ICCSD Student Goals/Standards

---

STANDARDS and BENCHMARKS

Revised Fall 2002

ENGLISH LANGUAGE LEARNERS

Communication in social settings

Achievement academically in all content areas

Usage of English in social and cultural ways

To use English to communicate social settings

• Uses English to participate in social interaction
• Interacts in, through, and with spoken and written English for personal expression and enjoyment
• Uses learning strategies to extend their communicative competence

To use English to achieve academically in all content areas

• Uses English to interact in the classroom
• Uses English to obtain, process, construct, and provide subject matter information in spoken form
• Uses appropriate learning strategies to construct and apply academic knowledge

To use English in socially and culturally appropriate ways

• Uses the appropriate language variety, register, genre according to audience, purpose, and setting
• Uses nonverbal communication appropriate to audience, purpose and setting
• Uses appropriate learning strategies to extend their sociolinguistic and sociocultural competence

Listening

Interacts nonverbally with peers	Understands words and phases
Gives nonverbal responses	Understands simple directions
Understands simple, context rich yes/no questions
Speaking
Begins to name concrete objects	Responds to rote survival questions
Repeats words and phrases	Produces rote survival phrases
Uses greetings	Speaks in 2-3 words or phrases
Forms telegraphic ungrammatical questions
Structure
Uses single words, concrete nouns and few verbs	Uses short patterns ("I go." "She not here.")
Uses like and have
Writing
Draws to communicate	Knows alphabet
Copies words
Reading
Engages in reading activities (chants, rhymes, songs, read alouds)

Listening

Interacts nonverbally with peers	Understands words and phases
Gives nonverbal responses	Understands simple directions
Understands simple, context rich yes/no questions
Speaking
Begins to name concrete objects	Responds to rote survival questions
Repeats words and phrases	Produces rote survival phrases
Uses greetings	Speaks in 2-3 words or phrases
Forms telegraphic ungrammatical questions
Structure
Uses single words, concrete nouns and few verbs	Uses short patterns ("I go." "She not here.")
Uses like and have
Writing
Draws to communicate	Knows alphabet
Copies words	Uses inventive spelling
Labels drawings	Uses print from environment
Uses beginning and ending sounds	Indicates meaning is evident to reader
Reads back to an audience
Reading
Engages in reading activities (chants, rhymes, songs, read alouds)	Understands beginning concepts of print (front of book, top to bottom, etc.)
Associates sounds with letter symbols	Reads predictable books
Recognizes upper and lower case letters

Listening

Interacts nonverbally with peers	Understands words and phases
Gives nonverbal responses	Understands simple directions
Understands simple, context rich yes/no questions	Understands a simple oral story
Understands nonsequential context reduced directions	Understands ESL classroom discussions with little repetition, rephrasing or clarification
Understands simple sentences in sustained conversation	Understands classroom discussion with rephrasing, repetition and visual cues
Speaking
Begins to name concrete objects	Responds to rote survival questions
Repeats words and phrases	Produces rote survival phrases
Uses greetings	Speaks in 2-3 words or phrases
Forms telegraphic ungrammatical questions	Initiates conversation
Asks and responds to simple questions	Relates academic information
Gives short answers in classroom	Relates personal experience clearly
Speaks in extended sentences in classroom	Sustains a conversation
Self-corrects	Exhibits self-confidence in social situations
Relates personal experiences; repetition and clarification needed
Structure
Uses single words, concrete nouns and few verbs	Uses short patterns ("I go." "She not here.")
Has control of present tense verbs	Uses like and have
Has control of word order	Has control of comparative
Has control of short sentences or multi-word phrases
Writing
Draws to communicate	Knows alphabet
Copies words	Writes words and simple sentences
Uses capital letters and punctuation	Writes nonfiction in response to content area work
Reading
Uses different clues to read unknown words	Reads and comprehends nonfiction text
Recognizes basic sight words	Retells text accurately
Engages in reading activities (chants, rhymes, songs, read alouds)

Listening

Understands words and phrases	Understands simple direction
Interacts nonverbally with peers	Understands a simple oral story *
Gives nonverbal responses	Understands simple, context rich yes/no questions
Understands simple sentences in sustained conversation *	Understands nonsequential context reduced directions *
Speaking
Begins to name concrete objects	Forms telegraphic ungrammatical questions
Repeats words and phrases	Initiates conversation *
Uses greetings	Asks and responds to simple questions
Responds to rote survival questions	Relates academic information *
Produces rote survival phrases	Gives short answers in classroom *
Speaks in 2-3 word phrases	Relates personal experiences; repetition and clarification needed *
Structure
Uses single words, concrete nouns and few verbs	Has control of word order *
Uses short patterns ("I go." "She not here.")	Has control of comparative *
Uses like and have	Has control of present tense verbs *
Has control of short sentences or multi-word phrases *
Writing
Draws to communicate	Uses print from environment
Knows alphabet	Meaning is evident to reader
Copies words	Can read back to an audience
Uses inventive spelling	Writes words and simple sentences *
Labels drawings	Uses capital letters and punctuation *
Uses beginning and ending sounds	Writes nonfiction in response to content area work *
Reading
Reads predictable books text *	Retells text accurately *
Recognizes upper and lower case lettters	Recognizes basic sight words *
Associates sounds with letter symbols	Uses different clues to read unknown words *
Understands beginning concepts of print (front of book, top to bottom, etc.)	Reads and comprehends nonfiction
Engages in reading activities (chants, rhymes, songs, read alouds)

*= only partial proficiency is expected after one year

 Listening

Understands simple sentences in sustained conversation	Understands ESL classroom discussions with little repetition, rephrasing or clarification
Understands nonsequential context reduced directions	Understands classroom discussion with rephrasing, repetition, and visual cues
Understands simple oral story
Speaking
Initiates conversation	Relates personal experience clearly
Speaks in extended sentences in classroom	Exhibits self-confidence in social situations
Asks and responds to simple questions	Sustains a conversation
Relates academic information	Self-corrects
Gives short answers in classroom	Relates personal experiences; repetition and clarification needed
Structure
Has control of subject/verb agreement	Has control of past tense
Has control of some complex sentences	Has control of negatives
Has control of present tense verbs	Has control articles
Has control of word order	Has control of question formation
Has control of comparative	Has control of short sentences or multi-word phrases
Writing
Writes words and simple sentences	Makes corrections with assistance
Uses capital letters and punctuation	Uses mostly standard spelling
Writes for different purposes	Writing errors do not interfere with meaning
Writes nonfiction in response to content area work	Takes notes and organizes material in coherent paragraphs
Reading
Recognizes basic sight words	Makes accurate predictions
Uses different clues to read unknown words	Scans and skims
Retells text accurately	Reads independently
Reads and comprehends nonfiction text	Draws appropriate conclusions from text

SECONDARY LEVEL

Beginning Level

Beginning

Listsening and Speaking

• Use basic formulaic utterances
• Uses isolated words
• Usually interacts non-verbally or in native language
• Responds to her/his name
• Attends mainstream classes as assigned
• Requests assistance
• Uses basic social language

Reading and Writing

• Recognizes and form the printed letters of the Roman alphabet
• Recognizes and print her/his name
• Recognizes and print familiar vocabulary words
• Recognizes and form Arabic numerals

Form

• Uses concrete nouns
• Uses several verbs

High Beginning

Listsening and Speaking

• Increases strategic use of formulaic utterances
• Identifies basic personal needs
• Expresses likes and dislikes
• Filters and begins to recognize vocabulary during low-context stream of speech
• Expands use of basic social language

Reading and Writing

• Begins to filter and recognize familiar vocabulary in highly contextualized printed materials
• Begins to maintain simple personal or dialogue journal
• Reads a map
• Reads simple English abbreviations

Form

• Uses common familiar verbs
• Uses regular past tense of familiar verbs
• Uses short formulaic utterances
• Uses common adverbs

Intermediate Level

Intermediate

Listsening and Speaking

• forms rudimentary sentences to initiate, minimally sustain and close communication
• asks and answers basic wh- questions
• follows simple content instruction
• grasps basic meaning of low-context messages

Reading and Writing

• Comprehends basic reading passages
• Begins expressive writing with basic structures and familiar vocabulary
• Uses writing for personal use
• Reads for pleasure
• Looks up a word in an English dictionary

Form

• Uses frequency adverbs • Uses wh- questions

• Uses subject/object pronouns • Uses basic propositions

High Intermediate

Listening and Speaking

• Produces extended discourse using short, discrete utterances
• Begins to respond during content area discussions
• Initiates and continues basic social conversation
• Understands much of low context messages
• Follows much instruction in appropriate content classes
• Describes experiences
• Expresses feelings and opinion
• Shows spontaneity in speech

Reading and Writing

• Scans printed material for information
• Reads public signs
• Finds a definition in a dictionary
• Maintains a dialogue journal or learning log
• Begins to take most standardized tests with mainstream students

Form

• Uses 3^rd person negation
• Uses indefinite pronouns
• Uses comparative/superlative adjectives
• Uses adverb —ly endings
• Uses past participles
• Uses present perfect tense

Transitional Level

Transitional

Listening and Speaking

• Comprehends most instruction in content-area classes
• Comprehends and contributes during content area activities and discussions
• Communicates both socially and academically
• Produces extended discourse with appropriate transitions

Reading and Writing

• Read and comprehend most content-area textual materials
• Uses resources to gather information, research
• Uses context and knowledge of language to self-correct

Form

• Uses linking verbs
• Uses direct speech/indirect speech
• Uses past progressive
• Uses gerunds

Transitioned

Listening and Speaking

• Speaks English with few errors
• May speak with an accent
• Expresses ideas clearly in English
• Uses vocabulary appropriate to age and setting

Reading and Writing

• Reads and comprehends English with facility
• Writes clear English with facility

Form

• Uses English grammar and vocabulary with facility

Back to Student Goals and Standards

On to Family and Consumer Science Standards and Benchmarks