C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d e D R A F T 2 ( A u g u s t 9, 2 0 0 7 )

Acknowledgements Under the auspices of the Joint Board Committee (JBC) for Noncredit and Adult Education, the California Department of Education (CDE), and the California Community Colleges Chancellor s Office (CCCCO), WestEd contracted with the CDE to facilitate the development and validation of model curriculum standards, performance standards, and model assessments for five instructional areas of adult and noncredit education. These five areas were: Adult Basic Education (ABE), Adult Secondary Education (ASE), Adult English as a Second Language (ESL), Older Adults Education, and Parent Education. This document contains the final standards and assessment guide for ESL.

TABLE OF CONTENTS I. Introduction...1 A. Model Curriculum Standards...3 B. Performance Standards...5 C. Model Assessment Tasks...6 D. Adult English as a Second Language (ESL) Model Curriculum Standards and Sample Assessments Alignment Chart...8 II. Model Curriculum Standards, Performance Standards, and Model Assessment Tasks... 32 III. Grammar Continuum... 74 IV. Pronunciation Guide... 79 V. SCANS and EFF Skills Integration Guide... 81 References and Resources for Adult English as a Second Language... 92 Appendices... 97 Appendix A: Introduction to Assessment... 98 Appendix B: Beginning Literacy Content and Placement... 106 Appendix C: English as a Second Language Content Standards Chart... 108

California Noncredit and Adult Education Adult English as a Second Language Standards and Assessment Guide I. Introduction In order to fully meet the needs of the adult learner population in California, model curriculum standards, performance standards, and model assessments have been developed to complement the program standards. Model curriculum standards identify the core knowledge and skills that adult learners are expected to demonstrate, and specify performance indicators that illustrate expected accomplishments with respect to the core content. While model curriculum standards specify what learners should know and be able to do, performance standards indicate how well learners should perform. Finally, samples of assessment tasks and scoring scales have also been developed that link to the content and performance standards. These samples illustrate to adult education teachers and administrators the types of tasks and scoring scales that are relevant to measuring adult learning with respect to standards. Taken together, the model curriculum standards, performance standards, and sample assessments included in this guide have been designed to help guide the development of standards-based curriculum, instruction, and courses for California adult education programs. Implicit in these standards and assessments is the recognition of inherent differences in the teaching and learning of adults and youth. To honor these differences, the model curriculum standards, performance standards, and model assessment tasks for noncredit and adult education are tailored to the specific needs of adult learners in California and include content and examples that are relevant to this population. Their purpose is to help adult learners to be successful community members, parents, workers, and citizens of the world through the lifelong continuum of learning. How the Standards and Assessment Guides were Developed The work of developing model curriculum standards began under the auspices of the Joint Board Committee (JBC) on Noncredit and Adult Education. Committees of administrators and instructors in adult schools, noncredit community college programs, and other programs serving adult learners in California were convened to draft model curriculum standards, performance standards, and model assessments. A separate standards development committee was established for each of the five instructional areas. The committee members were chosen for their expertise in the instructional areas. Each committee met several times in 2001 2003 to develop the materials for each guide. Within each committee there was broad representation of different geographical locations and program types. In fall 2001, the draft model curriculum standards were reviewed by practitioners throughout California through mail surveys and focus groups. Standards development committees used the feedback from the external reviewers to finalize the model curriculum standards. In 2002 2003, the same committees worked together to develop 1

performance standards and model assessments, and to finalize the guides for each instructional area. Use of this Document Program administrators and instructors should decide how best to use the standards and assessment guides in order to address the needs of their local populations. There are a number of different types of ESL programs in California. General ESL programs focus on skills or competencies that adults living in our society must have on a general basis. Academic ESL programs focus on skills or competencies that learners need to succeed in an academic program. Vocational or workplace ESL programs focus on skills that adult ESL learners need to get, keep, or advance in a job. Family literacy ESL programs focus on skills parents need to help their children learn to read and to succeed in United States schools. Citizenship or civics programs focus on skills adults need to fully participate in United States civic society, or to fulfill naturalization requirements. The standards and assessments defined in the guides are intended to represent core knowledge and skills that can be addressed in a variety of programs and classroom situations. Professional development should be provided for administrators and instructors in order to effectively incorporate these standards and assessments into their curriculum and instruction. It is essential that learners experiences are aligned with the model curriculum standards and that assessments inform adult learners, instructors, and others of learner progress in relation to the standards. Instructors should make information about the standards and assessments available to adult learners to help them take control and responsibility for their own learning. The English as a Second Language Standards and Assessment Guide is organized into four sections: a set of standards including model curriculum standards, performance standards, and example assessment tasks; a grammar continuum; a pronunciation guide; and a guide for integrating Secretary s Commission on Achieving Necessary Skills (SCANS) and Equipped for the Future (EFF) skills into instruction. 2

A. Model Curriculum Standards The English as a Second Language Model Curriculum Standards identify the core knowledge and skills that should be addressed in adult ESL programs. The model curriculum standards are organized into four domains (language skill areas) Listening, Speaking, Reading, and Writing for each of the following ESL proficiency levels: Beginning Literacy, Beginning Low, Beginning High, Intermediate Low, Intermediate High, Advanced. The specific standards within each domain at each proficiency level define the key knowledge and skills that learners are expected to know and be able to do upon exit from the level in the four language skill areas. The core content of adult ESL courses is basic English language skills, including language structures and language use. The model curriculum standards, due to their organization, include those language skills that are measurable and appropriate to a single given proficiency level and domain. The complete content of ESL courses also includes language skills which are best described and/or measured along a continuum, or that must be integrated across the four domains. In addition, language skills are taught in a context of life, work, or academic skills (including cognitive skills and technology use), within which language skills are learned, practiced, and assessed. In order to address the full spectrum of adult ESL course content and contexts, additional charts and guides were developed to accompany the model curriculum standards. How the Model Curriculum Standards are Organized All five instructional areas of California noncredit and adult education follow the same overall format for organizing their model curriculum standards. This format is based on that used for the K-12 Content Standards for California Public Schools. This consistency is intended to show continuity across the span of childhood through adult education, as well as to help increase public understanding and utility of the standards. (sample assessment tasks follows the Model Assessment tasks.) The California model curriculum standards for noncredit and adult education are organized in sets under broad domains or concepts. Domains are then divided into strands, which represent particular skill areas within a domain, followed by a set of individually numbered model curriculum standards describing the precise skills learners are expected to know and be able to do upon exit from that level. Below is a schematic representation of these sections. Domain 1.0 Strand Strand statement: description of what learners know and can do in this skill area. 1.1 Model Curriculum Standard: description of a specific measurable component of this general skill. 1.2 Model Curriculum Standard... Each domain has one strand, with the exception of Reading. Starting at Beginning Low, Reading has two strands. Below is an outline of the adult ESL domains and strands. 3

Listening 1.0 Listening Skills Speaking 1.0 Speaking Skills Reading 1.0 Word Analysis and Vocabulary Development 2.0 Reading Skills Writing 1.0 Writing Skills While most language skills can clearly be separated into one of the four domains, others necessarily involve more than one of the domains; in these cases, a decision was made to place the skill in a particular domain. For example, note-taking involves both listening and writing; in the model curriculum standards, note-taking skills are included in the Writing Skills strand. The two strands in Reading represent two aspects of this complex domain. The Word Analysis and Vocabulary strand focuses on strategies adult ESL learners can apply (with assistance or independently) to gain meaning from written texts. The Reading Skills strand focuses on general reading comprehension and interpretation skills. These strategies and skills are combined in classroom instruction and assessment. For example, knowledge of prefixes and suffixes would be applied to understanding new words in a reading passage. While typically associated with reading, many word analysis and vocabulary development strategies are involved in the other domains as well. These strategies can be applied in listening comprehension (e.g., identifying the time of an event being discussed by recognizing past tense suffixes on verbs), speaking (e.g., using synonyms in paraphrasing), and in writing (e.g., using a dictionary or thesaurus to find an appropriate word). Additional Core Content: Grammar and Pronunciation In addition to the four domains described above, adult ESL includes two further areas of core content: language forms (also called language structures, or grammar) and pronunciation. The content for each of these two areas is represented in a chart format, spanning all proficiency levels. This format captures the fact that a particular grammatical structure or pronunciation skill introduced at one level may not be completely mastered until a later level. The teaching and learning of language forms needs to be integrated with the other language skills in all four domains; the teaching of pronunciation needs to be integrated with both listening and speaking skills. 4

B. Performance Standards The Adult English as a Second Language Performance Standards identify how well learners need to perform to show satisfactory mastery of the model curriculum standards. A learner who meets or exceeds proficient performance in a given domain at a given proficiency level is ready to begin learning the content at the next higher proficiency level. A learner who does not meet proficient performance in a given skill area at a given proficiency level needs more practice or instruction in the content at the same proficiency level. An overall description of proficient performance in all four domains follows each set of model curriculum standards at each proficiency level. Each description specifies proficient performance on the model curriculum standards, describing qualities such as the extent of ease, automaticity, or independence a learner can be expected to have in carrying out the model curriculum standards, or the frequency of errors a learner can be expected to make. Proficient performance describes the extent of proficiency in the skills listed in the model curriculum standards that a learner should have upon exit from that level. Providing learners with frequent feedback is key to ensuring they are offered optimum learning experiences and challenges at each proficiency level in each skill area. Performance standards can be used to gauge learners preparedness and achievement throughout their progress in an ESL program from placement, through classroom diagnostic and mastery activities, to level or program exit. In order to measure progress, instructors develop relevant assessments aligned with the model curriculum standards. In order to measure performance on a given assessment, instructors develop a scoring rubric, using the performance standard as a basis for determining cut scores. Accurate feedback can then be provided to learners in a form that is useful and interpretable, depending on the skill measured or the assessment type. Examples include a pass or fail designation, a percentage, a letter grade, a checklist, or a narrative description. The rubric itself can also be designed for reporting performance to learners. Assessment and rubric development are described in Appendix A. 5

C. Model Assessment Tasks Model curriculum and performance standards that clearly articulate what adult ESL learners should know and be able to do, and how well they should perform, are key ingredients to ensuring that all learners reach optimal levels of learning. Another key ingredient to a standards-based approach to adult ESL education is assessment. Assessment refers to the use of instruments and procedures to gather data on a regular basis for such purposes as identifying learners needs, documenting learners progress, or determining how program services are meeting learners needs. Assessment allows us to measure learners performance against common standards. In order to determine performance in all four adult ESL domains over time, for learners with various learning styles, multiple assessments of a variety of types are required. These assessments may include standardized tests, as well as a variety of classroom activities, homework assignments, self and peer assessments, and performance assessments. Local program teachers and administrators must determine for their context which model curriculum standards are most important to assess, which assessments are most important to consider in determining overall performance, and which particular performances on a given assessment should be given the most weight in determining rubrics and cut scores. Model assessments are represented by example assessment tasks for each skill area (domain) at each proficiency level, accompanied by sample technology tasks. Taken together with the information on developing rubrics in Appendix B, these tasks provide an overview of the types of performance assessment aligned to the model curriculum standards which are relevant to adult ESL courses. While the specific topics and applications of these tasks must be decided by local programs, depending on learner needs and interests, as well as external requirements (such as preparation for citizenship, employment, or higher education), the types of tasks can be applied to learners and assessment contexts in all programs. Model assessment components are outlined below. Example Assessment Tasks. These tasks are examples of performance assessments addressing one or more model curriculum standards, which will allow learners to show what they know and can do. How well a proficient learner can be expected to perform on the tasks is specified in the performance standard. Note that while each task addresses one skill area, typically assessment tasks involve performance in more than one skill area. For example, a writing task may involve responding to an oral or written prompt, which requires listening or reading comprehension as well as writing. Sample Technology Tasks. Technology provides useful tools and contexts for adult English language learning. Technology use may be integrated into both instruction and assessment. The sample technology tasks describe ways technology can be used in assessing one or more model curriculum standards. 6

For the purposes of this document, technology is broadly understood as encompassing all types of tools and machines. Some examples of technology that may be available in the school or classroom are: tape recorders; copiers; overhead projectors; VCRs; computers; computer programs; the Internet (Web sites, search engines, e-mail); printers; telephones; and telephone answering machines. Learners may also apply their language skills to technology outside the classroom, for example with ATMs, household appliances, and workplace machines or tools. 7

D. Adult English as a Second Language (ESL) Model Curriculum Standards and Sample Assessments Alignment Chart Domain: Reading ESL Model Curriculum Standards BEGINNING LOW READING 1.0 Reading Skills Learners recognize letters of the alphabet, numbers, and some simple words. 1.1 Demonstrate eye movement from top to bottom and left to right. 1.2 Discriminate between shapes and both uppercase and lowercase print letters. 1.3 Discriminate among numerals 1 100. 1.4 Relate phonological sounds to letters (sound/symbol correspondence). 1.5 Read basic sight words and signs with one word or symbol (e.g., restroom signs, computer keys). 1.6 Coordinate hand and eye to fill out forms requiring nonverbal answers (e.g., X for boxes, Scantron bubbles). Sample Assessment Tasks BEGINNING LOW READING Appropriate local assessment tasks for this level: 1 Spell out loud familiar words, such as their names and street names. Use a picture prompt and identify concrete items using previously learned vocabulary, supported by gestures. Use a calendar to say the days of the week and count out loud to 30. Recognize and name the letters of the alphabet, and familiar numbers (such as their age). Read and explain words or symbols in the environment (e.g., restroom signs, exit signs, etc.). Appropriate standardized assessments for this level: 2 CASAS (Life Skills): 180 and below SPL (Reading and Writing): 0 1 Literacy BEST: 0 7 1 Samples of tasks that learners could be asked to do to demonstrate proficiency in the related standard(s). 2 Disclaimer: Listing of assessments is not intended to be an indication of California Department of Education, California Community Colleges Chancellor s Office, or WestEd endorsement. 8

ESL Model Curriculum Standards BEGINNING LOW READING 1.0 Word Analysis and Vocabulary Development Learners recognize and read numbers and letters. They recognize subparts of familiar words. 1.1 Identify the letters of the English alphabet and numbers. 1.2 Relate phonological sounds to letters and clusters of letters (sound/symbol correspondence). 1.3 Identify syllables and common basic word parts (e.g., un-clear, eat-ing, box-es) in context in familiar words. 1.4 Identify common antonyms (e.g., hot/cold, young/old). 1.5 Find a familiar word in an alphabetized list. 2.0 Reading Skills Learners construct limited meaning from simple print materials on familiar topics with repeated reading and checking. 2.1 Use familiar visual clues (such as pictures, graphs, and charts) to predict meaning. 2.2 Recognize personal information words in print (e.g., first and last names, address, school or job identification number, etc.). 2.3 Recognize common forms of environmental print found in the home, on community facilities, and for basic services (e.g., simple labels and product names, simple computer commands, and simple warnings: danger, poison, file, save, bank, post office). 2.4 Recognize basic sight words in different handwriting styles (e.g., cursive) in short notes and messages. 2.5 Recognize basic abbreviations (e.g., Mr., Dr., St.). 2.6 Scan for numerical information in simple signs and flyers (e.g., the time a store opens). 2.7 Read and understand simple sentences using vocabulary and sentence patterns previously learned orally. 2.8 Follow one- to three-step written instructions. Sample Assessment Tasks BEGINNING LOW READING Appropriate local assessment tasks for this level: Match label names to pictures of products. Match a shopping or supplies list to pictures. Identify labeled areas of a map or times on a schedule. Read a short note and identify the writer and topic. Appropriate standardized assessments for this level: CASAS (Life Skills): 181 200 SPL (Reading and Writing): 2 4 Literacy BEST: 8 46 BEGINNING HIGH READING Appropriate local assessment tasks for this level: Read a narrative passage, and identify the main topic and sequence of events. Read a chart or schedule, and make simple inferences based on the information. Appropriate standardized assessments for this level: CASAS (Life Skills): 181 200 SPL (Reading and Writing): 2 4 Literacy BEST: 8 46 9

ESL Model Curriculum Standards BEGINNING HIGH READING 1.0 Word Analysis and Vocabulary Development Learners use basic word analysis skills to determine the meaning of new words in simple material in familiar contexts. 1.1 Apply sound/symbol relationships to decode (sound out) a new word that occurs frequently in familiar situations. 1.2 Recognize common roots, prefixes (e.g., pre-, un-), suffixes (e.g., -ing, -ed), and compound words in context. 1.3 Identify common synonyms and antonyms (e.g., happy, glad, unhappy, sad) in context. 1.4 Locate a word, number, or time in alphabetical or numeric order (e.g., in a telephone directory, work schedule, dictionary, or Web site directory). Sample Assessment Tasks 2.0 Reading Skills Learners read simplified material on familiar topics and construct limited meaning, with teacher assistance, from some authentic materials dealing with everyday matters. 2.1 Use visual clues to predict meaning and interpret new words in familiar contexts. 2.2 Interpret isolated words and phrases in familiar contexts (e.g., traffic signs, store ads, fast food menus, computer menus). 2.3 Interpret terms and directions on simple forms (e.g., personal identification, school registration, checks, change of address). 2.4 Recognize abbreviations in simple authentic material such as ads, forms, and signs. 2.5 Recognize familiar vocabulary and phrases in a variety of printed fonts and handwriting styles. 2.6 Scan simple authentic documents (e.g., ads, schedules, forms, food coupons, Web pages, standardized tests) to find specific information. 2.7 Make simple inferences from brief narratives, charts, and schedules (e.g., using a mail schedule to determine if a letter will be picked up today). 2.8 Identify the sequence of events in written directions or a 10

ESL Model Curriculum Standards simple narrative passage. 2.9 Read and demonstrate understanding of short, simplified narrative paragraphs on familiar topics containing previously learned vocabulary and sentence patterns. INTERMEDIATE LOW READING 1.0 Word Analysis and Vocabulary Development Learners use an increasing variety of word analysis skills to determine the meaning of new words in context on familiar topics. 1.1 Apply knowledge of prefixes and suffixes to determine the meaning of common words in context. 1.2 Identify common homonyms (e.g., to/two/too) and increase vocabulary of synonyms and antonyms. 1.3 Predict meanings of unfamiliar vocabulary in material rich in contextual clues. 1.4 Interpret meaning of familiar words used in a new context. 1.5 Recognize common idioms (e.g., Give me a break!) and phrasal verbs (e.g., get off, get out of, pick up) in context. 1.6 Find specific information using an index or table of contents (e.g., of a book, telephone directory, job manual, computer application help feature, etc.). 2.0 Reading Skills Learners read simplified materials on familiar subjects and have limited success when attempting to read some authentic materials. 2.1 Interpret abbreviations for an increasing variety of words in context of specific topics (e.g., employment, housing). 2.2 Skim for general meaning in short passages or paragraphs. 2.3 Scan for specific information in simple authentic materials (e.g., ads, schedules, dictionaries, standardized tests, Web pages) related to immediate needs. Sample Assessment Tasks INTERMEDIATE LOW READING Appropriate local assessment tasks for this level: Read an informational or practical text and: identify the purpose, main ideas, and details of the text; complete a chart or diagram using information from the text; and explain the process described in the text. Read a short, easy fiction passage and: fill in a chart showing the sequence of events; identify the major characters; and summarize the general conflict or outcome presented in the passage. Standardized Assessments CASAS (Life Skills): 201 210 SPL (Reading and Writing): 5 Literacy BEST: 47 53 INTERMEDIATE HIGH READING Appropriate local assessment tasks for this level: Read an informational or practical text and: relate information in charts, graphs, and tables to narrative content; determine the organization, main ideas, and supporting details; and draw conclusions and make inferences based on the content. Read a short easy fiction passage and: identify the sequence of events; describe the basic traits of the major characters; 11

ESL Model Curriculum Standards 2.4 Interpret simple, short narrative and descriptive passages on familiar topics. 2.5 Interpret simple charts, graphs, tables, maps, and multistep diagrams. 2.6 Interpret simple narrative and descriptive passages on unfamiliar topics using visual, graphic, and textual clues (e.g., titles, headlines, captions, table of contents) that orient learners to reading passages. 2.7 Begin to differentiate between fact and opinion in simple texts. Sample Assessment Tasks identify the main idea; and summarize the general conflict presented in the passage and describe how it was resolved. Appropriate standardized assessments for this level: CASAS (Life Skills): 211 220 SPL (Reading and Writing): 6 Literacy BEST: 54 65 INTERMEDIATE HIGH READING 1.0 Word Analysis and Vocabulary Development Learners use a variety of word analysis skills to determine the meaning of new words in context on familiar topics. 1.1 Identify common roots of words used in familiar contexts and expand knowledge of prefixes and suffixes. 1.2 Identify an increasing number of homonyms, synonyms, and antonyms. 1.3 Interpret common phrasal verbs and idioms in familiar contexts. 1.4 Use contextual clues to determine the meaning of unfamiliar vocabulary and phrases. 1.5 Use a dictionary to determine the basic meaning of unfamiliar words. 2.0 Reading Skills Learners read authentic materials on everyday subjects, but have difficulty reading specialized materials. 2.1 Interpret a variety of charts, graphs, tables, and forms. 2.2 Skim a passage, form, or test to determine the organization and general ideas. 2.3 Scan a passage, form, or test to find particular details. 2.4 Find information that requires drawing from different sections of a reading passage. 2.5 Identify the main idea of a paragraph on a familiar topic. 2.6 Draw conclusions from authentic materials on familiar topics (e.g., newspaper articles on current events, social 12

ESL Model Curriculum Standards letters, public information notices, Web sites). 2.7 Determine connections between ideas within a passage by interpreting transitional words (e.g., therefore, however). 2.8 Follow pronoun references to a person or object in a passage (e.g., Ms. Smith...she...our teacher; Form 168...this form...it). ADVANCED LOW READING 1.0 Word Analysis and Vocabulary Development Learners use a variety of word analysis skills to determine the meaning of new words in context on familiar and unfamiliar topics. 1.1 Interpret meanings of word roots in context. 1.2 Interpret an increasing number of idioms and phrasal verbs in context. 1.3 Identify analogies that clarify meaning. 1.4 Determine the meaning of new specialized vocabulary in context (e.g., vocabulary related to fields of interest). 1.5 Select the appropriate meaning of a word with multiple meanings by using a dictionary. 2.0 Reading Skills Learners comprehend authentic materials on abstract topics in familiar contexts as well as descriptions and narrations of factual material. 2.1 Make inferences from charts, tables, and a short series of paragraphs. 2.2 Skim increasingly complex passages, forms, or tests to determine the organization and general ideas. 2.3 Scan increasingly complex passages, forms, or tests to find particular details. 2.4 Identify main ideas and supporting details or examples from familiar material. 2.5 Identify the author, audience, and purpose of a reading passage. 2.6 Differentiate fact from opinion in written materials. 2.7 Interpret authentic materials (e.g., prose fiction, Sample Assessment Tasks ADVANCED LOW READING Appropriate local assessment tasks for this level: Read an informational or practical text and: identify the author, audience, and purpose; distinguish between facts and opinions; interpret relationships among ideas in a reading (i.e., given a cause in the reading, identify the effect, or given examples, make a generalization); and write or orally explain how to do a process described in the text. Skim/scan information in a chart/graph, etc. and determine an appropriate course of action (e.g., read an airline schedule and prices and choose the best flight). Read a short story and: identify or orally relate the sequence of events;identify the main ideas and supporting details; write or give an oral summary of the story; interpret information in the story and make inferences or conclusions; and extract and combine information from different parts of the story to formulate meaning. Appropriate standardized assessments for this level: CASAS (Life Skills): 221 235 SPL (Reading and Writing): 7 Literacy BEST: 66 and above 13

ESL Model Curriculum Standards newspaper articles, procedures manuals, Web sites) on familiar subjects. 2.8 Summarize reading passages. Sample Assessment Tasks ADVANCED HIGH READING 1.0 Word Analysis and Vocabulary Development Learners use contextual clues and higher-order processes to interpret meaning in context in a variety of text types and on a variety of topics. 1.1 Use syntactic clues to interpret the meanings of complex sentences or new vocabulary. 1.2 Interpret analogies in familiar contexts. 1.3 Interpret a wide variety of idioms and phrasal verbs in context. 1.4 Interpret meaning of metaphors and similes in context. 1.5 Find information by using reference tools such as a print or online encyclopedia. 2.0 Reading Skills Learners comprehend standard materials such as the newspaper, routine correspondence, and specialized print or online materials in their fields of interest. They can read authentic materials and nonspecialized prose on most subjects, but with difficulty. 2.1 Summarize or paraphrase information gained from authentic materials on familiar topics. 2.2 Interpret main ideas and key points from specialized material in their own fields of interest. 2.3 Apply appropriate reading strategies (e.g., skimming, scanning, predicting, inferring) for understanding content on unfamiliar topics or specialized information. 2.4 Evaluate information in familiar and some unfamiliar passages for accuracy and relevance to purpose. 2.5 Draw general conclusions from specific details in a passage. ADVANCED HIGH READING Appropriate local assessment tasks for this level: Read an informational or practical text and: identify relevancy of the information to the purpose; draw conclusions based on specific details; and skim and scan information from charts/graphs, etc., and choose an appropriate course of action, such as reading a class schedule and making a selection of courses. Read a short story and: write or orally give an opinion about the ideas; analyze the author s point of view; and make inferences and predictions about the content. Summarize or paraphrase a reading passage. Appropriate standardized assessments for this level: CASAS (Life Skills): 236 245 SPL (Reading and Writing): 8 14

ESL Model Curriculum Standards 2.6 Analyze an author s point of view by making inferences. 2.7 Make judgments of information found in reading material based on personal value system. 2.8 Determine meaning of increasingly complex passages by using contextual clues (e.g., chronological order, comparison, contrast, and simple listing). Sample Assessment Tasks 15

Domain: Writing ESL Model Curriculum Standards BEGINNING LITERACY WRITING 1.0 Writing Skills Learners copy letters of the alphabet, numbers, and isolated words and phrases. They write numbers and isolated words and phrases to fill in simple forms. 1.1 Trace shapes and letters, following directions and samples. 1.2 Copy letters of the alphabet and numerals. 1.3 Copy basic information (e.g., name, phone number, address) for personal identification on a form. 1.4 Copy a list of words previously produced orally. Sample Assessment Tasks BEGINNING LITERACY WRITING Appropriate local assessment tasks for this level: Write a simple list by copying familiar words (e.g., groceries, classroom supplies). Fill in a highly simplified form by writing singleword responses, filling in a bubble, or making a check mark or X. Fill in a simple form with basic personal information (e.g., name, age, address, phone number). Appropriate standardized assessments for this level: CASAS (Life Skills): 180 and below SPL (Reading and Writing): 0 1 Literacy BEST: 0 7 BEGINNING LOW WRITING 1.0 Writing Skills Learners print numbers, letters, a limited number of basic sight words and familiar words and phrases, and simple sentences and phrases. They write lists, basic personal information, and very simple messages, with some errors. 1.1 Print the letters of the alphabet legibly. 1.2 Write numerals. 1.3 Copy or transcribe familiar words, phrases, and highfrequency expressions from learned materials. 1.4 Write a series of simple sentences on one topic, based on previously learned vocabulary and structures. 1.5 Edit writing for basic capitalization and end punctuation. BEGINNING LOW WRITING Appropriate local assessment tasks for this level: Write a list from material read or heard (e.g., place and time of an event). Write a brief note or message (e.g., a thank-you note). Write a simple 3 5-sentence description of a familiar situation, such as their family. Fill in a simple form (e.g., a library card application, a bank withdrawal slip). 16

ESL Model Curriculum Standards 1.6 Write a list (e.g., shopping list, invitation list) from material read or heard. 1.7 Fill out simple forms that require limited biographical or personal information. BEGINNING HIGH WRITING 1.0 Writing Skills Learners have sufficient control of the writing system to meet limited practical needs. They generate sentences into short, loosely organized paragraphs related to survival skills and personal topics, with frequent errors. They write short messages or notes within the scope of their limited language experience, with some errors. 1.1 Write simple sentences based on personal experiences or familiar material (e.g., recipes, directions, e-mail messages). 1.2 Write a short note or message (e.g., to a landlord about a repair, or a child s teacher about an illness). 1.3 Write a loosely organized paragraph based on personal experiences or familiar material. 1.4 Edit and revise writing for capitalization, sentence punctuation, and correct spelling. 1.5 Fill out simple forms that require some detailed biographical or personal information. 1.6 Write down key information from a recorded message (e.g., the time and day of a meeting from a telephone answering machine). INTERMEDIATE LOW WRITING 1.0 Writing Skills Learners write one or more short paragraphs related to survival skills, personal topics, and nonpersonal topics with some errors. They write complete messages with a few Sample Assessment Tasks Appropriate standardized assessments for this level: CASAS (Life Skills): 181 200 SPL (Reading and Writing): 2 4 Literacy BEST: 8 46 BEGINNING HIGH WRITING Appropriate local assessment tasks for this level: Write a short note or message (e.g., an invitation, a note to a child s teacher). Write a short, chronological paragraph about past events or future plans using simple sentences. Fill out a simple library card application or banking form. Complete a writing portfolio showing evidence of: brainstorming or note taking; a first draft; self and peer editing; and the final draft. Appropriate standardized assessments for this level: CASAS (Life Skills): 181 200 SPL (Reading and Writing): 2 4 Literacy BEST: 8 46 INTERMEDIATE LOW WRITING Appropriate local assessment tasks for this level: Write a note detailing the basic ideas of a short written or spoken dialog. 17

ESL Model Curriculum Standards errors. 1.1 Write a short note or message including some supporting details (e.g., to a teacher or supervisor explaining an absence). 1.2 Fill out paper or online forms requiring detailed personal information on varied topics (e.g., medical, job, banking, travel forms). 1.3 Write a paragraph that includes a topic sentence, supporting detail, and a conclusion (e.g., on a topic of personal interest, to request the return of a cleaning deposit from a landlord). 1.4 Edit writing for spelling, capitalization, sentence punctuation, and basic grammatical form, with some degree of accuracy. 1.5 Write down important details from face-to-face or recorded spoken messages (e.g., about a child s field trip, a job interview). 1.6 Take notes on familiar material transmitted orally (e.g., a doctor s directions for taking a medication, or a job supervisor s instructions about a task). INTERMEDIATE HIGH WRITING 1.0 Writing Skills Learners write brief compositions about previously discussed topics, demonstrating control of basic grammatical patterns. Errors are common when using complex structures. They write routine correspondence with increasing complexity of organization and detail. 1.1 Take notes on information transmitted orally on familiar or unfamiliar topics when supporting material is provided (e.g., at a school or job orientation meeting). 1.2 Write an academic or practical composition of at least two paragraphs, with a main idea and supporting details Sample Assessment Tasks Write a paragraph responding to a short written prompt. Fill out a sample job application relevant to their interests. Complete a writing portfolio showing evidence of: brainstorming or note taking; a first draft; self and peer editing; and the final draft. Appropriate standardized assessments for this level: CASAS (Life Skills): 201 210 SPL (Reading and Writing): 5 Literacy BEST: 47 53 INTERMEDIATE HIGH WRITING Appropriate local assessment tasks for this level: Write at least two paragraphs responding to a written prompt that include:a topic sentence; supporting details; and a conclusion. Write a personal letter for a specific purpose. Fill out authentic forms, surveys, or questionnaires. Complete a writing portfolio showing evidence of: brainstorming or note taking; multiple drafts; self and peer editing; and the final draft. Appropriate standardized assessments for this level: CASAS (Life Skills): 211 220 SPL (Reading and Writing): 6 Literacy BEST: 54 65 18

ESL Model Curriculum Standards (e.g., for a detailed accident report). 1.3 Edit writing for content, spelling, capitalization, punctuation of varied sentence types, and grammatical form. 1.4 Fill out increasingly complex authentic paper and online forms, questionnaires, and surveys (e.g., driver s license application, job satisfaction survey). 1.5 Write personal letters or e-mail messages for various purposes. 1.6 Write a simple business letter (e.g., to request an application or information). *ADVANCED WRITING 1.0 Writing Skills Learners write compositions on familiar topics. They have consistent control of mechanics, but make some grammatical errors with complex structures. They write descriptions, short compositions, summaries, and responses to questions on most forms and applications. 1.1 Expand and combine simple sentences by adding modifying words, clauses, and phrases. 1.2 Write descriptive and expository compositions using correct punctuation and coherent organization. 1.3 Organize sentences effectively to convey meaning. 1.4 Edit own writing for grammatical form, word choice, spelling, mechanics, and organization. Edit peers writing for content and organization. 1.5 Take notes from formal community, job, or academic presentations. 1.6 Complete forms that require some narrative description (e.g., accident reports, questionnaires with comment sections). 1.7 Write a business letter or e-mail message requiring Sample Assessment Tasks *ADVANCED WRITING Appropriate local assessment tasks for this level: Write a descriptive or expository composition that includes: an introductory paragraph; up to 3 paragraphs in the body, each with a topic sentence and supporting details; combinations of simple sentences into clauses and phrases; a conclusion; and evidence of research (references to sources of information). Write a business letter using appropriate style and format. Write notes based on a lecture or oral presentation. Fill out a detailed form such as an accident report. Complete a writing portfolio showing evidence of: brainstorming or note taking; multiple drafts; self and peer editing; and the final draft. 19

ESL Model Curriculum Standards some detail (e.g., to request an informational interview). *ADVANCED WRITING 1.0 Writing Skills Learners write detailed, coherent compositions on familiar topics with few syntactic errors, although the style may be different from that of a native speaker. They write welldeveloped descriptions, summaries, and compositions, as well as detailed responses to questions on forms and applications. 1.1 Write simple outlines from reading passages or lectures. 1.2 Write summaries and paraphrases of reading passages. 1.3 Write compositions with a clear introduction, supporting details, and conclusion, using a variety of rhetorical techniques (e.g., comparison/contrast; cause/effect; generalization/example; exposition). 1.4 Edit own and peers writing for grammatical form, word choice, spelling, mechanics, sentence variety, and organization. 1.5 Take notes from full-length formal presentations. 1.6 Write detailed formal letters or e-mail messages (e.g., letters of complaint, letters to accompany job applications). Sample Assessment Tasks Appropriate standardized assessments for this level: CASAS (Life Skills): 221 235 SPL (Reading and Writing): 7 Literacy BEST: 66 and above *ADVANCED WRITING Appropriate local assessment tasks for this level: Make outlines from appropriate readings and lectures or presentations. Write coherent compositions that include: a clearly-defined topic; supporting details; combination of simple sentences into clauses and phrases; a conclusion; and evidence of research (references to sources of information). Write detailed formal letters using appropriate style and format. Fill out a complex forms such as an independent contracting agreement or college application. Complete a writing portfolio showing evidence of: brainstorming or note taking; multiple drafts; self and peer editing; and the final draft. Appropriate standardized assessments for this level: CASAS (Life Skills): 236 245 SPL (Reading and Writing): 8 20

Domain: Listening and Speaking ESL Model Curriculum Standards Beginning Literacy Listening and Speaking 1.0 Listening Skills Learners understand a limited range of simple spoken isolated words, phrases, and questions drawn from familiar material such as personal information or the immediate physical setting. 1.1 Demonstrate understanding of high-frequency commands and expressions of courtesy. 1.2 Respond to simple questions about personal information (e.g., name, address, phone number). 1.3 Demonstrate understanding of familiar vocabulary through physical response (e.g., pointing, manipulation of objects). 1.0 Speaking Skills Learners use a few English words, supported by gestures, to express basic survival needs. They engage in very limited social conversations, with frequent hesitations, misunderstandings, and errors. 1.1 Express basic needs with simple words or phrases drawn from learned material (e.g., I need paper). 1.2 Ask questions using a word or short phrase (e.g., Name?). 1.3 Answer simple questions with yes, no, or other one-word responses. 1.4 Identify people, objects, and actions with one or two words. 1.5 Repeat one- or two-word phrases for clarification. 1.6 State lack of understanding with a one- to two-word phrase (e.g., Sorry? Say again?). 1.7 Give basic commands and express caution using one- to Sample Assessment Tasks Beginning Literacy Listening and Speaking Appropriate local assessment tasks for this level: Engage in a simple dialog with a partner using familiar greeting formulas. Engage in a role-play using conversational greetings and exchange of basic information, supported by gestures. Appropriate standardized assessments for this level: CASAS (Life Skills): 180 and below SPL (Speaking): 0 1 Oral BEST: 0 15 21

ESL Model Curriculum Standards two-word phrases (e.g., Stop! Look out!). 1.8 Engage in very basic conversational exchanges using learned phrases (e.g., How are you? Fine.). Sample Assessment Tasks 22

ESL Model Curriculum Standards Beginning Low Listening and Speaking 1.0 Listening Skills Learners understand a range of frequently used spoken words, phrases, simple learned expressions, and questions in familiar contexts. 1.1 Demonstrate understanding of simple words in context of common, everyday situations. 1.2 Respond appropriately to short emergency warnings and commands (e.g., Be careful! Slow down! Please wait here.). 1.3 Respond to some routine social phrases (e.g., Hi, how are you? Paper or plastic? Have a good weekend.). 1.4 Use simple contextual clues, such as time reference words, to get information from short announcements or conversations (e.g., It s supposed to rain tomorrow.). 1.5 Demonstrate understanding of simple face-to-face conversations that use previously learned material. 1.6 Demonstrate comprehension of simple wh- vs. yes/no questions through appropriate responses. 1.7 Respond to simple requests for repetition or simple clarification. 1.0 Speaking Skills Learners communicate survival needs using very simple learned phrases and sentences. They engage in limited social conversations, with frequent hesitations, misunderstandings, and errors. 1.1 Make statements related to basic needs using previously learned words and phrases. 1.2 Make simple statements about everyday activities. 1.3 Ask simple yes/no and wh- questions to request basic factual or personal information. 1.4 Answer simple questions with short-phrase responses (e.g., answer Where do you live? with In San Francisco.). Sample Assessment Tasks Beginning Low Listening and Speaking Appropriate local assessment tasks for this level: Respond to short commands related to community or job interactions. Participate in a simple open-ended dialog or structured role play that includes: routine social phrases;simple wh- and yes/no questions; at least one request for clarification. Identify basic factual details in a short, recorded dialog. Ask for and give simple directions. Explain how to perform a simple action or task. Beginning High Listening and Speaking Appropriate local assessment tasks for this level: Identify details about the topic of a brief recorded news report. Identify the context and relationships of the speakers in a recorded interview. Describe a sequence of events on a topic related to their personal lives. Participate in a simple open-ended dialog or structured role play on the topic of basic needs, common social interactions, or common activities for 1 3 minutes, demonstrating appropriate use of communicative skills such as: turn taking; asking for clarification; giving and asking for directions; clarifying by simple rewording or repeating; and usage of simple past, present, and future verb tenses, and reduced forms of high 23

ESL Model Curriculum Standards 1.5 Ask for and respond to requests for simple clarification. 1.6 Engage in simple conversational exchanges on limited and familiar topics using learned phrases. 1.7 Give simple commands and express caution using short phrases. Beginning High Listening and Speaking 1.0 Listening Skills Learners comprehend spoken English containing some unfamiliar words when the words are used in familiar contexts. They understand another speaker well enough to participate in simple conversations. 1.1 Demonstrate understanding of simple words and phrases drawn from learned topics. 1.2 Respond appropriately to a brief message of urgency (e.g., Call your son s school right away.). 1.3 Identify the main topic of conversation in familiar material. 1.4 Demonstrate understanding of non-face-to-face speech (e.g., short announcements, recordings, or telephone conversations) in familiar contexts. 1.5 Differentiate between statements and questions based on grammatical structure and intonation patterns. 1.6 Recognize words that signal differences between present, past, and future events. 1.7 Recognize reduced forms in high-frequency expressions (e.g., gonna). 1.8 Respond appropriately to simple instructions and other non-classroom requests, including requests for clarification. 1.9 Use contextual clues (e.g., time, place, identity, or relationship of speakers) to get information from increasingly extended announcements or conversations. Sample Assessment Tasks frequency expressions. Appropriate standardized assessments for this level: CASAS (Life Skills): 181 200 SPL (Speaking): 2 3 Oral BEST: 16 41 24