contrast 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, , 5.68, 5.69, , , , , , , 6.94, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, , , , h. predict outcomes 2.29, 4.57, , , 4.62, , 5.68, 5.69, , , , , , , 6.94, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, , , , i. make generalizations 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, j. draw conclusions 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 4

5 ESL Goal I: To use English to achieve in all academic areas and settings. Standard B: Students will use English to obtain, process, construct, manipulate, provide, and expand knowledge and information through spoken or written media. Performance Indicators- Level 1 First Grade a. learn the Roman alphabet and decoding , 1. 7, 1.8, 1.12, 1.13, 1.14, 1.15, 1.16, , 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , , , 4.52, 4.57, , , 4.62, , 5.68, 5.69, , , 7.104, b. recognize the sound patterns for statements, questions, rhymes, etc , 1. 7, 1.12, 3.43, 3.44, 3.45, 3.46, 3.47, , 5.68, 5.69, , , , , c. follow printed text during oral reading , 1. 7, 1.11, 1.12, 1.13, 1.14, 1.15, 3.43, 3.44, 3.45, 3.46, 3.47, 4.57, , , 4.62, , 5.68, 5.69, , , , , , , 6.94, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, , , , d. record ideas through pictures 1.5, 1. 7, 1.9, 1.16, 2. 21, 4.55, 4.56, 4.64, 5.79, 5.80, 6.85, 7.101, 7.103, 7.112, 8.117, 8.128, 9.144, e. copy written material 1. 7, 5.78, f. use picture and context clues 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, 3.43, 3.44, 3.45, 3.46, 3.47, 4.64, , 5.68, 5.69, , 5.79, 5.80, 6.85, , 7.103, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 7.112, 8.117, 8.128, 9.144, g. form questions to elicit ideas 4.57, , , 4.62, h. follow sequence of a story or event 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, 3.43, 3.44, 3.45, 3.46, 3.47, , 5.68, 5.69, , 5.79, 5.80, , 5

6 , 6.94, 6.95, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, i. comprehend conversational sequence , j. create story frames in sequence 6.95, k. classify objects according to number, shape, size, use, , , 5.68, 5.69, , 5.78, 7.104, etc. l. participate in simple show and tell 7.101, m. attempt to convey gathered information in writing n. illustrate a story 1. 5, 4.62, o. give general oral descriptions from pictures, charts, etc. 1.16, 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, 4.64, 5.79, 5.80, 6.85, 6.96, 7.101, 7.103, 7.112, 8.117, 8.128, 9.144, Performance Indicators- Level 2 a. create list of ideas 4.63, b. retell as story or narrate an experience using sequence and detail c. record or list events of interest from books, stories, or personal experience d. give written summaries of a paragraph, story or event 4.63, e. create a booklet with illustrations for a content area 4.63, 7.101, project f. participate as a speaker in small group activities to obtain information 1. 5, , 1.11, 1.12, 1.13, 1.14, 1.15, 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , 4.57, , , 4.62, , , , , , 6.94, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, 4.63, 7.105, 6

7 g. construct a chart or other graphic organizer to show 1. 7, 4.63, information h. use a chart or graphic organizer to write a story 4.63, 6.84, 7.100, 8.127, 4.63, i. write a story after hearing or seeing a presentation 4.63, 7.100, j. edit own work with assistance k. access information form a newspaper, dictionary, encyclopedia, thesaurus, etc. l. read for information 1.11, , , , m. write a description from a sequence of pictures 8.127, 8.128, 9.144, n. give written descriptions from pictures, charts, etc , o. take part in role playing employing familiar situations and learned language 1.11, 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , 3.43, 3.44, 3.45, 3.46, 3.47, , , , 5.79, 6.89, , , 6.94, 7.105, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, Performance Indicators- Level 3 a. compare stories, poems, events, orally and in writing 6.84, 6.87, 7.100, 8.116, 9.132, 9.133, b. write a composition with supportive information 6.84, c. write reports using information from a variety of sources d. summarize materials which has been read 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, 4.57, , , 4.62, , , , 6.86, 6.87, 6.88, 8.121, 8.122, 8.123, , 8.126, , , , e. give a short oral report on a familiar topic and be able to answer questions about it 4.57, , , 4.62, 7

8 f. synthesize new and old information g. summarize material received orally as well as visually 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, 4.57, , , 4.62, 6.87, 6.88, h. read level-appropriate children s literature and magazines 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, 4.57, , , 4.62, , , , , , 6.94, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, i. read textbooks independently 1.11, 1.12, 1.13, 1.14, 1.15, 3.43, 3.44, 3.45, 3.46, 3.47, 4.57, , , 4.62, , , , , , 6.94, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, , , , ESL Goal I: To use English to achieve in all academic areas and settings. Standard C: Students will use appropriate learning strategies to construct and apply academic knowledge. Performance Indicators- Level 1 First Grade a. begin to use learning strategies 2.29, b. use illustrations and pictures for meaning , , 2. 21, , 3.43, 3.44, 3.45, 3.46, 3.47, 3.48, 4.57, , , 4.62, 4.64, 5.79, 5.80, 6.85, 6.96, 7.101, 7.103, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 7.112, 7.112, 8.117, 8.128, 9.144, c. use verbal and non-verbal cues to focus attention , , d. rehearse and visualize information 1. 5, , 3.43, 3.44, 3.45, 3.46, 3.47, 4.57, , , 4.62, e. use gestures and mimes to get ideas across 2.26, 2.27, 2.28, 2.29, 2.30,

9 f. repeat information given orally in class , 1. 7, 1.12, 1.13, 1.14, 1.15, 1.16, , 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , , , 4.52, 4.53, 4.54, 4.55, 4.56, 4.57, , , 4.62, 4.64, , 5.68, 5.69, , , , , 6.84, g. use pictures illustrations to comprehend stories 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , 3.43, 3.44, 3.45, 3.46, 3.47, 4.57, , , 4.62, 5.79, 5.80, 6.85, 6.96, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, h. use pictures for purposes of classification , 5.79, 5.80, 6.96, 7.101, i. apply word attack skills 1.7, 3.43, 3.44, 3.45, 3.46, 3.47, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, j. use manipulatives and illustrations to elicit verbal understanding of various concepts 1.7, 1.9, k. find speech and writing patterns required for various content areas l. ask assistance from teachers and peers m. participate in formal spoken activities such as choral reading, poetry, plays and readings 1.5, 1.11, 1.12, 1.13, 1.14, 1.15, 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, 3.43, 3.44, 3.45, 3.46, 3.47, , , , , , 6.94, 7.100, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, , , , Performance Indicators- Level 2 a. take simple dictation b. arrange event in chronological order 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, 4.63, c. follow guided writing activities d. solve problems by drawing pictures 1.9, 4.64, 5.79, 5.80, 9

10 e. state verbally information given in written form f. ask for opinion g. explain answers by rephrasing for clarity 4.57, , , 4.62, h. create graphs, charts, timelines, etc. from written material to illustrate or simplify data i. write short paragraphs to convey factual information j. learn to summarize the main idea of a story printed on a worksheet by highlighting k. describe parts of a book, magazine, or letter l. solve problems using data from tables and graphs m. improve fluency and understanding by using such strategies as rereading, retelling, and summarizing n. connect new information to prior knowledge and experiences o. use a variety of resources including glossaries and dictionaries and other resource materials to clarify meaning or improve usage p. use verbal and non-verbal context to grasp meaning , 1.11, 1.12, 1.13, 1.14, 1.15, 4.57, , , 4.62, , 5.68, 5.69, , , , , , , 6.94, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, 3.43, 3.44, 3.45, 3.46, 3.47, 4.57, , , 4.62, , 5.68, 5.69, , 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, Performance Indicators- Level 3 a. take risks with language b. rephrase, explain and expand oral or written information to check comprehension c. collect and organize information 7.101, 4.57, , , 4.62, 10

11 d. select materials from school resources to complete a 9.136, 9.137, project e. use key words 3.43, 3.44, 3.45, 3.46, 3.47, 7.101, f. write and edit with peers and independently g. begin to self-correct speech h. give oral reports 7.101, i. utilize information from maps, charts, brainstorming, timelines, graphs, organizers, etc. to generate questions on text or topics j. learn and apply test-taking skills k. scan entry in book to locate information for an assignment ESL Goal II: To use English for all social and personal purposes. Standard A: Students will use English to communicate and meet personal needs. Performance Indicators- Level 1 First Grade a. interact with others 1. 4, 1. 5, 2.32, , , 4.62, 8.118, 8.119, b. share and request information 1. 4, 1. 5, 2.22, 2.23, 2.24, 2.25, 7.101, c. model authentic language in particular situations and 4.57, , , 4.62, settings d. initiate conversation e. answer basic questions on a one-to-one basis 1. 4, 1. 5, f. convey personal information in writing g. understand and use verbal and non-verbal cues , h. communicate personal needs and wishes 11

12 i. learn names and titles of address 1. 4, 1. 5, j. introduce oneself and greet others 1. 4, 1. 5, k. use a calendar 3.40, 8.118, 8.119, l. give phone number and address m. tell time n. give and carry out common commands 4.63, o. express quantity p. ask and tell the cost of an item q. ask about and describe the weather , r. ask and tell where someone is going s. ask and tell where someone or something is located 1.10, t. conduct a simple phone conversation u. ask and tell about a person s physical appearance/condition v. know rooms and parts of the house/school w. talk about relations , 2. 21, 2.22, 2.23, 2.24, 2.25, 7.103, , x. describe personal hygiene and daily routines y. summon help from 911 z. understand and respond verbally using appropriate social formulae Performance Indicators- Level 2 a. chat on the phone and take messages b. understand and respond to simple directions 1. 4, 1. 5, 1. 7, 1.12, 1.13, 1.14, 1.15, 1.16, 2-3, , 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , , , 4.52, 4.53, 4.54, 4.55, 4.56, 4.57, , , 4.62, 4.64, , 5.68, 5.69, ,

13 73, , , 6.84, , 9.137, c. participate as speaker/listener in group activities 1. 4, 1. 5, 1.8, d. write memos and notes Performance Indicators- Level 3 a. practice new language while engaging in formal and informal conversation b. demonstrate, read about or participate in a favorite activity c. maintain an interactive journal 1. 4, 1. 5, 2.32, 1.11, , 3.38, 3.39, 3.41, 3.42, , , 6.94, 8.116, 8.118, 8.119, ESL Goal II: To use English for all social and personal purposes. Standard B: Students will interact in and through spoken and written English for personal expression and enjoyment. Performance Indicators- Level 1 First Grade a. recount events of interest/importance 1.2, 2.32, 8.118, 8.119, b. tell about favorite food, celebrations, games, toys, etc 3.38, 3.39, 3.41, 3.42, , 4.52, 4.53, 4.54, 4.55, 4.56, 4.57, , , 4.62, 8.116, 8.118, 8.119, 8.120, c. express reactions to favorite books, songs, TV shows, humorous stories, situations, etc. 3.38, 3.39, 3.41, 3.42, 4.57, , , 4.62, 8.116, 8.118, 8.119, 8.120, d. share feelings and ideas , 4.62, 8.118, 8.119, e. participate in games, activities, etc. 2.22, 2.23, 2.24, 2.25, , f. express regret, apologies, etc. 13

14 Performance Indicators- Level 2 a. engage in dialogue about events of importance 2.22, 2.23, 2.24, 2.25, 8.118, 8.119, b. participate in humorous stories, situations , c. discuss favorite books, songs, etc. 3.38, 3.39, 3.41, 3.42, 7.103, , 8.117, 8.120, , d. initiate games, activities, etc. 1.12, 1.13, 1.14, 1.15, e. maintain an inventory of books read Performance Indicators- Level 3 a. write about events of importance b. describe process involved in creating favorite food or celebration c. express humor in word plays, jokes and riddles d. teach others to play a game, tell a joke, recite a poem, etc. 4.54, 4.55, 4.63, 8.118, 8.119, 1.12, 1.13, 1.14, 1.15, 2.20, 6.84, 6.87, 7.100, 8.116, 9.132, 9.133, e. read a story to peers , , f. act out book or story character 1.12, 1.13, 1.14, 1.15, 2.26, 2.27, 2.28, 2.29, 2.30, 2.31, , 3.43, 3.44, 3.45, 3.46, 3.47, , , , 5.79, 6.89, , , 6.94, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, ESL Goal II: To use English for all social and personal purposes. Standard C: Students will use English to participate in social and business interactions. Performance Indicators- Level 1 First Grade 14

15 a. engage listener s attention non-verbally and verbally 1.2, 1.8, , b. ask and respond to questions about self and family 1. 4, 1. 5, 1.10, , 2.21, 2.22, 2.23, 2.24, 2.25, 2.32, 6.86, 6.87, 6.88, 8.120, c. describe basic physical appearance, condition and 8.118, 8.119, feelings d. elicit information e. ask for and give permission f. express likes, dislikes and preferences 4.57, , , 4.62, g. use non-verbal communication , Performance Indicators- Level 2 a. volunteer information about self, family and emotions 1. 4, 1. 5, , 2.21, 2.22, 2.23, 2.24, 2.25, 2.32, , 6.86, 6.87, 6.88, 8.118, 8.119, 8.120, b. restate and clarify information 4.57, , , 4.62, c. describe interests 4.57, , , 4.62, Performance Indicators- Level 3 a. explain and support opinions b. discuss cultural topics 9.136, 9.137, ESL Goal II: To use English for all social and personal purposes. Standard D: Students will use appropriate learning strategies to extend their communication competence. Performance Indicators- Level 1 First Grade a. listen to and imitate how others speak and write English 1.8, 4.63, b. associate icons, pictures diagrams, etc. with words to , 2. 21, 4.64, , , , 5.79, 15

16 build vocabulary 5.80, 6.85, 6.86, 6.87, 6.88, 6.96, , 7.104, 7.105, 7.112, , 8.117, 8.121, 8.122, 8.123, , 8.126, 8.127, , c. ask about meaning of a word sign questions, body language and/or inflection d. use icons, pictures diagrams, etc. with language to 4.64, 5.79, 5.80, 6.85, 7.103, 7.112, 8.117, 8.128, foster oral and written communication e. try out newly acquired language 1.4, 1.5, 2.32, 4.57, , , 4.62, f. indicate non-verbally and verbally that a direction in English is understood 2.22, 2.23, 2.24, 2.25, 4.57, , , 4.62, Performance Indicators- Level 2 a. predict meaning form situational clues 2.22, 2.23, 2.24, 2.25, , 5.68, 5.69, , , , , , , 6.94, 7.106, 7.107, 7.108, 7.109, 7.110, 7.111, 8.121, 8.122, 8.123, , 8.126, , , , b. contribute information that is relevant for specific 2.32, topics c. practice learned language with an English speaking peer d. understand verbal directions with less reliance on nonverbal cues e. experiment with learned language chunks to construct meaning in oral and written forms f. summarize written or oral material 6.87, 6.88, Performance Indicators- Level 3 16

17 a. explore alternatives ways to express communication competence b. use context to construct meaning 4.57, , , 4.62, c. reinforce recently learned language by teaching something to a peer ESL Goal III: To tailor English language for various and specific purposes and uses. Standard A: Students will use appropriate language variety according to audience, purpose and setting. Performance Indicators- Level 1 First Grade a. recognize differences between language used with peers 1.2, and with adults b. recognize differences between formal and informal language c. recognize different speech patterns and intonations d. receive compliments and gratitude e. make appropriate formal and informal requests f. choose appropriate greetings and farewells 1. 4, 1. 5, Performance Indicators- Level 2 a. use appropriate language with peers and adults b. use formal and informal language c. use appropriate language for a variety of settings and purposes 17

18 d. use a variety of stresses, sound levels, patterns and intonations Performance Indicators- Level 3 a. respond to and use humor appropriately b. respond to and use idioms and slang c. use the appropriate language for social interaction verbally and in writing 18