BEGINNING ESOL LITERACY (LEVEL 1)
STANDARD: Listen Actively
To listen actively, Ohio ABLE students should: Attend to oral information. Clarify purpose for listening and use listening strategies appropriate to that purpose. Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension. Integrate information from listening with prior knowledge to address listening purpose.
The following benchmarks are statements that every Ohio ESOL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.
BENCHMARKS:
By the end of Level 1, every Ohio ESOL student will know and be able to:
L 1.1 Demonstrate comprehension of simple words, including basic, emergency, and survival words. L 1.2 Begin to comprehend basic nonverbal cues (e.g., eye contact, gestures) in informal settings. L 1.3 Use nonverbal strategies to demonstrate lack of comprehension (e.g., shrugging, shaking head). L 1.4 Respond to simple questions with simple learned phrases.
Created (06/30/06) FY07 04/28/18 1 BEGINNING ESOL (LEVEL 2)
STANDARD: Listen Actively
To listen actively, Ohio ABLE students should: Attend to oral information. Clarify purpose for listening and use listening strategies appropriate to that purpose. Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension. Integrate information from listening with prior knowledge to address listening purpose.
The following benchmarks are statements that every Ohio ESOL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.
BENCHMARKS:
By the end of Level 2, every Ohio ESOL student will know and be able to:
L 2.1 Demonstrate comprehension of simple phrases and sentences with familiar vocabulary. L 2.2 Comprehend nonverbal facial and body cues (e.g., frown, smile, shrug). L 2.3 Use verbal strategies to demonstrate lack of comprehension (e.g., ask speaker for repetition, begin rephrasing). L 2.4 Respond to simple personal questions. L 2.5 Recognize simple conventions of speech (e.g., common contractions, such as, “can’t,” “what’s”) by responding appropriately.
Created (06/30/06) FY07 04/28/18 2 LOW INTERMEDIATE ESOL (LEVEL 3)
STANDARD: Listen Actively
To listen actively, Ohio ABLE students should: Attend to oral information. Clarify purpose for listening and use listening strategies appropriate to that purpose. Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension. Integrate information from listening with prior knowledge to address listening purpose.
The following benchmarks are statements that every Ohio ESOL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.
BENCHMARKS:
By the end of Level 3, every Ohio ESOL student will know and be able to:
L 3.1 Demonstrate comprehension of sentences on simple topics. L 3.2 Comprehend nonverbal facial and body cues in informal, social settings. L 3.3 Use verbal strategies to demonstrate comprehension or lack of comprehension (e.g., listener uses simple rephrasing to check understanding). L 3.4 Respond appropriately to simple questions and one-step directions. L 3.5 Recognize conventions of speech (e.g., common contractions, such as, “can’t”, “what’s”) by responding appropriately.
Created (06/30/06) FY07 04/28/18 3 HIGH INTERMEDIATE ESOL (LEVEL 4)
STANDARD: Listen Actively
To listen actively, Ohio ABLE students should: Attend to oral information. Clarify purpose for listening and use listening strategies appropriate to that purpose. Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension. Integrate information from listening with prior knowledge to address listening purpose.
The following benchmarks are statements that every Ohio ESOL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.
BENCHMARKS:
By the end of Level 4, every Ohio ESOL student will know and be able to:
L 4.1 Demonstrate comprehension of familiar topics. L 4.2 Comprehend nonverbal facial and body cues (e.g., personal space, touching, body position) in informal or formal settings. L 4.3 Use verbal strategies to demonstrate comprehension or lack of comprehension (e.g., listener asks for clarification). L 4.4 Respond appropriately to questions and two-step directions from various listening situations. L 4.5 Recognize frequency adverbs and simple modals (e.g., “can,” “must,” “should”) by responding appropriately.
Created (06/30/06) FY07 04/28/18 4 LOW ADVANCED ESOL (LEVEL 5)
STANDARD: Listen Actively
To listen actively, Ohio ABLE students should: Attend to oral information. Clarify purpose for listening and use listening strategies appropriate to that purpose. Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension. Integrate information from listening with prior knowledge to address listening purpose.
The following benchmarks are statements that every Ohio ESOL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.
BENCHMARKS:
By the end of Level 5, every Ohio ESOL student will know and be able to:
Created (06/30/06) FY07 04/28/18 5 L 5.1 Demonstrate some comprehension of less familiar topics and vocabulary, and authentic listening sources (e.g., weather forecast, telephone menu) related to daily life and work. L 5.2 Begin to distinguish between formal and informal language. L 5.3 Ask questions to check comprehension (e.g., listener asks targeted/more specific questions for clarification). L 5.4 Respond appropriately to various listening sources (e.g., telephone, video, recorded announcements). L 5.5 Recognize reduced speech (e.g., “gonna,” “wanna”) and common idioms (e.g., “What’s up?”) by responding appropriately.
HIGH ADVANCED ESOL (LEVEL 6)
STANDARD: Listen Actively
To listen actively, Ohio ABLE students should: Attend to oral information. Clarify purpose for listening and use listening strategies appropriate to that purpose. Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension. Integrate information from listening with prior knowledge to address listening purpose.
Created (06/30/06) FY07 04/28/18 6 The following benchmarks are statements that every Ohio ESOL student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.
BENCHMARKS:
By the end of Level 6, every Ohio ESOL student will know and be able to:
L 6.1 Demonstrate comprehension of most everyday subjects spoken with fluency. L 6.2 Comprehend and distinguish between formal and informal language. L 6.3 Use various strategies to demonstrate comprehension (e.g., listener provides clarification, when necessary). L 6.4 Has increasing ability to understand directions and questions without face to face contact (e.g., television, telephone, radio). L 6.5 Recognize prepositions and phrasal verbs, (e.g., “ran into”) and begin to recognize slang and colloquialisms (e.g., “cool”) by responding appropriately.
Created (06/30/06) FY07 04/28/18 7