World Language Learning Targets English as a Second Language Mercer Island High School

*ELL students will acquire academic English by instruction and practice in the four domains of listening, speaking, reading and writing. The curriculum goals align with the English Language Development (ELD) Standards and the Grade Level Expectations based on the Language Proficiency Level of each student.

The *WLPT Placement and WLPT II determine the overall Level of Language Proficiency. The WLPT II gives a level of proficiency in Listening, Speaking, Reading and Writing. The level of proficiency determines instruction, assignment and evaluation for each student.

The goal of the class is for the student to acquire the academic English necessary to increase one level of language acquisition in the overall area as well as in the four individual domains. The achievement of the Transitional Level in all four modalities of English tested by the WLPT II will lead to the exiting of the student from the TBIP. The teacher will assess the students formally and informally to determine the progress at the student’s level and the student will assess his own progress to determine the skills still needed to be mastered to reach the next level of achievement.

The textbook is the series Visions published by Heinle and Thomson. Supplemental materials include Grammar Express, Write Source Daily Oral Language, Scholastic magazines Action and Upfront, American History text

ELL: English Language Learner ELD English Language Development WLPT Placement: WA Language Proficiency Test given by district to qualify as an ELL Listening, speaking, Reading and Writing skills are assessed. Level 1- Beginner Level 2- Intermediate Level 3- Advanced Level 4-Transitional WLPT II: WA Language Proficiency Test given by OSPI. Exit criteria. Listening, Speaking, Reading and Writing skills are assessed and levels applied. TBIP: Transitional Bilingual instructional Program WA’s Program for the ELLs LISTENING Each student will: 1. Listen and observe to gain understanding. Beginner: Use physical actions or words to respond to simple directions and questions. Use phrases to identify main points of simple conversation or stories. Intermediate: Respond to directions and questions. Use simple sentences to retell or state main points & supporting details of conversation, oral presentations and stories. Advanced: Respond to multi-step directions and to questions. Use descriptive sentences to retell or state main points and supporting details of conversations, oral presentations and subject area content. Transitional: Respond to multi-step directions/complex questions. Use descriptive sentences to retell or state main point and supporting details oral presentations and subject area content. 2. Check for understanding by asking questions and paraphrasing. Beginner: Use single words/gestures to ask for repetition to clarify. Use words &/or phrases, intonation to ask clarifying questions. Intermediate: Use simple forms of the 5Ws to probe for details about content. Use simple sentences with supporting details to paraphrase. Advanced: Use more complex forms and content vocabulary to probe for details. Use descriptive sentences with some content vocabulary to paraphrase. Transitional: Use more extensive speech with supporting details and specialized vocabulary across content areas to ask questions to clarify content & meaning.

SPEAKING: Each student will 1. Communicate clearly to a range of audiences for different purposes. Beginner: Use words, phrases and/or simple sentences to participate in social conversations using informal language. Use gestures and/or words, phrases to participate in group discussion that involve concrete objects. Use words and/or phrases to tell a story from a familiar book with picture support. Repeat words/phrases that are part of the frozen register (i.e. Pledge of Allegiance). Intermediate: Use simple sentences to participate in social conversations. Use simple sentences to tell a story, inform, and explain. Begin to use appropriate language registers for speaking to different audiences with teacher support. Repeat sentences that are part of the frozen register. Advanced: Use descriptive sentences to participate in social conversations with peers and adults. Use descriptive sentences to tell a story, inform, explain, and persuade. Give instructions for a familiar process in an understandable manner. Use appropriate body language and eye contact in oral presentations. Independently recite language used in frozen register. Transitional: Independently participate in social conversations with peers and adults. Apply communication skills to narrate, inform, explain, and persuade. Use different language registers in situations as appropriate. Give instructions in a precise and understandable manner. 2. Develop content and ideas. Beginner: Connect words and phrases using the conjunction and. Begin to sequence words/phrases related to a familiar topic. Intermediate: Connect sentences using the words and, and then, after and but. Organize a simple oral presentation in a logical order, with teacher support. Use examples to support ideas, with teacher support. Organize oral presentation with beginning, middle and end, with teacher support. Advanced: Organize an oral presentation in a logical order with minimal teacher support. Use examples and details to support ideas with teacher support. Transitional: Connect sentences using the words and, and then, after, if and but to sustain a topic. Organize an oral presentation in a logical support independently. Use examples and descriptive details to support ideas.

3. Use effective delivery and language and style. Beginner: Use gestures, words and/or phrases to participate in a group discussion while beginning to use appropriate eye contact and volume. Use gestures, words and/or phrases to tell a story and inform. Intermediate: Distinguish between appropriate ways of speaking to different audiences (register) Use simple sentences to share information with appropriate volume, intonation, eye contact and expression. Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement. Advanced: Use appropriate ways of speaking that vary based on audience and subject matter. Use descriptive sentences to share information with class, using appropriate volume, intonation, eye contact and expression. Use descriptive sentences with common grammatical forms with some errors. Transitional: Make oral presentations to class, using appropriate volume, intonation, eye contact and expression. Speak clearly and comprehensibly using academic English with occasional errors.

4. Use communication strategies and skills to work effectively with others. Beginner: Use common social greetings, simple repetitive phrases and state basic needs. Use words and/or phrases to actively participate in social and academic conversations on unfamiliar topics. Use words and/or phrases to contribute to group discussions and/or to suggest solutions to a problem. Intermediate: Use simple sentences to initiate and participate in social and academic conversations on unfamiliar topics. Use simple sentences to explain ideas clearly in group discussions. Use simple sentences to brainstorm and prioritize solutions to problems. Advanced: Initiate and actively participate in social and academic conversations. Use descriptive sentences to explain ideas clearly in group discussions, helping group move toward consensus. Contribute and prioritize multiple solutions to a problem. Transitional: Respond actively in group work and informal interactions. Identify group task and select appropriate actions. Encourage group members to contribute ideas and points of view. Analyze group needs and select appropriate problem solving techniques. READING Each student will 1. Understand and use different skills and strategies to read. Beginner: Apply word-meaning strategies in text (e.g., word structure, phonics, abbreviations, illustrations, prior knowledge and context). Use new vocabulary in simple sentences to explain and describe concepts. Use simple sentences to answer and ask questions and show understanding of new words. Use words and/or phrases to participate in discussions of stories and show understanding of vocabulary. Intermediate: Use word-meaning strategies to determine meaning of unknown words in text (e.g. affixes, root words, word order, and sentence structure). Use new vocabulary in descriptive sentences to explain and describe concepts. Select appropriate meaning for a multi-meaning word. Read unpracticed text aloud at a rate of 80-100 wpm with comprehension. Read unpracticed text silently at a rate of 150-170 wpm with comprehension. Adjust reading rate to match purpose. Advanced: Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context and diagrams to clarify word meanings and concepts. Increase vocabulary in own oral and written communication. Identify and define words and concepts across content areas. Identify words with different meanings in different content areas. Read unpracticed text aloud at a rate of 110-130 wmp with comprehension. Read unpracticed text silently at a rate of 170-200 wpm with comprehension. Adjust reading rate to match difficulty of text such as content area reading. Transitional: Explain how some words have different meanings in different content areas. Integrate new vocabulary acquired in one content area appropriately in another content area. Read unpracticed text aloud at a rate of 130+ wpm with comprehension. Read unpracticed text silently at a rate of 200+ wpm with comprehension. 2. Demonstrate evidence of reading comprehension. Beginner: Use words and/or phrases to discuss meaning while reading using context, looking back and reading ahead. Use words and/or phrases to generate “W” questions and answer simple questions and answer simple questions before/during/after reading. Use phrases to state main idea and discuss theme. Answer both literal and inferential comprehension questions about text composed of simple sentences including irregular plurals, negatives, yes/no questions, simple past and future tenses, etc. Use words and/or phrases to predict and infer using prior knowledge and information drawn from simple literary or informational text. Indicate the sequence in text composed of simple sentences. Intermediate: Use simple sentences to ask and answer questions based on text. Identify the main idea and details in text. Answer both literal and inferential comprehension questions about text composed with irregular plurals, modals, common irregular verbs, prepositional phrases etc. Use comprehension repair strategies such as looking back, re-reading, and paraphrasing by sections). Use simple sentences to predict and infer using prior knowledge and information drawn from text. Use simple sentences to summarize, the main idea with supporting details. Identify the correct sequence and predict what will happen next in text composed of sentences with modals, common irregular verbs, prepositional phrases, common idioms. Advanced: Use descriptive sentences to ask and answer inference questions. Identify the main idea and predict an idea supported by text details. Use descriptive sentences to independently predict and infer. Answer literal and inferential comprehension questions about text composed of complex sentences including perfect tense, compounds, or clauses. Monitor the meaning in text using comprehension strategies (e.g. looking back, re-reading, note-taking, and paraphrasing by sections). Use descriptive sentences to summarize main idea, and text-based evidence. Use descriptive sentences to demonstrate knowledge of sequence. Transitional: Use specialized vocabulary to ask and answer questions with text evidence. Identify the main idea and details of grade level text and infer idea or theme. Answer literal and inferential comprehension questions about grade level text. Use descriptive sentences and specialized vocabulary to predict and infer. Use specialized vocabulary to create a short summary. Identify the correct sequence and predict what in grade level text. 3. Will read materials for a variety of purposes. Beginner: Follow multi-step directions composed of simple sentences to perform a task. Use word and/or phrases to restate information in necessary documents. Use words and/or phrases to respond to a variety of genres. Intermediate: Follow multi-step directions composed of simple and descriptive sentences to perform a task. Use simple sentences to explain necessary documents. Use simple sentences to respond to and distinguish among a variety of genres. Advanced: Use descriptive sentences to answer business letters, memos and surveys. Use descriptive sentences in a paragraph to respond to a variety of genres. Transitional: Follow multi-step directions to perform a technical or academic task. Use specialized vocabulary in a short essay to respond to a variety of genres. 4. Will set goals and evaluates progress to improve reading. Beginner: Use words and phrases to explain what good readers do. Use words and phrases to participate in book talks. Set reading goals with teacher. Intermediate: Use simple sentences to explain what good readers do. Use simple sentences to participate in book talks. Use simple sentences to set reading goals and maintain reading log. Advanced: Use descriptive sentences to explain what good readers do. Use descriptive sentences to participate in book talks. Use descriptive sentences to set reading goals and maintain reading log. Transitional: Use specialized vocabulary to participate in book talks. Independently set reading goals and track progress in reading achievement. WRITING: 1. Each student will 1. Write clearly and effectively. Beginner: Write words and phrases to express an idea or opinion. Write simple sentences using a model or frame. Use invented spelling to write familiar words and phrases. Intermediate: Use simple sentences to write a narrative paragraph on a familiar topic and an expository paragraph about a topic with supporting details. Write simple sentences with correct word order and subject/verb agreement. Begin to edit writing for punctuation, capitalization and spelling. Advanced: Use descriptive sentences to write a multiple paragraphs on a single topic using effective transitions, examples and supporting details. Write complex sentences with correct word order and subject/verb agreement. Edit writing for punctuation, capitalization, and spelling. Transitional: Develop a topic in multiple paragraphs using carefully chosen details and essential information and effective transitions. . Use conventional grammar, ending punctuation, capitalizations and spelling with some rules not be in evidence. 2. Write in a variety of forms for different purposes and audiences. Beginner: Write phrases to describe, thank, inform, reflect, question and record information. Use words and phrases to write in a variety of forms, journals, narratives. Intermediate: Write simple sentences to inform, reflect, questions, express an opinion and record information. Distinguish appropriate ways of writing to different audiences. Use simple sentences to write in a variety of forms- journals, narratives, explanations, and letters. Advanced: Apply skills to narrate, inform, explain, persuade and to question. Determine appropriate purpose and audience for writing. Use descriptive sentences to write in a variety of forms- journals, narratives, explanations, letters, advertisements, directions, and memos. Transitional: Apply skills using specialized vocabulary to narrate, explain, inform, persuade and to question. Use specialized vocabulary to write independently in a variety of forms- journals, narratives, explanations, letters, advertisements, and news articles, 3. Understand and use the steps of the writing process. Beginner: Use pictures, words or phrases to participate in group brainstorming. Create a rough draft that uses pictures, words, and phrases. Revise own writing for clarity and audience. Offer feedback on other’s writing. Participate in group editing for capitalization and spelling Intermediate: Use graphic organizers to generate and organize ideas for writing. Create rough drafts that use simple sentences. Incorporate input from others into own writing. Independently correct some errors in usage. Use reference tools to correct spelling, punctuation and capitalization. Publish selected writing in appropriate format. Advanced: Independently use brainstorming techniques to organize and begin a plan of writing. Create rough drafts that include complex sentences. Use additional information sources to enhance text. Use reference tools to edit own and other’s writing. Publish in appropriate format. Transitional: Independently choose an appropriate pre-writing strategy. Create rough drafts that include complex sentences across content areas. Apply knowledge of text features and specialized vocabulary to enhance text. Apply knowledge of editing to improve writing across content areas. Publish in appropriate format.