Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this level, learners will be able to Speak about basic needs using simple learned phrases. a) Produce simple learned phrases that are understood in the ESOL classroom. Simple phrases that the ESOL teacher and classmates can understand: I am from Sudan. I work at CVS. b) Make a simple request. Open the door. Call me. c) Reply to a simple request or question using simple learned phrases. Yes, thank you. Here. Language Aspect: Audience Benchmark S1.2 To exit this level, learners will be able to Speak with emerging communication strategies and vocabulary to be understood by a listener familiar with nonnative English speakers. a) Greet others and give personal information using simple learned phrases that are understood in the ESOL classroom. b) Answer basic questions with two to four words. My name is Ana. Nice to meet you! My name is. I m from. I live at. I speak. I m married. I have two sons. What s your name? My name is. Where are you from? I m from. What s he doing? He s reading. 1
Language Aspect: Accuracy Benchmark S1.3 To exit this level, learners will be able to Begin to produce survival vocabulary and phrases when given highly familiar cues. a) Use lifeskill nouns, subject pronouns, and verbs. b) Attempt subject + verb combinations. c) Recognize and use initial consonants in basic survival vocabulary. d) Imitate rhythm patterns in basic survival phrases. e) Recite the letters of the alphabet and numbers with 80-90 percent accuracy. family, shopping, doctor I, you, she, etc. shop, work, go I go. Pronounce name and number and identify initial consonant as n. WHAT S your NAME? WHERE are you FROM? Say the alphabet in order: A, B, C, D. Count by single digits from 1-20. Count by tens, 10-100. 2
Language Aspect: Discourse Benchmark S1.4 To exit this level, learners will be able to Produce limited basic information using learned vocabulary. a) Attempt to respond to speaker by repeating speaker s words. b) Express basic needs with simple learned phrases. c) Speak with two- to three-word responses without hesitations or pauses. d) Use simple strategies to relay a message. What s your address? What s your address? It s cold outside. Yes, cold. I need a paper, please. Can you repeat? My address is. Go to doctor. Want coffee. using gestures (e.g., pointing to something needed; making a sick face to show one is not feeling well) repeating something ( Is John here today? John no here today. ) 3
Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Listening Standard Language Aspect: General Comprehension Benchmark L1.1 To exit this level, learners will be able to Demonstrate comprehension of very simple learned phrases using familiar vocabulary spoken slowly in familiar face-to-face situations. a) Comprehend emergency and personal information vocabulary. b) Comprehend learned phrases, sentences, and questions with basic English grammatical forms in familiar face-to-face situations. c) Respond to simple social greetings and polite expressions appropriately, verbally or nonverbally. Call 911! Help! Stop! What s your last name? Phone number? Open your books. Can I help you? How are you? Student: Fine. Good-bye! (Student waves.) Nice to meet you. (Extends hand; student shakes it.) 4
Language Aspect: Main Idea Benchmark L1.2 To exit this level, learners will be able to Respond appropriately to simple learned directions/instructions and questions in familiar face-to-face situations. a) Follow one-step directions and instructions, with model. b) Respond to very simple yes/no questions in familiar contexts. c) Respond to very simple information questions in familiar contexts. d) Predict what should be said, using prior knowledge of common expressions in familiar contexts. Turn left. Close your book. Do you have any children? Yes. Do you work on Sundays? No. Where are you from? Peru. What is your job? Construction. contexts: school, workplace, clinic common expressions: What is your name? Hello. How are you? 5
Language Aspect: Detail Benchmark L1.3 To exit this level, learners will be able to Recognize proper names and familiar vocabulary. a) Recognize spoken letters of the alphabet in a face-to-face situation. b) Recognize some spoken cardinal (1-100) and ordinal numbers. c) Distinguish familiar names and limited vocabulary from a stream of speech. The store is on Duke Street, D-U-K-E. My name is Kate, K-A-T-E. The number is 571-683-2309. Class starts January 23 rd. Your class is on the second floor. speech heard at the public health department, DMV, school, radio: The following SCHOOLS are CLOSED due to the severe weather conditions: Albemarle County, CHARLOTTESVILLE CITY, Nelson County. Language Aspect: Listening Strategies Benchmark L1.4 To exit this level, learners will be able to Recognize the need to ask for and respond appropriately to simple requests for repetition. My students can a) Use verbal strategies to demonstrate lack of comprehension. b) Use nonverbal strategies to demonstrate lack of comprehension. c) Repeat when repetition is requested. Can you repeat, please? Sorry. I don t understand. Slowly, please! shrugging shaking Head Repeat something in response to, What? 6
Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Reading Standard Language Aspect: General Comprehension Benchmark R1.1 To exit this level, learners will be able to Recognize letters of the alphabet, numbers 1-100, common sight words, previously learned phrases, and the directionality of English written language. a) Read from left to right, top to bottom, and front to back. b) Identify uppercase and lowercase letters of the alphabet and numbers 1-100. c) Recognize conventional use of numbers, symbols, and letters. d) Apply sound/symbol relationships to decode letters of the alphabet, consonant blends, and common sight words. e) Sight read (recognize) previously learned phrases. What letter does boy start with? b Read 21 as twenty-one and not as two one. Understand dates, analog/digital clock times, coins/currency, prices, measurements, traffic signs (e.g., highway or road numbers and speed limits). Use knowledge of h and t letters and sounds to sound out hot. Put b and r together to make the br sound in brother. Recognize words not easily sounded out (e.g., daughter ). What s your name? Where are you from? 7
Language Aspect: Vocabulary and Syntax Benchmark R1.2 To exit this level, learners will be able to Use familiar or previously learned vocabulary and syntax to understand simple text. a) Sight read previously learned text. sample texts: dialogues practiced orally, simplified personal ID forms b) Recognize text related to immediate needs. sample texts: medicine labels, work schedules, clothing care labels, school notices Language Aspect: Main Idea/Details Benchmark R1.3 To exit this level, learners will be able to Use visuals or other aids in combination with real-world knowledge to recall vocabulary and recognize previously learned phrases. a) Identify previously learned vocabulary and phrases when prompted. b) Make connections between realworld knowledge and text to construct meaning. c) Use prior knowledge to interpret pictures in order to predict text. prompts: realia (i.e., real objects), visuals, miming, sound, etc. A big yellow sign at grocery store says Blueberries 50% off ; learners recognize that the yellow sign means sale (i.e., a good price for something). Look at the pictures. What do you think this story is about? 8
Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Writing Standard Literacy Level Language Aspect: Purposes, Contexts, and Audiences Benchmark W1.1 To exit this level, learners will be able to Write basic information to communicate ideas for purposes in very familiar contexts. a) Complete personal information on simplified forms. Write name, address, and phone numbers on simplified forms such as a sign-in sheet or registration form. b) Write numbers. Write numbers to give information (e.g., date, price, time). Language Aspect: Organization and Development Benchmark W1.2 To exit this level, learners will be able to Organize and complete simple written tasks following a model. a) Write simple learned sentences. My name is Yvonne. Today is hot. I live in Virginia. b) Organize personal information related to life needs. Know where and how to write necessary information on envelopes, money orders, and checks. 9
Language Aspect: Mechanics Benchmark W1.3 To exit this level, learners will be able to Write numbers, words, phrases, and simple learned sentences legibly, although not without errors. a) Use periods with simple learned sentences. b) Use upper and lowercase letter conventions. I am a babysitter. Tom, not tom c) Write numbers using conventions. write phone numbers, prices, dates in correct formats: 703-666-9999 (not 703-66-69-99) $24.92 (not $24,92) 2/16/12 (not 16/2/12) d) Use page conventions. Write information from left to right, top to bottom, and front to back. 10
Language Aspect: Planning, editing, and revising Benchmark W1.4 To exit this level, learners will be able to With guidance, plan basic writing. a) Copy simple text. copy: vocabulary and sentences related to tasks phone numbers words and numbers from grocery ads and other real-life materials b) Use manipulatives to spell words, write words and numbers, and sequence words in sentences related to relevant tasks. Use letter flashcards and number cards to spell words or number combinations. Put word cards in the correct order to form a sentence or question. c) List. List names of children. Make a brief shopping list. 11