Table of Contents

Acknowledgments ...... 4 Secondary...... 38

ELL Matrix: Secondary Writing ...... 39 Introduction to the ELL Standards ...... 4 ELL Quick Scale: Secondary Writing ...... 41 Organization of the Standards...... 5 ELL Matrix: Secondary Reading ...... 43 Using the Standards...... 6 ELL Quick Scale: Secondary Reading ...... 46

Policy Considerations...... 7 ELL Matrix: Secondary Oral Language ...... 48

ELL Quick Scale: Secondary Oral Language ...... 50 Literacy and the Standards...... 8

Principles of Effective Additional Language Learning ...... 9 Appendix A: ELL Supports and Strategies by Level ...... 52

Explicit Language Instruction ...... 52 The Standards and ESD Students ...... 9 Differentiation ...... 53

Primary ...... 11 Culturally Responsive Practices ...... 53 ELL Matrix: Primary Writing ...... 12 Resources ...... 54 ELL Quick Scale: Primary Writing ...... 14 Appendix B: Glossary of Terms ...... 55 ELL Matrix: Primary Reading ...... 16 ELL Quick Scale: Primary Reading ...... 18 ELL Matrix: Primary Oral Language ...... 20 ELL Quick Scale: Primary Oral Language ...... 22

Intermediate ...... 24 ELL Matrix: Intermediate Writing ...... 25 ELL Quick Scale: Intermediate Writing ...... 27 ELL Matrix: Intermediate Reading ...... 29 ELL Quick Scale: Intermediate Reading ...... 32 ELL Matrix: Intermediate Oral Language ...... 34 ELL Quick Scale: Intermediate Oral Language ...... 36

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 3 Acknowledgments Introduction to the ELL Standards

The Ministry of Education would like to acknowledge the educators and groups who The English Language Learning (ELL) Standards are descriptions of characteristics that helped to develop the August 2015 draft document, English Language Learning K-12 English language learners typically exhibit at the various stages of their language Standards. The draft document served as the foundation and provided significant learning process. They are founded upon the knowledge and experience of ELL groundwork for the development of this resource. educators, as reflected in literature from different educational jurisdictions and interpreted by representative BC practitioners. In some instances, material from Alberta K-12 ESL Proficiency Benchmarks (Government of Alberta, 2010) and material from Alberta K-12 Instructional Supports The ELL Standards: for Supporting English Language Learners (Government of Alberta, 2012), the Common • complement the various approaches school districts have developed for European Framework of Reference for Languages (CEFR, Council of Europe, 2001) and planning and carrying out ongoing ELL student support, including assessment the PreK-12 English Language Proficiency Standards (TESOL, 2006) has been adapted and classroom adaptations; for inclusion in the present publication. • provide common language for describing language proficiency among schools

and school districts for potential clarity and consistency throughout the The Ministry would also like to thank the members of the 2016 ELL Standards province; Working Group, who compiled and revised the material contained in this resource: • facilitate communication with ELL students and their parents; and Karen Beatty School District #35 (Langley) • encourage collaboration among all educators regarding the ELL students’ Sylvia Helmer University of British Columbia language proficiency and support needs. Ann Hunter School District #39 (Vancouver) It will be useful to understand the following terms used throughout this document. Daphne McMillan School District #40 (New Westminster) • continuum (continua): a set of expectations across a sequence of language Ida Ollenberger School District #40 (New Westminster) proficiency levels that constitutes one piece of the ELL Standards; e.g. “ELL Dale Shea School District #43 (Coquitlam) Matrix: Secondary (8-12) Reading” is one piece / continuum; there are 18 continua total in the ELL Standards. Ann Thorup School District #41 (Burnaby) • Diane Tijman University of British Columbia matrix (matrices): a full continuum that contains detailed descriptors of language proficiency across levels; there are 9 matrices in the ELL Standards. Denise Wehner School District #61 (Greater Victoria) • quick scale(s): a summary continuum that contains examples of the language Maria Yioldassis School District #45 (West Vancouver) proficiency descriptors; there are 9 quick scales in the ELL Standards.

• descriptor(s): a phrase that describes identifying characteristics of a student Thanks is also extended to the individuals who provided reviews of relating to their language proficiency. various drafts and suggestions for improvement. • aspect(s): a feature of language or literacy to which the descriptors in that particular row relate. • level(s): a position on a continuum in which identifying students would exhibit similar characteristics of language proficiency; there are five levels represented in the ELL Standards.

• skill domain(s): a sphere of language relating to a particular language skill;

there are three skill domains represented in the ELL Standards.

4 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 Although similar to the BC Performance Standards, the ELL Standards are distinct in one main way. They are based on language proficiency descriptors, rather than on Together, the descriptors within the ELL Standards address the breadth of language provincial learning standards from the modernized curriculum. Students who receive proficiencies and interrelated cognitive and academic development found among K-12 ELL support are, by definition, needing explicit and specific language support to access ELL students. Districts across British Columbia organize their schools in a variety of the curriculum of content-areas (such as English Language Arts, Social Studies, grade groupings; though there are grades specified on the ELL Standards’ Primary, Mathematics, Science, etc.) at their grade level. Most often this support should be Intermediate and Secondary continua, it is purposefully and intentionally flexible as to delivered in the context of the regular classroom environment. which continuum an educator should use for a particular student, exercising their professional judgement.

The ELL Standards document is meant to be used by Each continuum uses a five-level scale, reflecting current academic research on educators as a tool to help support ELL students in language acquisition, and many existing ELL practices across BC and other provinces in Canada. Five levels provide: accessing the provincial curriculum and succeeding in • more detailed information and fine-grained descriptors for diagnostic the academic environment. purposes; • an extended scale to track a student’s progress further toward full competence, right at their grade level; See ELL Policy Guidelines for more information on ELL students and inclusion. • a better recognition of differences in language proficiency and development at lower levels; and • further consistency across the province in programs and support for ELL Organization of the Standards students.

The ELL Standards are organized into continua (which includes “matrices” and “quick scales”). Often the same continuum will extend on to a second or third page in this The levels are: document. There are separate continua for each of the following language skills: • Beginning (1) – the student is in the beginning stages of language • Reading (and viewing), development, • Writing (and representing), and • Developing (2) – the student is showing progress in developing their language skills, • Oral Language. • expanding Expanding (3) – the student is in their language development to further access classroom learning outcomes, For Oral Language, the descriptors pertaining to both receptive skills (listening) and expressive skills (speaking) are included on a single continuum. • Consolidating (4) – the student is consolidating their language skills in the academic environment, and Taking into consideration that language proficiency characteristics and expectations • Bridging (5) – the student is bridging to the grade-level language proficiency of will differ as a student advances through the grades, a separate set of continua has their peers. been developed for each of the following age groups:

• Primary (Kindergarten to grade 3), Note that these levels are across a continuum of language proficiency and educators • Intermediate (grade 4 to grade 7), and should consult with colleagues and use professional judgment in interpreting and • Secondary (grade 8 to grade 12). applying the leveled system.

Please note that there are no Reading or Writing continua for Kindergarten students, as there are limited expectations regarding reading and writing skills for all students until they enter grade 1. ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 5 It is useful to note the following: • The amount of time required to progress from one level to the next will vary Using the Standards from one student to another. The ELL Standards matrices contain detailed descriptors of language proficiency - Language learning is a complex and gradual process; progress varies in across five levels. The matrices are useful for: pace and can include apparent regression as well as improvement. • educators who are familiar with the field of language acquisition; Consequently, a level as described in this document does not equate to a year of schooling (i.e. a student may spend more than a year or less than • diagnostic purposes – evaluating and understanding the granular features of a a year to exhibiting characteristics of a particular level). student’s language development corresponding to specific aspects of language acquisition; - It is not possible to compress the time it takes to improve in language proficiency simply by devoting more hours to study. • initial assessment – the detailed descriptors that line up with the aspects can better assist accurate levelling; and • Some students may exhibit characteristics identified by the ELL Standards under more than one level (e.g. one student might be described as Developing • formative assessment – the matrix descriptors can be used as language goals (2) in some descriptors and Expanding (3) in other descriptors for a particular for planning classroom adaptations, language instruction and other ELL skill domain. Use professional judgement in determining a student’s level in a supports. particular skill domain. A set of quick scales with snapshots and concrete language examples have been • Some students may have a jagged profile (e.g. one student might be described developed to correspond to the detailed matrices. The quick scales are useful for: as Bridging (5) in Oral Language, Developing (2) in Reading, and Expanding (3) • educators who are not familiar with the terminology of language acquisition; in Writing). Use professional judgement in determining a student’s overall • a brief overview – the snapshots and condensed descriptors give a summary of level. student language proficiency levels for educators and for reporting to parents; • Only those students who are in the beginning stages of language development • printing – the quick scales are formatted for quick referencing and could be will start as Beginning (1). There is no “pre-Beginning” because the continua displayed in the classroom; and for Beginning (1) include some descriptors that apply to students who are • communicating – with simplified language, the quick scales can promote completely new to English. conversation between all teachers, administrators, students and parents. - For example, the following descriptor from Beginning (1) in an Oral The aspect column on each continuum makes explicit the features of language Language matrix describes language characteristics that are typical of referred to in the corresponding descriptors. The aspect column is useful for: students new to English on their very first day in a BC school: “Use • understanding descriptors – the aspects help to categorize and organize, strategies such as first language, memorized phrases, learned sentence providing clarity and meaning to the descriptors; patterns, copying others, visual prompts, & gestures to interact.” • connecting ELL with the broader curriculum – the aspects align with the • If students are assessed to be working at particular level in an initial language in the BC Performance Standards and within the content-area assessment, close monitoring over the weeks following will indicate whether classroom, providing a platform for collaboration between ELL specialists and adjustment is needed. classroom teachers on ELL student support; All ELL support services should be designed to support and • ongoing assessment – the aspects can help an educator know what to look for enable students to progress in language proficiency and to within the classroom as they analyze language proficiency development on an ongoing basis; increasingly meet the learning standards of the provincial • student goal setting – the aspects highlight the student’s areas of strength that curriculum. Accordingly, educators should be committed to can be celebrated, and help identify areas for improvement that can become students’ language needs pertaining both to their focused language goals; and proficiency levels and also to the subject-specific knowledge • planning ELL support – the aspects break down the components of language from content-area classes. skills and help for planning lessons and adaptations focused around specific student needs. 6 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

It is not recommended to read this these continua from start to finish. Instead, find and content-area courses are impacted by language proficiency. Comments use the continuum that is relevant to your student’s needs (considering their age / reflecting the quick scale snapshots can be included in order to explain the grade, the skill domain you are looking at, and the matrix or quick scale, depending on student’s language proficiency to parents and to the students themselves. the purpose at hand), and use the resource to guide communication between all • educators who have contact with the student. A school district may report a student to the Ministry of Education for ELL Supplemental Funding if all of the appropriate conditions are met and documented, as specified by the provincial ELL Policy Guidelines. How to use the ELL Standards in the classroom… • The Annual Instructional Plan (AIP) should be kept in the student’s files Initial Assessment Ongoing Assessment (electronic or otherwise). It is recommended that this plan include information The first language assessment of the Usually classroom-based language on language assessment, language goals, and a support plan. student upon their entry to school or to assessment that takes place throughout ELL programming and supports. the student’s educational journey. • School districts are responsible for choosing the model or combination of Gather… Gather … models that best support student needs. The classroom teacher, the ELL - results from standardized language - multiple sources of evidence of specialist and others with appropriate expertise all have a role to play, assessment tools (e.g. LOMERA) student linguistic performance (e.g. depending on the nature of the services provided. - other evidence of language (e.g. oral observational notes, samples from interview, writing sample) classroom tasks & activities) For additional information on developing a student profile to better understand an Interpret this evidence of language proficiency using the corresponding continua. individual student’s support needs, refer to the accompanying Figure 1: Know your ELL Use the interpretation to… Use the interpretation to… student. - inform support & placement - inform instructional practices & decisions support For additional assistance with using the ELL Standards to inform instructional supports - create language goals & write an AIP - understand & communicate student and strategies, refer to Appendix A: ELL Supports and Strategies by Level, adapted with - communicate student support needs progress in language & subject areas permission from Alberta’s Benchmark support documents. with all other educators - create language goals & revise AIPs

For further information on ELL students and appropriate support, funding, instruction, Policy Considerations assessment and reporting practices, refer to the following Ministry of Education resources: In determining how best to use the Standards, educators should keep the following ELL • ELL Policy Guidelines; policy considerations in mind: • Throughout the year, ongoing English language proficiency assessment is • ELL Planning Tool; and recommended to ensure each English language learner is developing the • Students from Refugee Backgrounds: A Guide for Teachers and Schools. language skills and knowledge expected based on his or her individual abilities

and circumstances. The ELL Standards can be used to establish the English language proficiency levels of students at intervals throughout the school year (e.g., September, January, June) and can be compared to previous results to establish how the English language learner is progressing. See ELL Policy Guidelines for further instructions on recommended frequency and nature of assessments. • At the school district’s regular reporting periods an ELL student’s current language proficiency level should be communicated for each of the skill domains (Oral Language, Reading, Writing). It is also important to show how all ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 7

Students needing literacy support may:

• lack literacy skills in their first language; • have little or no experience with print and sound/symbol relationships; • be unfamiliar with the mechanics of writing utensils (pencils, pens, markers, erasers); • have no concept of reading and writing proceeding from left to right and top to bottom; • show limited awareness of school organization or culture (including bells, lockers, and desks); and • feel discouraged from even attempting tasks due to insufficient language.

These students will likely progress differently through these ELL Standards and typically require more intensive and customized support in language learning, cultural bridging, and development of academic skills. It is important to keep in mind that although these students may not be fully literate in the academic domain, they possess valuable life skills that can serve as a basis for academic learning.

Refer to the ELL Planning Tool to assist in planning supports and services for students with literacy needs. Refer to Council for Exceptional Children’s Core Instruction and Strategic Literacy Interventions for suggested instructional strategies to support Primary literacy students. Figure 1: Know your ELL student Principles of Effective Additional Language Literacy and the Standards Learning

Some primary, intermediate or secondary students’ age and level of developmental The following principles of effective additional language learning are based on maturity point them to a particular grade, but they enter BC’s education system having Cummins and Early, “Big Ideas for Expanding Minds”, 2015; Coelho, “Adding English”, previously received limited formal schooling, academic exposure, or literacy 2007; and Margaret Early, “Enabling First and Second Language Learners in the experiences. As a result, their academic skills and literacy development may be well Classroom, Language Arts 67, Oct., 1990. below grade level. • English language learning should build on a student’s previous educational and This may be due to any number of factors, including: personal experiences. These experiences are sometime referred to as schema. • ELL students should be encouraged to use their oral and written linguistic • schooling being interrupted because of war, poverty, or migration; experiences with other acquired languages to develop their English language • coming from a remote or rural setting; skills and to promote their growth to literacy. Educators can use the student’s other language(s) to scaffold English language learning. • coming from low-literacy communities; or - E.g. Students can be encouraged to think in their first language, or do • having little previous opportunity for formal schooling. writing drafts in their first language to help them with concept 8 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 development and to write better in English. - E.g. Students can be encouraged to use and create dual-language dictionaries to support their learning. The Standards and ESD Students

• It is not in the best interest of ELL students or the broader classroom Some ELL students come from households where English is not the language of the environment to attempt to ‘replace’ a student’s first language(s) with English. home while other ELL students come from an environment where English is the home Instead, students should be encouraged to continue developing in their first language, but they are not supported in developing academic English skills, or the language(s) simultaneously with their English language development and English of the home is significantly different from the academic English of BC schools. families of ELL students should be encouraged to continue supporting student The latter students are sometime referred to as English as a Second Dialect (ESD) progress in their first language(s). students who speak a variation of English significantly different than that used in • ELL students’ cultural identities should be honoured by instructional practices school are referred to as English as a Second Dialect (ESD) services. (including Indigenous pedagogical practices); educators should teach both ELL students and non-ELL students about cultural diversity, cultural identity, Aboriginal perspectives and inclusiveness. The procedure for identifying ESD students is similar to the procedure for identifying • It is important for educators to recognize that individual variations in rates and other ELL students, and is described in the ELL Policy Guidelines. English language nature of development in language skills (see the following examples) are not proficiency in these Standards is considered in broad terms to reflect both the language indicative of a language disorder or cognitive problem for the majority of used for social interaction (often termed BICS – Basic Interpersonal Communication students. Rather, it is often evidence of normal language learning processes. Skills) and language used for academic purposes in all content areas (often termed CALP – Cognitive Academic Language Proficiency). These ELL Standards have been developed - E.g. Some students may experience a silent period when initially to be relevant for use with all ELL students, including those who need ESD supports. exposed to English that could last for several months. During this time, they focus primarily on comprehension of English with little language output. - E.g. Some students may frequently use grammatical structures and words drawn from their first language in both English speech and writing. This is normal and research shows this to be simply part of the process of learning another language. Terms such as codeswitching and interlanguage are used to describe this behaviour. • All teachers, not just ELL specialists, should address the learning needs of ELL students and be prepared to adapt their instructional approaches to accommodate the different levels of English proficiency and different learning rates and styles of their students. When given appropriate scaffolded instruction, students can be more successful. • Integrating language teaching with the teaching of curricular content in thematic units simultaneously develops students’ language, subject-specific knowledge, and high-order thinking skills. • Isolated exercises in grammatical structures that fragment language at the word or sentence level and neglect the discourse level are not often effective in developing language proficiency. Instead, lessons should address both the big picture language (discourse level) and the detailed language (word or sentence level) in meaningful context.

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 9

Primary (Kindergarten to Grade 3)

12 ELL Matrix: Primary (1-3) Writing If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Meaning • Ideas & information • Express ideas through copying • Express ideas through some • Express ideas by listing, or by • Provide some ideas & opinions • Provide ideas & opinions related to • models, drawing, first language, & copying, drawing, dictating, & listing presenting several sentences that related to purpose; meaning is purpose that are clear • labelling; meaning may be difficult using known phrases or patterned may be related; meaning is generally usually comprehensible • • to discern sentences; meaning is sometimes comprehensible • • • • comprehensible • • • • • • • • • • Use of detail • Provide little or no detail • Provide some minimal detail • Provide a few details that may be • Provide some detail to support • Provide some interesting & specific • • • repetitive or unrelated ideas details & examples • • • • • • • Strategies • Use some strategies such as • Use strategies such as copying, • Use strategies such as graphic • Use strategies such as organizers, • Use strategies such as writing plans, copying, repetition, models, & repetition, known patterns, word organizers, writing templates, word models, circumlocution, rubrics & organizers, models, rubrics & visuals to produce text banks, word walls sentence frames, banks, familiar patterns, checklists, frameworks, templates, checklists to produce text models, graphic organizers, & circumlocution, & visuals to produce & word banks to produce text visuals to produce text text Style • Word choice (diction, • Use a small range of vocabulary • Use some vocabulary including • Use more vocabulary including high- • Use a range of vocabulary including • Use a broad range of vocabulary precise language) including sight words, high- high-frequency, descriptive, & frequency, descriptive, academic, & descriptive, academic, & subject- including high-frequency, • frequency words, & a few subject-specific words related to subject-specific words specific words, & synonyms & descriptive, academic, & • descriptive words related to familiar objects, actions, & topics • words with multiple meanings subject-specific words • familiar objects & personal • • • related to curriculum topics • experiences • • • • • • • • • • • Sentence fluency • Copy simple phrases & complete • Complete patterned sentences • Write simple detailed & compound • Write complex sentences • Write a variety of sentence (rhythm, flow, variety) patterned sentences independently & write simple sentences • structures & experiment with • • sentences • • paragraphs • • • • • • • Voice (phrasing, tone, • Rely on simple, concrete, & familiar • Rely on simple, conversational, & • Rely on straightforward, functional • Attempt to choose more precise • Attempt to choose & experiment purpose, awareness of words repetitive language; some evidence language; emerging evidence of language that may include idioms & with more precise language for audience) of individuality in pictures that individuality in pictures & text figurative language; emerging effect; increasing evidence of accompany text evidence of individuality in text individuality in attempt to engage audience

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 11 ELL Matrix: Primary (1-3) Writing (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Form • Organization & • Draw the sequence of a basic • Produce a short text that has some • Produce a few sentences that are in • Produce a text with a sense of • Produce a text that has a number of sequencing narrative or procedure sense of sequence generally logical sequence beginning, middle, & end logically sequenced stages or series • • • • components of events • • • • • • • Connections & • Connect two or more words & • Connect words in simple sentences • Use some conjunctions & time • Use a range of conjunctions, & time • Use a variety of cohesive devices transitions substitute words in patterned with “and” & “then markers & sequence markers more effectively • sentences • • • • • • • • • • Awareness of • Represent the structure of a basic • Produce some brief examples of a • Produce examples of a some • Produce examples of a variety of forms/genres narrative or procedure (sequence of few basic genres (pieces of genres (descriptions, recounts, genres (life cycles, flow charts, events, beginning, middle, end) information about an object or thing, narratives) to suit purpose summaries, narratives, recounts, through pictures, key words, or parts of a recount, descriptive words personal responses) to suit purpose phrases or phrases for a procedure) to suit purpose

Convention • Capitals & Punctuation • Form or copy letters & words with • Use capitals at the beginning of • Use capitals, end of sentence • Use common punctuation • Attend to the conventions of • increasing accuracy & leave spaces some sentences, & periods at the punctuation, & some commas • capitalization & punctuation • between words end of some sentences • • • • • • • • • • Spelling • Spell some sight words accurately • Spell most familiar words accurately • Spell words with regular spelling • Spell regular words & some • Spell challenging words with • • • patterns with some accuracy irregular words according to increasing accuracy • • • • knowledge of common spelling • • • • • patterns • • • • • • • • Grammatical elements • Use some nouns, present tense • Use nouns, simple past & present • Use nouns, verbs in irregular past & • Use adjectives & adverbs, & • Use a range of grammatical & syntax verbs, prepositions, with errors tense verbs, prepositions, & plurals progressive tenses, & function words demonstrate increasing control of structures demonstrating control of with tense errors & omissions such as prepositions, pronouns, & plurals, & tenses plurals, tenses, & subject-verb • Use some repetitive phrases & articles with usage errors • Use a variety of sentence types agreement fragments, sometimes beginning • Demonstrate some control of word (statements, questions, negatives), • Use a variety of sentence types with “and” or another connecting order in simple sentences (subject- with some accuracy (statements, questions, negatives), word verb-object) with increasing accuracy

12

ELL Quick Scale: Primary (1-3) Writing This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) SNAPSHOT The student can use or copy a The student can use some familiar The student can use simple The student can use a range of The student can use a wide range of string of letters and simple vocabulary, repetitive phrases vocabulary with some descriptive vocabulary and some vocabulary with loosely organized words to communicate. and patterned sentences to words to create simple sentences. connections to communicate ideas, and begin to write clearly communicate. personal ideas. with some detail.

Meaning • Copy models and substitute • Write some repetitive phrases • Express some ideas by • Express ideas related to a topic • Express ideas and opinions related • Ideas & information words in patterned e.g. “He is short.”, “He is listing or writing simple sentences e.g. “On the soccer field to purpose, with specific details or • Detail sentences smart.”, “He is happy.”, e.g. “My family has my there are two teams and examples • Strategies e.g. Copies own name “He is there.” brother, sister, dad and twenty-two players.” e.g. Writes a few from letter models • Label with short phrases grandma.” • Provide several details or examples sentences about what a • Draw and label with single words e.g. Labels pictures that • Provide a few basic details to e.g. “My fish is little and it person needs to be happy, e.g. Draws a picture of a show different actions support ideas is very small. It is bright with some specific bear eating berries to such as a woman walking, e.g. “In summer I swim in blue and makes bubbles.” examples express the idea a boy sitting, and a baby the cold lake.” • Use visual strategies to write • Use visual strategies to write a e.g. Labels pictures of a smiling • Use visual strategies to write a multiple sentences complete paragraph cat, paper, and a plate, or • Use visual strategies to complete sentence e.g. Uses a completed e.g. Uses a completed labels pictures of their sentences e.g. Uses a word wall “Venn diagram to write a writing plan to write a family and home e.g. Uses the sentence related to clothes to write, few sentences describing paragraph about Terry • Intersperse first language frame “I love…” to write a “she wears a warm coat bats and birds Fox list of favourite foods and boots”

Style • Use a few common and familiar • Begin to use some subject-specific • Use numerous common and subject- • Use a variety of common and • Use a wide variety of academic and • Word choice words words specific words subject-specific words subject-specific words • Sentence fluency e.g. “cup”, “see”, “sun” e.g. “shoulder”, “cute”, e.g. “level”, “vegetable”, e.g. “sign”, “frustrated”, e.g. “population”, • Voice • Write two or three word phrases “country” “lift” “hidden”, “predict” “sequence”, “rude” e.g. “it is nice” “they run” • Use some simple sentences and • Use some simple and compound • Write some complex sentences • Write a variety of sentence types • Use some patterned phrases patterned sentences sentences e.g. “A bat flies, but not a e.g. “Though they prefer e.g. “I like pizza”, “I like e.g. “Who is he”, “There e.g. “The baker and the dog.” watching funny movies, bread” are three bowls.” policeman are friends.” they decided to watch an action movie and liked it.” • Begin to write a basic paragraph

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 13

ELL Quick Scale: Primary (1-3) Writing (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Form • Connect two or more words • Use basic connecting words in • Use some connecting words and • Use a range of connecting words • Use a variety of connecting words • Organization e.g. “Cats drink milk” simple sentences time words and time words and time words accurately • Connections & • Organize some ideas through e.g. “Joe and Sarah need e.g. “First they get water. e.g. “In the morning”, e.g. “not only… but”, transitions drawings and some key words and help.”, “I eat. Then I do Second they boil water. “next”, “after that” “either… or”, “the next • Genre phrases homework.” Third they make tea.” • Organize a series of sentences with day” e.g. Describes their daily • Organize some ideas loosely in • Organize some ideas in personal or a sense of beginning, middle, and • Organize and develop text with routine through drawings personal or descriptive sentences descriptive sentences end information several logical stages and key words e.g. Re-tells a well-known e.g. “The paper is on the e.g. “The paper is on my e.g. The three papers sit related to their children’s story using short table. There are three table. It has red letters. It next to me on the table. toothbrush, a bed, sentences and key words pieces of paper…” looks important…” They look important then their school building because of the large red letters...”

Convention • Spell a few common words and • Write some basic sentences • Begin to use some grammatical • Use a variety of grammatical • Use a range of grammatical • Capitals & punctuation begin to use invented spelling independently structures, including some articles, structures, including some structures • Spelling e.g. “culrs” for ‘colours’, e.g. “They will sing.”, “The prepositions, and pronouns adjectives and adverbs e.g. “Tom cried because • Grammar “iz” for ‘is’ train is late.” e.g. Correctly orders e.g. “The mall is open, so the ball hit him, and I said • Leave spaces between words • Use invented spelling and some subject-verb-object in “The the girl goes there.” “sorry”.” • Copy some sight words accurate spelling for common cow eats grass, hay, and e.g. Uses some adjectives e.g. “Because it was cold, I e.g. Copies and spells words flowers” (“pretty”, “new”, “red”) put on my coat.” some common and e.g. Spells some familiar e.g. Uses some articles and adverbs (“very”, • Spell some challenging words with familiar words such as words such as “all”, (“the”, “a, “an”), “some”, “always”) increasing accuracy “and”,“two”, “can”, “have”, “like”, “now” prepositions (“on”, “in”, • Use accurate spelling for most e.g. Spells “quiet”, “here” • Use capitals and periods with “under”), and pronouns regular words and some irregular “beautiful”,“different” support (“he”, “she”, “it”, “they”) words • Use varied punctuation • Use accurate spelling for many e.g. Spells “right”, independently regular words “tough”, “fire” e.g. Spells “look”, “read”, • Use commas, capitals and other “went” common punctuation • Use some commas and other common punctuation with support

14 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Matrix: Primary (1-3) Reading If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Strategies • Word attack skills • Use pictures to help read unfamiliar • Use pictures, diagrams, & patterned • Use familiar phrases, patterned • Use an increasing range of • Use a variety of strategies such as • words & text sentences to read unfamiliar words sentences, text structure, predicting, strategies such as predicting, re-reading, predicting, word • • & text visualizing & background knowledge visualizing, & making connections analysis, visual cues, text features, • • • to read unfamiliar words & text to read unfamiliar words & text & self-correction to read unfamiliar • • • • • words & text • • • • • • • Decoding • Begin to connect letters & words to • Use some word-decoding strategies • Use some word-decoding strategies • Use varied strategies to decode • Use a wide range of decoding • print to identify beginning & ending to identify consonant blends, long & short vowels in medial strategies to decode two-or three- • • sounds, & some high-frequency digraphs, simple word families, & a positions, vowel blends, r- syllable words • • words variety of high-frequency words controlled vowels, & complex word • • • • • families • • • • • • • • • Fluency • Read letter-by-letter to sound out • Read word-by-word • Read with some phrasing, re- Read with some expression, using • Read smoothly with expression, words reading, & sounding out words some substitutions & occasionally attend to common punctuation, self-correct self-correct, & make meaningful substitutions

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 15

ELL Matrix: Primary (1-3) Reading (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5)

Comprehension • Vocabulary • Understand environmental print, • Understand some vocabulary • Understand more vocabulary • Understand a range of vocabulary, • Understand a wide range of • symbols, icons, classroom words & including high-frequency, including high-frequency, including words with multiple vocabulary including most subject- • labels, letters of the alphabet, & descriptive, & subject-specific descriptive, subject-specific, & some meanings specific words & some academic • some sight words words academic words • words • • • • • • • Main ideas & details • Comprehend simple patterned • Comprehend simple sentences • Comprehend the main idea of • Comprehend the main idea & some • Comprehend the main idea & • sentences containing prepositions & time compound sentences containing details in complex sentences supporting details in paragraphs • • markers coordinating conjunctions & time containing subordinating connected by a variety of cohesive • • • markers conjunctions & time & sequence devices • • • • markers • • • • • • • • Retelling & organizing • Sequence a short familiar text using • Sequence pictures to retell a story • Retell the sequence of a story, steps, • Retell main events or key content • Retell main events or key content information visuals or information process or content-area process ideas in sequence using some detail ideas using some relevant details & • • • • • inferences • • • • • • • Locating & recording • Locate some information using • Locate & record minimal, accurate • Locate & record some information • Locate, record, & organize some • Locate, record, & organize information picture clues information, when given cues using categories or a provided information using a provided information accurately using a • • • graphic organizer, with some errors graphic organizer, with occasional provided graphic organizer • • • • • errors • • • • • • • • • Drawing inferences • • • Make a simple inference Make a few simple inferences Make accurate inferences about • characters & events • • • • • • • • • • • • • Understand simple cultural • Interpretations & • Understand that written & visual • Understand the literal meaning of Understand the literal meaning & Understand the figurative meaning references including age- socio-cultural text contains a message or simple text sometimes the figurative meaning of of some simple phrasal verbs & appropriate idioms, metaphors, & elements command, or gives information • simple text similes • • humour • • • • • • • • • • • • Identify the purpose, structure, & • Knowledge of genres • Show awareness of how text & • Identify the structure of a basic Identify organization of a text, Identify the purpose & structure of range of features distinguishing (structure & features) books work (front to back narrative or procedural text including structure & prominent some basic genres such as labelling, sequence, top-to- bottom, features of several basic genres such story, procedure, description basic genres directionality) as narrative, recount, procedure, report

Response & Analysis • Opinions & reactions • • Express a preference for a text with • Clearly express a preference for a • Clearly express a preference for a • Offer simple opinions with some • Offer simple opinions with • non-verbal responses text text, & begin to give reasons justification justification • Connections (to other • • • • • information, • Provide personal response by • Make a simple personal connection • Sometimes make simple concrete • Make simple concrete text-to-self • Make text-to-text & text-to-world experiences, drawing a picture through words & pictures text-to-self connections & text-to-text connections connections spontaneously knowledge)

16 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Quick Scale: Primary (1-3) Reading This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) SNAPSHOT The student can begin to recognize The student can begin to use The student can use some strategies The student can use a variety of The student can use a range of some letters, sounds, and words, strategies to read and understand to decode unfamiliar words and strategies to read unfamiliar text strategies and understand a wide and begin to make meaning of text. simple words and make personal make basic connections to the world and understand increasingly range of words to make connections connections to text. from text. complex words and meaning. and access concepts in text.

Strategies • Begin to connect letters and words • Identify initial and ending sounds in • Recognize some new words based • Use a variety of strategies to read • Use a wide range of strategies to • Word attack skills to print some words on common word families and word unfamiliar words successfully read unfamiliar words • Fluency e.g. Connects the letter e.g. Uses knowledge of the roots e.g. Divides the word and text “h” to the sound /h/ “s” letter and /s/ sound to e.g. Uses knowledge of the “editorial” into e.g. Predicts the • Recognize some common words predict the words “snake words “lunch” and “dog” to “edit…or…ial” and uses unfamiliar word and sight words stares” read the words “punch” knowledge of the word “collapses” in “The tower e.g. Points to each word • Use pictures to help make meaning and “fog” “edit” in order to read it of blocks collapses when as it is spoken in “I like to e.g. Looks at a picture in a e.g. Sees “writing” or • Read with some expression and the baby pushes it.” swim” book to read a word “writer” and reads by self-correct for meaning • Read smoothly with expression e.g. Recognizes common (picture of a dog, the word relating them to the e.g. “He had a… truck on e.g. Groups connected words like “I”, “the”, “is”, is “dog”) familiar “write” his head… I mean toque, words into meaningful “at”, “me”, “like” • Read word-by-word with support • Begin to read in meaningful phrases he had a toque on his phrases, emphasizing the e.g. Reads “she… ran… e.g. Reads “all-the-time” head” ‘content’ words in “The out… the… d..oor…” and “around-the-corner”, two sides have to be connecting the individual equal.” words into a phrase

Comprehension • Recognize letters and words in • Understand some common words • Understand many common and • Understand a range of words, • Understand a wide range of words, • Vocabulary everyday life and a few ‘content’ words ‘content’ words including some words related to including some academic language • Main ideas e.g. Recognizes the letters e.g. “wear”, “socks”, e.g. “light bulb”, “flat”, academic content e.g. Understands ‘science’ • Genre on an alphabet chart “yellow”, “dress” “temperature” e.g. Understands that words like “environment”, • Retelling e.g. Recognizes the word • Understand literal meaning of some • Understand the main idea in some “bark” can mean ‘the “conservation”, “prey” • Inferences “stop”, having seen it on a simple text short stories and non-fiction sound a dog makes’, or • Begin to recognize the purpose and • Interpretations stop sign e.g. Understands that “the e.g. Reads and understands ‘the skin of a tree’ features of a variety of text • Use visuals to understand most of trees were moving in the the general storyline of a e.g. “community”, e.g. Understands that a the meaning in text wind” means that the short story about bedtime “habitat” “Table of Contents” is to e.g. Understands the main trees were visibly moving • Begin to make simple inferences • Begin to read a variety of different help the reader locate storyline of a story by because it was windy e.g. Understands that “the types of text with understanding information and contains following pictures • Retell a simple text to show moon looks very bright” e.g. Reads a one-page a list of headings • Show awareness of how books understanding of main idea means it is likely nighttime biography, understanding summarizing content work e.g. Reads key words and the different stages in the e.g. Opens a book from puts pictures in order to person’s life the correct side and knows show understanding of the • Locate specific information in a text to read from left to write life cycle of a butterfly to demonstrate understanding on a page e.g. Scans a poem about ‘summer’ to find words that relate, such as “swimming”, “sun lotion”, “watermelon”

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 17

ELL Quick Scale: Primary (1-3) Reading (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5)

Response & Analysis • Express a like or dislike for a • Make a simple personal • Begin to provide some reasons • Begin to provide reasons for • Independently make • Connections simple text connection to text through for personal connections to opinions about text connections with new text • Opinions & reactions e.g. Points to own hat that words or pictures text e.g. From a story about a and the world, with some is red (favourite colour), in e.g. Draws a picture to e.g. Responds to a ‘talking large family, describes elaboration response to a sentence show some favourite animals’ story by describing why they do not e.g. Describes how a text describing red and blue school activities in when they talk to the personally want ten about ‘the life cycle of a hats response to a short story animals in the woods siblings butterfly’ compares to about what a child likes to outside their own home • Make personal connections and another text about ‘the do in school connections between different life cycle of a frog’ texts e.g. Sees the similarities between two characters in an Aboriginal story and a folk story from their home culture

18 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Matrix: Primary (K-3) Oral Language If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Meaning RECEPTIVE • Vocabulary • Understand a minimal vocabulary • Understand some vocabulary • Understand more vocabulary • Understand a range of vocabulary • Understand a broad range of • Word choice of ‘survival’ & words related to including common words & some including common & descriptive including common, descriptive, vocabulary including descriptive, • Expressing & familiar objects & actions descriptive words words, multiple meanings of some subject-specific, & academic words, subject-specific, & academic words understanding idea • Understand a few key words in • Understand the gist of phrases & familiar words, & some subject- & familiar words with multiple • Understand most of the detail in related sentences about familiar sentences linked by “and” & “then” specific words meanings grade-appropriate narratives, topics or contexts • Understand main ideas of familiar • Understand main ideas & some explanations, instructions, & topics linked by common details of unfamiliar topics linked discussions about unfamiliar topics conjunctions, time, & sequence by common conjunctions, & time & linked by a variety of conjunctions, markers sequence markers time, & sequence markers

EXPRESSIVE • Use some minimal vocabulary • Use some vocabulary including • Use more vocabulary including • Use a range of vocabulary with • Use a broad range of vocabulary for including ‘survival’ words, common common words & some descriptive common, descriptive, & some more precision including common, effect including common, words, & first language words subject- specific words descriptive, & subject-specific descriptive, & subject-specific • Connect ideas using “and”, • Connect ideas in phrases & short • Connect ideas in sentences with words words, & some academic words gestures, & memorized phrases simple sentences with common some appropriate detail using • Connect ideas with some relevant • Connect ideas & some relevant conjunctions conjunctions & time markers details in related sentences using details in related sentences using a conjunctions, & time & sequence variety of cohesive devices markers Form RECEPTIVE • Grammar (plurals, • Understand basic phrases related to • Understand simple sentences on • Understand detailed sentences on • Understand complex sentences on • Understand varied & complex possessives, verb familiar routines familiar topics familiar topics familiar & some unfamiliar topics language structures on many tense endings) • Identify most English phonemes • Recognize most English phonemes • Distinguish minimal pairs, identify • Recognize rhyming words unfamiliar topics • Syntax (sentence including some beginning sounds including beginning & ending beginning & ending sounds, • Recognize word families structures, word • Identify beginning, medial, & sounds recognize some rhyming words order) • Listen for recognizable words in ending sounds • Identify phonemes & syllables with • Phonology unfamiliar speech • Recognize word boundaries in • Understand some reduced forms of • Understand rapid speech increasing accuracy • Fluency (intonation, unfamiliar speech speech containing some familiar • Understand rapid speech on word stress, rhythm) vocabulary during everyday unfamiliar topics classroom academic tasks

EXPRESSIVE • Use single words or phrases, • Use simple sentences • Use affirmative & negative • Use more detail in questions, • Use a variety of sentence memorized phrases & patterned • Use pronouns, plurals, nouns, & questions, statements & commands, statements, & commands with structures, including simple, sentences verbs with overgeneralization of with omissions & errors of verb some grammatical errors compound, & complex sentences • Use basic pronouns, nouns, & verbs endings (-s, -ed) tense & word order • Use irregular plurals, nouns, & verb • Use appropriate tense & agreement with errors in word order & word • Attempt to use English rhythm, • Use pronouns, adjectives, adverbs, forms with occasional errors with increasing precision ending stress, & intonation in familiar social nouns, & irregular verbs with some • Use comprehensible pronunciation, • Use comprehensible pronunciation • Imitate some words in familiar & classroom exchanges, although agreement & tense errors rhythm & intonation for familiar or & intonation in spontaneous or routines, although pronunciation pronunciation errors may interfere • Use comprehensible pronunciation, rehearsed activities, with unrehearsed situations (accented may interfere with meaning with meaning rhythm, & intonation in familiar or occasional errors speech is expected & valued) rehearsed activities, with some errors

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 19

ELL Matrix: Primary (K-3) Oral Language (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Use RECEPTIVE • Functions of language • Understand a minimal range of • Understand a small range of spoken • Understand a narrow range of • Understand an expanding range of • Understand a wide range of spoken (social & academic) spoken text text spoken text in terms of purpose, spoken text in terms of purpose, text in terms of purpose, structure, • Strategies structure, & organization structure, & organization & organization • Social/ cultural • Understand simple instructions & • Understand literal questions such conventions “yes or no” questions as “yes or no”, “who”, “what”, • Understand basic inferential • Understand open-ended questions • Understand hypothetical or • Understand basic, familiar, & social “where”, “when”, “how many” questions such as “what”, “where”, requiring explanation, elaboration, inferential questions such as “If…”, expressions • Understand expressions used in “when”, “who”, “how”, “why” & comparison “What if…”, “Would you…”, “How…” • Follow routine & one-step classroom & school contexts • Recognize differences between • Recognize differences between commands • Follow two-step commands related formal & informal speech in familiar informal & formal speech in • Understand common idiomatic to familiar routines contexts unfamiliar contexts expressions & cultural references • Follow three-step commands • Follow most multi-step directions • Follow multi-step directions

EXPRESSIVE • Use language to communicate basic • Use language for some purposes, • Use language for a narrow range of • Use language for a range of • Use language for a broad range of needs & wants, personal including to ask & answer simple purposes, including to discuss, purposes, including to discuss, purposes, including to compare & information, simple requests, questions, share information, recount/retell, predict, describe, give recount/retell, describe, negotiate, contrast, explain, predict, reflect, participate in familiar songs, recount, retell, & describe opinions & reasons, & explain role-play, make, & explain connect, & summarize rhymes, & chants • Seek clarification or confirmation • Seek clarification or confirmation connections • Ask questions to gain information • Seek clarification or confirmation using familiar phrases with simple questions • Seek clarification & understanding that extends knowledge during through gestures, mimicking, single • Use strategies such as repetition, • Use strategies such as with specific questions discussions words, & short phrases substitution of words in known circumlocution, providing examples • Use strategies such as commenting, • Use strategies such as • Use strategies such as first patterns, familiar phrases, & & opposites to interact with others making personal connections, & paraphrasing, commenting, making language, memorized phrases, learned sentence patterns to • Use common colloquialism, slang, & questioning to initiate & sustain personal connections, & learned sentence patterns, copying interact spontaneously with others idioms during social & classroom conversation with others questioning to initiate & sustain others, visual prompts, & gestures • Use some common expressions & interactions • Use common colloquialisms, conversation with others to interact gestures to interact in familiar social idioms, & phrasal verbs in • Use appropriate common • Use familiar greetings, polite & classroom contexts appropriate contexts colloquialisms, idioms, phrasal phrases, & gestures to interact in verbs, & modality in formal & familiar social situations informal situations

20 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Quick Scale: Primary (K-3) Oral Language This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) SNAPSHOT The student can understand and The student can participate in a The student can participate in a The student can participate in The student can speak fluently respond to simple statements conversation on everyday topics conversation about familiar conversations with some and accurately on a wide range and questions in familiar using simple structures. topics and some academic opinions and details on a range of academic topics. situations. content. of academic topics.

Meaning • Understand a few short, simple • Understand and use routine • Understand familiar phrases and • Understand some complex tasks • Understand complex instructions • Word attack skills sentences on familiar topics classroom phrases with some academic tasks and academic language and academic content • Fluency e.g. Does and repeats support e.g. “Take out your journal” e.g. “Describe the e.g. “Tell me why bears action phrases like e.g. “open/close the door”, • Express some words and phrases to changes of the seasons” hibernate?” “jump!”, “sit”, “look at “today is Wednesday” describe and speak about academic • Express a range of words and • Express a wide range of me” • Express some words and phrases content phrases to describe and speak conversational and academic words • Understand some common words about self, family and interests e.g. “Lots of pens”, “on the about academic content and phrases related to school, self and home e.g. “My dad, Jorge, my chair” e.g. Expresses variation of e.g. When given a topic, e.g. Points to and says sister, Sarah…”, “I want to e.g. When familiar with words like “quicker”, uses words like “atlas”, words such as “book”, eat” topic, uses words like “very/pretty big” “massive”, “monument” “apple”, “nose” “player”, “shoot”, “goal” in e.g. When familiar with in context • Express some basic personal context topics, uses words like • Use different words with similar information and needs “claw”, “cruel”, “climate” meanings e.g. “bathroom”, “play”, in context e.g. Recognizes difference “I’m ___” between “tall” and “big”

Form • Understand and use short • Understand and use simple and • Understand and use correct word • Understand and uses some • Understand and use accurate word • Grammar memorized phrases familiar patterned phrases order (subject-verb-object) negative phrases and subject-verb forms and subject-verb agreement • Syntax e.g. “how are you?”, e.g. “I want…”, “I like…”, “I e.g. “She smells the agreement e.g. “The brown • Phonology “thank you”, “you’re need…” flowers”, “I read stories” e.g. “She doesn’t like caterpillar isn’t small but • Fluency welcome” • Understand and use some basic • Connect ideas to make short chocolate” the green one is.” • Recognize and single out familiar nouns, pronouns, verbs and sentences • Connect ideas to make long • Use complex sentences on familiar words in speech connecting words e.g. “My name is Amal and sentences topics e.g. Recognizes the word e.g. “It’s red and green”, I like cats” e.g. “Some houses are big, e.g. “We will read what ‘she’ in “she’s mad”, and “you touch this” • Identify words that rhyme and word but some houses are she wrote on the the words ‘pizza’ and ‘I’ in • Identify different sounds in short families small…” whiteboard after we “I like pizza” words e.g. Identifies word families • Segment and blend sounds finish” • Express simple sounds in the form e.g. Identifies that “snake” such as “pat” & “bat”, e.g. “frog” = /f/ /r/ /o/ • Use natural and appropriate of songs or chants begins with /s/ and “dog” “shell” & “fell” /g/, and /b/ /a/ /n/ /d/ = rhythm and intonation e.g. Sings along to “Happy ends with /g/ • Use rehearsed rhythm and “band” e.g. Shows natural Birthday” • Use rhythm in familiar songs or intonation • Use some rhythm and intonation intonation and pacing in phrases e.g. Identifies emphasized independently saying “When I-was-at e.g. Sings “Old MacDonald syllables in saying “the e.g. Shows appropriate the-store yesterday, had a farm…” with BIRDS have EATen the intonation and pacing in [slight pause] I bought appropriate rhythm WORMS” saying “Yesterday, [slight candy.” pause] I went to-the- store.”

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 21

ELL Quick Scale: Primary (K-3) Oral Language (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5)

Use • Respond to simple yes/no • Respond to simple choice questions • Respond to “what”, “when” and • Respond to “how”, “why” and “tell • Respond to simple hypothetical or • Connections questions e.g. “Do you want white or “who” questions me about” questions reasoning questions • Opinions & reactions e.g. “Are you happy?” – blue?” – “blue, please” e.g. “When is your e.g. “How did you get to e.g. “What would you do “No” • Respond to simple instructions and birthday?” – “July 12” school?” – “I took the if you found some • Respond to and repeat short commands • Respond to common instructions bus…” money?” – “I would give it commands e.g. “All eyes on me” and commands • Respond to multi-step instructions to my teacher” e.g. “Stand up” • Watch others and recognize key e.g. “Work you’re your and commands • Respond to long or complex e.g. Sits in a circle with words to participate in classroom partner and put up your e.g. “Find a partner and directions other students on floor activities and conversations hand if you have a fill in the blanks using a e.g. “Clean up time! Put when asked e.g. Engages in classroom question” pen” your pencils and crayons • Respond to and use familiar social activity to stand up and • Respond to and use common social • Ask for clarification and use cues to away and come sit on the greetings and gestures greet a partner expressions, cues and slang in participate in conversations and carpet” e.g. Waves to say goodbye conversation some academic discussions • Use common idioms, cultural e.g. “What’s wrong?” – e.g. “I don’t understand, language and humour, and initiates “She’s bugging me!” could you repeat?” conversation e.g. “That’s a rip-off”, “How’s it going?” • Ask and answer questions to participate in a range of academic discussions e.g. “You said ___, right?”

22 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS

24 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Matrix: Intermediate (4-7) Writing If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Meaning • Ideas & information • Express ideas through listing • Express some logical ideas using • Express a main idea in simple text • Express a focused idea in more • Express & sustain a clear & focused • familiar words & phrases, labelling, lists & copying or adapting text; that is partially developed; meaning complex text with some main idea with some depth & • & shared writing; meaning may be meaning is somewhat is generally comprehensible elaboration & clarification; coherence • difficult to discern comprehensible • meaning is usually comprehensible • • • • • • • • Use of detail • Present single idea or random • Provide some minimal related • Provide a few related details to • Provide some relevant supporting • Provide some relevant & specific • unrelated ideas with no elaboration details to support meaning support meaning details to enhance meaning details & examples to support, • or detail to support meaning • • • clarify, & enhance meaning • • • • • • • Strategies • Use strategies such as oral • Use strategies such as repetitive • Use strategies such as graphic • Use strategies such as graphic • Use a variety of strategies such as dictation, first language, copying, patterns, repetition, modelled organizers, templates, writing plans, organizers, templates, models, pre-writing plans, writing word banks, picture prompts, & forms, formulaic structures, models, & knowledge of sentence writing conferences, checklists, & conferences, models & templates, graphic organizers to produce text sentences starters, & graphic patterns to produce & revise text rubrics to produce text guidelines, & rubrics to produce & organizers to produce text revise text

Style • Word choice (diction, • Use some high-frequency • Use some vocabulary including • Use more vocabulary including high- • Choose from a range of vocabulary • Choose from a broad range of precise language) vocabulary related to familiar topics high-frequency, descriptive, & frequency, descriptive, academic, & including high-frequency, academic & content vocabulary • & personal experiences subject-specific vocabulary related subject-specific words, & familiar descriptive, subject-specific, & with more precision including • • to familiar objects, actions, & topics words with multiple meanings academic words, including some words with multiple meanings, & a • • • • homophones & homonyms variety of word forms • • • • • • • Sentence fluency • Complete simple patterned • Produce simple & compound • Produce simple, compound, & some • Produce a variety of simple, • Produce connected sentences (rhythm, flow, variety) sentences, & use single words & sentences; often repetitive complex sentences with little variety compound, & complex sentences demonstrating a variety of lengths • phrases • • • & patterns • • • • • • • Voice (phrasing, tone, • Write for some minimal purposes • Write for a few purposes using • Write for an expanding range of • Write for a variety of purposes with • Write for a variety of purposes with purpose, awareness of modelled on familiar forms & graphic organizers & models; some purposes using organizers & models a voice that reflects individuality & a voice that attempts to engage & audience) repetitive patterns evidence of individuality evident in showing an emerging sense of attempts to engage reader impact the reader pictures used to support text individuality

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 25

ELL Matrix: Intermediate (4-7) Writing (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Form • Organization & • Organize ideas in random order • Organize some related ideas • Organize related ideas together in a • Organize ideas in a multi-paragraph • Organize ideas in a multi-paragraph sequencing with no introduction or conclusion together with a simple or vague simple paragraph with a predictable composition with a clear composition with a purposeful • • introduction & no conclusion; introduction & conclusion; sequence introduction & formulaic introduction & conclusion; • • sequence may be inconsistent & is generally logical conclusion; sequence is logical sequence is logical • • may include drawings • • • • • • • • • • Connections & • Connect words using “and” to • Connect sentences using “and” & • Connect ideas in related sentences • Connect sentences into a cohesive • Connect ideas in a composition transitions produce simple sentences simple time markers using common conjunctions, & time paragraph using a variety of using a variety of cohesive devices • • • & sequence markers conjunctions, & time & sequence & some transition words • • • • markers • • • • • • • • Awareness of forms/ • Represent the structure of a basic • Produce some examples of a few • Produce examples of a some genres • Produce increasingly long & • Produce long & complex examples genre (linguistic & narrative or procedure (sequence basic genres (pieces of information (sequential explanations, factual complex examples of a variety of of a variety of genres (arguments, structural features) of events, beginning, middle, end) about an object or thing, parts of a texts, simple arguments, narratives) genres (arguments, causal causal explanations, reports, through pictures, key words, or recount, descriptive words or to suit purpose explanations, reports, narratives, narratives, poetry) to suit purpose phrases phrases for a procedure) to suit poetry) to suit purpose purpose

Conventions • Capitals & Punctuation • Form or copy letters & words with • Use capitals at the beginning of • Use capitals, periods, & commas • Use capitals, periods, & commas, & • Use mostly accurate punctuation • attention to spacing, line, & sentences & periods at the end of • some quotation marks, • • direction sentences • apostrophes, & hyphens • • • • • • • • Spelling • Spell some sight words accurately • Spell a range of familiar words • Spell a range of words using word • Use common & irregular spellings • Spell many challenging words with • • accurately & use invented spelling lists, personal dictionaries, & with increasing accuracy accuracy • • as necessary knowledge of common patterns • • • • • • • • • Grammatical elements • Use familiar nouns, present tense • Use nouns, present, past, & • Use adjectives & adverbs, & • Use a range of grammatical • Use a broad range of grammatical & syntax verbs, plurals, & prepositions with continuous tense verbs, pronouns, demonstrate some control of word structures showing more control of structures including embedded errors & omissions prepositions, & articles with errors order, plurals, & tenses word order, plurals, tenses, & pronouns, irregular plurals, & subject-verb agreement various verb tenses with increasing accuracy

26 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Quick Scale: Intermediate (4-7) Writing This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) SNAPSHOT The student can use or copy a The student can use some The student can use some The student can use a range of The student can use a wide string of simple words and familiar vocabulary, repetitive academic vocabulary with some vocabulary and connections to range of vocabulary with loosely phrases to communicate. phrases and patterned detail to create simple sentences communicate ideas in organized ideas, and begin to sentences to communicate. and short paragraphs. sentences and paragraphs. write clearly with insight and detail.

Meaning • Draw, label, list, and copy familiar • Write some short phrases and • Express ideas by writing simple • Express ideas related to a topic, • Express ideas and many specific • Ideas & information words and phrases repetitive sentences sentences, with a few related details with relevant supporting details details and examples related to • Detail e.g. Copies own name e.g. Uses the sentence to support ideas e.g. “Soccer is an exciting purpose in a variety of contexts • Strategies from letter models frame “I like to…” to write e.g. “I have a great family. sport played everywhere. e.g. Writes a paragraph e.g. Draws a basic graph “I like to play in the snow”, We go to the lake. We like There are two teams and about what makes a from some given data “I like to walk in the park” swimming.“ twenty-two players. The person happy, with details • Intersperse first language • Use some basic strategies to label • Use a few strategies to write players are skilled. People and examples • Write and complete patterned and complete sentences sentences and short paragraphs like to watch the game.” • Use a wide range of strategies to sentences e.g. Uses sentences e.g. Uses a graphic • Use varied strategies to write write complete paragraphs on a e.g. Inserts words such as starters to write “there are organizer on the topic “I multiple sentences and paragraphs topic “pen”, “door”, “book” in two dogs”, “there is one am able to…” to write a e.g. Uses a completed e.g. Uses a completed “This is a ______” black cat” series of sentences on Venn diagram to write a writing plan to write a e.g. “my father is in abilities paragraph comparing paragraph about global China” “he is smart” bats and birds warming

Style • Use mostly common and familiar • Use some common and subject- • Use numerous common and subject- • Use a variety of common, • Choose from a wide variety of • Word choice words specific words specific words, and some descriptive academic, subject-specific, and academic, subject-specific, and • Sentence fluency e.g. “mother”, “green”, e.g. “backpack”, words descriptive words descriptive words • Voice “walk”, “good” “walking”, “fast”, e.g. “flew”, “metal”, “less e.g. “steering”, e.g. “equation”, “predict”, • Write some basic short sentences “temperature” than”, “gravity”, “butterfly” “aluminum”, “roll”, “unusual” e.g. “load”, e.g. “I like school.” • Use simple sentences and some • Use simple sentences and compound “invent” “unload”, “loading”, • Use a string of simple and repetitive compound sentences sentences • Use compound and complex “payload” sentences e.g. “I like school in e.g. “The black bear has sentences • Use a variety of sentence types, e.g. “The teacher is nice. I Canada.” sharp claws and runs fast.” e.g. “The grizzly bear has attempting to engage the reader like her.” e.g. “The bear has big sharp dangerous claws e.g. “The ferocious grizzly claws.” and runs after its prey.” bear with its sharp dangerous claws swiftly attacked its prey.” • Experiment with writing paragraphs

26 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Quick Scale: Intermediate (4-7) Writing (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Form • Connect a string of words and short • Use simple connecting words and • Use some connecting words and • Use a range of connecting words • Use a variety of connecting and • Organization phrases time markers time and sequence markers and time and sequence markers transition words accurately • Connections & e.g. “Cows make milk” e.g. “Joe and Sarah smile. e.g. “First, they get water. e.g. “In the morning”, e.g. “not only… but”, transitions • Organize some ideas using words Then Joe and Sarah sing.” Second, they boil water. “next”, “as well”, “either… or”, “however”, • Genre and/or drawings • Organize ideas with drawings and Third, they make tea.” “therefore”, “In “Furthermore” e.g. Describes their daily key words and phrases, using a • Organize sentences in a paragraph conclusion” • Organize and develops ideas routine through drawing a predictable beginning and end with a sense of beginning, middle, • Organize a series of paragraphs, effectively, providing an effective bed, their breakfast, a e.g. Tells a story about a and end information with a clear introduction, middle, introduction, middle and conclusion school bus, then their raven stealing the sun • Write with some awareness of genre and conclusion • Write with an awareness of a classroom through drawings and e.g. “The raven flew toward • Write with an increasing awareness variety of genres some key phrases the sun because the sky of genre e.g. “The legend of the was dark.” e.g. “When the raven raven has a long history in swooped down to take the storytelling of the box, it reminds me of Aboriginal people…” the time a seagull took my French fry at the beach.”

Convention • Use basic nouns and ‘simple’ • Begin to use some grammatical • Use some different grammatical • Use a variety of grammatical • Use a wide range of grammatical • Capitals & punctuation present tense structures, including some ‘simple’ structures, including some plurals, structures, including plurals, structures with control, including • Spelling e.g. “he is here”, “they go tenses ‘simple’ tenses, articles, and tenses, adjectives, and adverbs plurals and a variety of tenses • Grammar home.” e.g. “They baked and I prepositions e.g. “The girls went to the e.g. “She had been • Spell some sight words and use ate.”, “The train is late.”, e.g. Correctly order subject bakery when it opened.” watching the beaver for invented spelling of unfamiliar “I want a cookie and verb-object in “The cow e.g. Uses a variety of some time when it turned words cake.” eats grass, hay and corn.” adjectives (“active”, and smiled.” e.g. Spells some common • Use accurate spelling for some e.g. Uses a variety of “general”, “kind”) and e.g. “Because the soup and familiar words such as familiar words articles (“the”, “a, “an”) adverbs (“extremely”, and stew were too cold, I “all”, “good”, “she”, e.g. Spells some familiar and prepositions (“inside”, “only”, “often”) warmed them in the “there” words such as “after”, “across”, “before”) • Spell most words with common microwave.” e.g. “scool” for ‘school’, “just”, “some”, “thank” • Use some accurate spelling for rules accurately • Spell many challenging words “difrint” for ‘different’ • Begin to use capitals and periods unknown words e.g. Spells “kitchen”, e.g. Spells “government”, • Leave spaces between words and e.g. Spells “fight”, “strain”, “know” “foilage”, “colleague” lines “berries”, “bottle” • Use commas, capitals, and other • Use varied punctuation with • Use capitals, periods, and sometimes common punctuation increasing accuracy commas independently

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 27

ELL Matrix: Intermediate (4-7) Reading If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Strategies • Word attack skills • Use pictures, labelled diagrams, • Use context & text features to read • Use strategies such as re-reading, • Use a range of strategies such as • Use a range of strategies such as • familiar phrases, & patterned unfamiliar words & text predicting, & self-correcting to read word analysis, context cues, drawing inferences, revising • sentences to read unfamiliar words • unfamiliar words & text knowledge of text structure, thoughts, & drawing conclusions to • & text • • skimming & scanning, transition read unfamiliar words & text • • • • words, & self-monitoring to read • • • • • unfamiliar words & text • • • • • • • • Decoding • Identify sight words & letter sounds • Decode word families, consonant • Decode consonant clusters & • Decode common morphemes such • Decode multi-syllable words • • blends, & long & short vowel digraphs as root words, prefixes, & suffixes • • • sounds • • • • • • • • • • • Fluency • Read word-by-word, with frequent • Read with some phrasing by • Read with expression while Read with expression, attend to • Read consistently with expression, pausing to refer to visuals sounding out words, referring to substituting unknown words with common punctuation, & make attend to most punctuation, & self- visuals, & re-reading familiar words & using some self- meaningful substitutions correct most errors correction

28 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Matrix: Intermediate (4-7) Reading (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5)

Comprehension • Vocabulary • Understand a minimal range of • Understand some vocabulary • Understand more vocabulary • Understand a range of vocabulary • Understand a wide range of • vocabulary including a few high- including high-frequency, including high-frequency, including high-frequency, vocabulary including academic & • frequency & descriptive words descriptive, & academic words descriptive, academic, & subject descriptive, academic, & subject- subject-specific words, words with • related to concrete objects & related to familiar or personally- specific words, & some words with specific words, & words with multiple meanings, & word • actions relevant concepts multiple meanings related to multiple meanings related to formations related to academic • • • familiar, personally-relevant, & academic content content • • • content-based concepts • • • • • • • • • Main ideas & details • Understand the gist of short • Understand the gist of simple • Understand the gist of simple & de- • Understand the gist of descriptive • Understand the gist of related • patterned sentences sentences, titles, headings, & tailed sentences in short paragraphs paragraphs with varied sentence paragraphs containing complex & • • Identify key information presented captions • Identify main ideas/events & details structure compound sentences • in simple sentences with words • Identify some main ideas/events of related sentences connected by • Identify main ideas/events & • Identify main ideas/ events & sup- • connected by “and” & “then” presented in simple sentences & con- junctions, & time & sequence supporting details of paragraphs porting details of related markers • • clauses, & connected by connected by conjunctions, paragraphs connected by a variety • adverbs, & time & sequence of cohesive devices (compare & • • conjunctions, & time & sequence markers • markers contrast, classification, cause & • • • • • effect) • • • • • • • • • Retell main events by sequencing • Retell most events in sequence • Retell & describe events in correct • Retell events in sequence with • Retelling & organizing • Retell some main events by pictures or using key words & • sequence some explanation as to how they information sequencing pictures phrases • • are related • • • • • • • • • Record some information about • • Record & organize increasingly • Record & organize information • Locating & recording • Record some minimal information Record & organize some relevant in- familiar topics using a graphic relevant information using a range using a self-selected/ created information about familiar topics in a book using formation using a graphic organizer organizer & begin to make simple notes of graphic organizers or simple graphic organizer • a graphic organizer & a word/ • following a model notes • • picture bank • • • • • • • • Begin to make some simple • Make simple inferences based on • Make & substantiate basic • Make & substantiate basic • Drawing inferences Make simple inferences from visual text inferences based on explicit explicit information inferences from explicit & some inferences & conclusions from • • information • implicit information explicit & implicit information • • • • • • • • Understand literal meaning of • Understand literal meaning of • Understand frequently occurring • Understand explicit social • Understand common metaphors, • Interpretations & short, simple, repetitive text simple text & some basic social social expressions & some figurative, expressions & varied figurative, cultural references, & a range of socio-cultural • expressions in text on familiar idiomatic, & colloquial language on idiomatic, & colloquial language in common social expressions (idioms, elements • topics familiar topics text on familiar & unfamiliar topics euphemisms, colloquialisms) • • • • • • • • • Understand the purpose & • Understand & identify the purpose & • Understand & identify the purpose • Understand & identify the overall • Knowledge of genres Understand the difference between structure of a basic narrative or some discriminating features of a & associated linguistic & structural purpose, structure, & major (structure & features) fiction & non-fiction expository text on familiar topics wide range of basic genres such as features of an expanding range of language features (including procedures, descriptive reports, genres academic expressions) of a wide sequential explanations, simple variety of genres such as arguments, summaries biographical & historical accounts, descriptive reports, & content- based & causal explanations

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 29

ELL Matrix: Intermediate (4-7) Reading (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Response & Analysis • Opinions & reactions • Give simple, unsubstantiated • Give simple reactions or opinions • Offer simple opinions with minimal • Offer simple opinions & reactions • Offer opinions & reactions with • reactions or opinions using a frame or model justification with some justification some specific justification • • • • • • • Connections (to other • Sometimes make simple concrete • Make some simple concrete text- • Make simple text-to-self connections • Make increasingly insightful text- • Make & explain connections information, text-to-self connections to-self connections (between new to- self & text-to-text connections (including text-to-world experiences, information & prior knowledge) connections) that require some knowledge) inference or insight

30 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Quick Scale: Intermediate (4-7) Reading This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) SNAPSHOT The student can begin to The student can begin to use The student can use some The student can use a variety of The student can use a range of recognize some common words strategies to read and strategies to decode unfamiliar strategies to read unfamiliar strategies and understand a and phrases, and begin to make understand simple text and words and text, and make basic text and understand wide range of words to make meaning of text. make personal connections to connections to the world from increasingly complex words and connections and access text. text. meaning. concepts in text.

Strategies • Begin to connect letters and words • Recognize some new words based • Use knowledge of letter • Use context clues and knowledge • Use a wide range of strategies to • Word attack skills to print on common word families and word combinations to read unknown of prefixes and suffixes to read successfully read long words and • Fluency e.g. Connects the letters roots words unknown words unknown words “p” and “g” to the sounds e.g. “can”, “plan”, “than”, e.g. Uses knowledge of ‘wr’ e.g. “symmetric” and e.g. Predicts the /p/ and /g/ “ran” in “write” to read “wreck” “asymmetrical”, “react” unfamiliar word • Recognize and identify some e.g. “move”, “mover”, • Use strategies such as re-reading and and “reaction” “permafrost” by using common words and sight words “moving”, “moved” predicting, and begin to self-correct • Use knowledge of text to self- knowledge of the phrase e.g. Recognizes high • Identify an increasing number of e.g. “That didn’t make monitor and predict words “permanently frozen” frequency words like sight words sense. I need to read it e.g. “The habits of the • Read smoothly with expression “shirt”, “small”, e.g. Identifies words such again.” polar bear….. no, that is e.g. Groups connected “window”, “smart”, as “who”, “what” , • Make meaningful substitutions the habitat of the polar words into meaningful “boat” “know”, “because” e.g. Predicts ‘home’ for bear…” phrases, emphasizing the • Use pictures to help make meaning • Read with some phrasing ‘house’ as an acceptable • Read with some expression and ‘content’ words in “The e.g. Looks at a picture of a e.g. “Once-upon-a-time…” substitution self-correct for meaning growing needs of humans river and connects it to the • Read with some attention to e.g. Raises voice at end of have destroyed many word “river” punctuation question animal habitats.” • Read word-by-word with support e.g. Sometimes pauses at e.g. Pauses momentarily periods and commas between words and letter combinations in “th…at …tree… is… gr…een”

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 31

ELL Quick Scale: Intermediate (4-7) Reading (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5)

Comprehension • Recognize letters and words in • Understand some common words • Understand a variety of common • Understand a range of words, • Understand a wide range of words, • Vocabulary everyday life and ‘content’ words words and ‘content’ words including some with several including some academic and • Main ideas e.g. Recognizes classroom e.g. “country”, e.g. “identify”, “calm”, meanings literary language • Genre and school words such as “large/small”, “renewable resources” e.g. Understands that e.g. Understands the • Retelling “window”, “smart”, “soft” “population” • Record and organize relevant “point” can mean ‘using implications of ‘signal • Inferences • Understand main idea of text with • Understand literal meaning of information from text to your finger to show’, ‘a words’ such as “as a result • Interpretations visuals and some support to build simple text demonstrate understanding geometric term,’ or ‘4.7 of”, “because”, “on the background knowledge e.g. Understands the e.g. “This paragraph is [four point seven]’ contrary” e.g. Understands the main overall meaning of about dogs. Three facts • Begin to read a variety of different • Begin to distinguish the purpose storyline of a short story “Canada is a large country about dogs are...” types of text with understanding and features of a variety of text about friendship by but has a relatively small • Understand the purpose of some e.g. Reads a one-page e.g. Understands that a following the pictures and population.” different kinds of text biography, understanding poem often contains some of the simple text • Retell simple text to show e.g. Distinguishes between the passing of time and figurative meaning, but a • Understand literal meaning of some understanding of main idea fiction and non-fiction different stages in the news article contains short, simple text e.g. Puts pictures and text through reading phrases person’s life mostly facts and opinions e.g. Understand the in order to show such as “once upon a • Locate specific information in a text • Understand common metaphors meaning of “October is in understanding of the time…” and “he was born to demonstrate understanding and cultural references in text the fall.” process of photosynthesis in 1998” e.g. Scans a poem written e.g. Understands the • Show awareness of how print and • Begin to make simple inferences • Make some inferences by an Aboriginal writer to implied meaning of books work e.g. Understands that the e.g. Infers that the find words that relate to phrases such as “Canada, e.g. Opens a book from sentence, “He put on his sentence, “Her heart beat caring for the the melting pot” and “the the correct side and knows coat, hat and mittens...” fast and she began to environment classroom was a zoo” to read from left to right means it is likely cold sweat…” could mean she on a page outside was nervous or frightened

Response & Analysis • Express a like or dislike for a simple • Make personal connections to text • Provide reasons for personal • Provide reasons for opinions about • Make thoughtful connections with • Connections text through words or pictures connections to text text self, other texts and the world • Opinions & reactions e.g. In response to a text e.g. Describes favourite e.g. “People need to stop e.g. From a story about a e.g. “The author is trying on common foods, games in response to a driving cars and take the large family, describes to convince us that global expresses a preference for short story about children bus to stop global warming why they need a large warming does not exist. I cheese playing soccer so polar bears can have a vehicle disagree because…” place to live.” • Make personal connections and e.g. Connects a news connections between different article about ‘orcas living texts in captivity’ to a poem e.g. Sees the similarities about ‘confinement’ between an Aboriginal folk tale and a folk story from their home culture

32 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Matrix: Intermediate (4-7) Oral Language If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Meaning RECEPTIVE • Vocabulary • Understand some minimal • Understand some vocabulary • Understand more vocabulary • Understand a range of vocabulary • Understand a broad range of • Word choice vocabulary, including some including common, descriptive, & including common, descriptive, including more common, vocabulary including academic & • Expressing & ‘survival’, common, & basic subject-specific words, as well as academic, & subject-specific words, descriptive, academic, & subject- subject-specific words understanding idea descriptive words more than one meaning of some as well as multiple meanings of specific words, & words with • Understand most main ideas & • Understand familiar commands, familiar words familiar words multiple meanings specific details on academic topics, simple phrases, & the gist of • Understand the main ideas on • Understand the main ideas & some • Understand main ideas & specific presented in complex sentences conversations in familiar, social, & familiar topics presented in simple details presented in sentences linked details presented in longer containing a variety of cohesive classroom contexts sentences & linked by common by common conjunctions, & time & discourse, & linked by devices conjunctions, & time & sequence sequence markers conjunctions, & time & sequence markers markers

EXPRESSIVE • Use some minimal vocabulary • Use some vocabulary including • Use more vocabulary including • Use a range of vocabulary including • Use a broad range of vocabulary including ‘survival’, common, & common, descriptive, & subject- common, descriptive, subject- common, descriptive, subject- including common, descriptive, descriptive words specific words specific, & academic words specific, & academic words with subject-specific, & academic words • Connect familiar words into short • Connect ideas in simple sentences • Connect ideas with some some precision with precision phrases or simple sentences using using basic conjunctions, & time & appropriate detail in related • Connect ideas & some relevant • Connect related ideas & specific basic conjunctions sequence markers sentences using a variety of details in more complex discourse supporting details in complex conjunctions, & time & sequence using a variety of cohesive devices discourse using a variety of markers cohesive devices

Form RECEPTIVE • Grammar (plurals, • Understand key words & basic • Understand simple sentences on • Understand detailed sentences on • Understand complex sentences on • Understand varied & complex possessives, verb phrases on familiar topics familiar topics familiar topics familiar & some unfamiliar topics language structures with academic tense endings) • Understand the distinction between • Distinguish rhymes, cognates, • Understand short passages spoken • Understand most extended speech vocabulary on most unfamiliar • Syntax (sentence individual sounds, words, & familiar minimal pairs, syllables, common at a natural rate spoken at a natural rate with topics structures, word phrases in speech spoken at a contractions, & longer phrases in pauses • Understand some rapid speech on order) slower rate speech spoken at a slower rate unfamiliar topics • Phonology • Fluency (intonation, word stress, rhythm) EXPRESSIVE • Use isolated words or phrases, & • Form affirmative & negative • Form more detailed affirmative & • Form longer detailed sentences • Form varied sentences including familiar patterned phrases & statements, questions, offers, & negative statements, questions, & with some clauses simple, compound, & complex sentences commands commands • Use pronouns, prepositions, • Use a variety of verb tenses, • Use simple present tense, nouns, • Use simple prepositions, pronouns, • Use pronouns, irregular plurals, & irregular plurals & verbs, & word subject-verb agreement, & word pronouns, & some plurals with adverbs, plurals, & simple tense tenses with some errors forms with occasional errors forms with increasing accuracy errors & omissions verb forms with errors • Use comprehensible pronunciation, • Use comprehensible pronunciation • Use comprehensible pronunciation • Use some English sounds & rhythm • Use English sounds, rhythm, rhythm, & intonation for familiar or & appropriate intonation in familiar & intonation for unrehearsed with some pronunciation errors intonation, & stress; pronunciation rehearsed activities; pronunciation or rehearsed activities with situations involving spontaneous that may interfere with meaning errors may interfere with meaning errors may still occur occasional errors dialogue

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 33

ELL Matrix: Intermediate (4-7) Oral Language (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Use RECEPTIVE • Functions of language • Understand some minimal spoken • Understand a small range of spoken • Understand a narrow range of • Understand an expanding range of • Understand a wide range of spoken (social & academic) text text spoken text in terms of purpose, spoken text in terms of purpose, text in terms of purpose, structure, • Strategies • • structure, & organization structure, & organization & organization • Social/ cultural Understand short & simple Understand literal questions (“yes/ conventions questions on familiar topics no”; what, where, when, who, how • Understand open-ended questions • Understand open-ended questions • Understand hypothetical & • Demonstrate understanding of many) on familiar topics about familiar topics about unfamiliar topics inferential questions familiar greetings, expressions, • Demonstrate understanding of • Demonstrate understanding of a • Demonstrate understanding of a • Demonstrate understanding of basic gestures, & tone of voice common social expressions & some variety of colloquial language, wider range of colloquialisms, more idiomatic expressions, • Follow classroom routines & simple simple idioms idiomatic expressions, & phrasal idioms, & phrasal & modal verbs humour, & cultural references one-step instructions • Follow a sequence of three verbs • Follow more detailed multi-step • Follow detailed multi-step instructions related to familiar • Follow simple multi-step instructions instructions instructions independently most of routines the time

EXPRESSIVE • Use language to communicate basic • Use language for a some minimal • Use language for a narrow range of • Use language for an expanding • Use academic language for a broad needs, wants, & feelings, & respond purposes, including to recount, purposes, including to give opinions, range of purposes, including to range of purposes, including to to simple questions describe, explain, & retell negotiate, recount, retell, describe, compare & contrast, summarize, compare & contrast, conclude, • Use basic greetings & formulaic • Use common expressions & slang to & problem-solve describe, explain, & classify show cause & effect, analyze, & expressions to interact in routine purposefully interact in social & • Use familiar slang, phrasal verbs, & • Use a variety of phrasal verbs, problem- solve social & classroom contexts classroom contexts some idiomatic & humorous colloquial, idiomatic, & humorous • Use a variety of culturally-based • Use gestures, first language, • Use known phrases & expressions, language in appropriate contexts language for effect in appropriate idioms, colloquialisms, & phrasal & individual words, repetition, learned words, & simple literal • Use known expressions, contexts modal verbs appropriately in a memorized phrases, & familiar questions to interact substitutions, & questions to interact • Use strategies such as variety of contexts questions to interact & check understanding circumlocution, paraphrasing, & • Use strategies such as asking clarifying questions paraphrasing, elaborating, commenting, & asking clarifying questions to gain information, initiate, & sustain interactions

34 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Quick Scale: Intermediate (4-7) Oral Language This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) SNAPSHOT The student can understand and The student can participate in a The student can participate in a The student can participate in The student can speak fluently respond to simple statements conversation on everyday topics conversation about familiar conversations with some and accurately on a wide range and questions in familiar using simple structures. topics and some academic opinions and details on a range of academic topics. situations. content. of academic topics.

Meaning • Understand short, simple sentences • Understand and use routine • Understand familiar phrases and • Understand some complex tasks • Understand complex phrases and • Vocabulary on familiar topics classroom phrases academic tasks and academic language grade-appropriate academic • Understanding & e.g. Follows actions like e.g. “May I go to the e.g. “Line up beside the e.g. “Compare these two content expression of ideas “raise your hand”, “look at washroom?”, “turn to wall” types of government” e.g. “Simplify the me”, “line up” page 5” • Express some words and phrases to • Express a range of words and fractions” • Understand some common words • Express a variety of words about describe and speak about academic phrases to describe and speak • Express a wide range of related to school, self and family self, home and interests content about academic content conversational and academic words e.g. Points to and says e.g. “I like basketball and e.g. “We need lots of e.g. Expresses variations and phrases words such as “book”, soccer”, ”My room has…”, vegetables”, “the of words like “more/less e.g. “Global warming is a “apple”, “nose” “My friend is…” dictionary on the table…” quickly”, “very/pretty problem because we have • Express some personal information e.g. When familiar with difficult” too much pollution.” e.g. Says “hello”, “my topic, uses words like e.g. Uses academic • Use different words with similar name is…”, “I like…” “referee”, “penalty”, “goal” phrases in context like “I meanings in context made a connection…”, “I e.g. Recognizes difference wonder…” between “run” and “jog”

Form • Understand and use simple • Understand and use simple and • Understand and use correct word • Understand and use some negative • Understand and use accurate • Grammar memorized phrases familiar patterned phrases order (subject-verb-object) phrases and subject-verb subject-verb agreement and word • Syntax e.g. “how are you?”, e.g. “I want…”, “I need…”, e.g. “I love hockey but they agreement forms • Phonology “thank you”, “you’re “my favourite is…” play soccer.” e.g. “I would love to go e.g. “I can’t run because I • Fluency welcome.” • Understand and use some nouns, • Connect ideas to make short there but I can’t!” hurt my foot while I was • Recognize and single out familiar pronouns, verbs and connecting sentences • Connect ideas to make long playing basketball.” words in speech words e.g. “I’m Anis and I like sea sentences • Connect ideas effectively and e.g. Recognizes the word e.g. “It’s red and green”, otters” e.g. “We have to hurry efficiently by using a variety of ‘recess’ in “Let’s get ready “move it over there” • Begin to recognize differences in because we’re late…” sentence structures for recess.” • Use rhythm in familiar songs or word endings • Recognize differences in several e.g. “In conclusion, there • Express simple sounds in the form phrases e.g. Distinguishes different similar sounding words are many distinguishing of songs or chants e.g. Chants “It’s raining, word endings such as “boy” e.g. “boring” & “bored”, features in fiction and e.g. Sings along to “Happy it’s pouring…” with & “boys”, “play” & “walked” & “walker” non-fiction books.” Birthday” appropriate rhythm “played” • Use a variety of rhythm and • Use natural and appropriate • Use some rhythm and intonation intonation rhythm and intonation independently e.g. Shows appropriate e.g. Uses different e.g. Shows appropriate tone, volume, pacing and variations in tone, pacing, pacing and volume emphasis in saying, and emphasis to “Yesterday I went to the communicate mall and I got a new backpack.”

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 35

ELL Quick Scale: Intermediate (4-7) Oral Language (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5)

Use • Respond to simple yes/no • Respond to simple choice questions • Respond to “what”, “when” and • Respond to “how”, “why” and “tell • Respond to some hypothetical or • Social questions e.g. “Would you like white “who” questions me about” questions reasoning questions • Academic e.g. “Are you in Grade 6?” or blue?” – “blue, please” e.g. “When is your e.g. “Why are you here?” e.g. “What would you do • Cultural – “No” • Respond to simple instructions and birthday?” – “On Tuesday” – “Because I forgot my if you were and explorer • Strategies • Respond to and repeat simple commands • Respond to common instructions book and I need to…” and you arrived in commands e.g. “Eyes on me” and commands • Respond to multi-step instructions Vancouver for the first e.g. “Stand up” • Respond to some common e.g. “Put away your books and commands time?” – “I would…” e.g. Sits with a partner expressions, cues and slang and take out a pencil.” e.g. “Make groups of 3 • Respond to long or complex when asked e.g. “Sorry I’m running • Express simple opinions and reasons and fill in some of the directions • Respond to and use familiar social late”, “When did you get to participate in classroom chart with markers” e.g. “We’re going to do greetings and gestures up?” conversations • Use some academic language to silent reading now, so find e.g. “How are you?” • Watch others and recognize key e.g. Justifies their choice of participate in conversations and your book and sit down in words to participate in activities and favourite soccer team in a academic discussions a spot to read quietly by conversations discussion e.g. Explains to a partner yourself.” e.g. Shares with a partner the difference between • Use common idioms, cultural their favourite soccer team urban and rural language and humour communities e.g. “Can I have a lift?”, “It’s easy peasy” • Use academic language and questions to engage in a range of discussions e.g. Uses persuasive language to convince a classmate to always recycle

36 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

Secondary (Grade 8 to Grade 12)

38 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Matrix: Secondary (8-12) Writing If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Meaning • Ideas & information • Convey meaning by writing some • Express a main idea in simple text • Express a focused idea with some • Express focused & developed ideas • Develop & emphasize focused ideas • familiar words, memorized phrases, that is partially developed; meaning elaboration; meaning is generally relevant to the purpose; meaning is with some depth & complexity; • patterned phrases, & drawings; is somewhat comprehensible comprehensible usually comprehensible meaning is consistently • meaning may be difficult to discern • • • comprehensible • • • • • • • Use of detail • Provide minimal elaboration or • Provide some general details to • Provide some general & relevant • Provide some specific & • Provide relevant & specific details • detail to support meaning support meaning details to support meaning appropriate details to enhance & examples to support, clarify, & • • • • meaning enhance meaning • • • • • • • Strategies • Use strategies such as oral • Use strategies such as modelled • Use strategies such as pre-writing • Use strategies such as pre-writing • Use strategies such as pre-writing dictation, first language, word forms, repetitive patterns, plans, multiple sources, frameworks, plans, multiple sources, writing plans, multiple sources, analyzing banks, picture prompts, translators, repetition, translators, formulaic models, knowledge of sentence conferences, frameworks & models, teacher & peer & copying to produce text structures, & dictionaries to patterns, & dictionaries to produce models, checklists, & rubrics to conferences, & referring to produce text & revise text produce & revise text guidelines & rubrics to produce & revise text

Style • Word choice (diction, • Use mostly high-frequency, • Use more vocabulary including high- • Use vocabulary more purposefully, • Choose from a range of vocabulary • Choose deliberately from a broad precise language) descriptive, & subject-specific frequency, descriptive, & subject- including high-frequency, including high-frequency, range of vocabulary to convey • words that have personal relevance specific words descriptive, subject-specific, & descriptive, subject-specific, & precise meaning in complex & • • • academic words, & some cognates academic words, & words with abstract texts • • • • multiple meanings • • • • • • • • Sentence fluency • Use simple declarative, negative, & • Use simple sentences & simple • Use a variety of compound & • Use a variety of sentence • Choose appropriate sentence (rhythm, flow, variety) questions sentences using frames, compound sentences complex sentences structures that include embedded structures to suit the purpose, • models, or patterns • • clauses & phrases audience, & style of writing • • • • • • • Voice (phrasing, tone, • Use repetitive, basic language, & • Use simple, conversational language • Use some descriptive, expressive, & • Use some clear & varied • Use a wide range of clear & varied purpose, awareness of familiar words & phrases in text for a few different purposes technical language to develop text; descriptive, expressive, technical, & language appropriate to purpose, & audience) some evidence of personal & figurative language to create effect authentic voice • Use a growing sense of voice, tone, • Use knowledge of voice, tone, & & register to develop text register to develop a variety of appropriate to purpose & audience texts appropriate to the purpose & audience more effectively

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 39

ELL Matrix: Secondary (8-12) Writing (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Form • Organization & • Begin to provide some • Provide an introduction, middle, & • Provide an effective introduction & • Provide an effective introduction, • Provide a purposeful introduction, sequencing organizational framework for conclusion in a basic paragraph predictable conclusion in a basic clear middle, & conclusion in a cohesive middle, & effective • simple texts supported by sentence • multi-paragraph composition multi-paragraph composition conclusion in a well-developed • frames & templates as necessary • • • composition • • • • • • • Connections & • Connect ideas in simple sentences • Connect ideas using common • Connect ideas using transition words • Connect ideas using a variety of • Organize ideas in a variety of transitions using common conjunctions, & time conjunctions, & time & sequence & subordinate conjunctions cohesive devices supported by extended texts suitable to purpose • & sequence markers markers supported by templates & supported by graphic organizers & graphic organizers & models as & audience using a wide range of • • models as necessary models as necessary necessary cohesive devices • • • • • • • Awareness of forms/ • Represent the structure of a basic • Produce brief examples of a few • Produce brief examples of personal, • Produce examples of a wider range • Produce increasingly long & genre (linguistic & narrative or procedure (sequence basic personal, informational, & informational & imaginative genres of personal, informational, & complex examples of a variety of structural features) of events, beginning, middle, end) imaginative genres (pieces of (recounts, narratives, descriptions, imaginative genres (sequential personal, informational, & through pictures, key words, or information about an object or procedures, simple explanations, explanations, factual texts, simple imaginative genres (arguments, phrases thing, parts of a recount, descriptive arguments, opinions) to suit purpose arguments, narratives) to suit causal explanations, re- ports, words or phrases for a procedure) purpose narratives, poetry), combining to suit purpose information from multiple sources when necessary

Conventions • Capitals & punctuation • Use some periods & capitalization • Use periods, capitalization, & some • Use capitalization & commas, & • Use most punctuation with • Use sophisticated punctuation with • of names & words at the beginning commas in lists some apostrophes, quotation marks, increasing accuracy accuracy • of sentences • & hyphens • • • • • • • • • Spelling • Use regular spelling patterns to • Spell a range of familiar words • Spell a range of words using word • Use common & irregular spellings • Spell many challenging words with • spell some familiar words accurately & use invented spelling lists, personal dictionaries, & with increasing accuracy accuracy • • as necessary knowledge of common patterns • • • • • • • • • Grammatical elements • Use familiar nouns, pronouns, basic • Use regular plurals, possessive • Use some negatives, irregular • Use phrasal expressions, • Use many grammatical structures & syntax prepositions, & verbs with tense pronouns, prepositional phrases, plurals, object pronouns, conditional structures, & a range of with accuracy, such as conditionals, • errors & omissions regular verbs in continuous & prepositions, regular verbs in past & past, present, future & perfect passive voice, & relative clauses • • simple past tenses, & irregular future continuous tenses, & irregular tenses in active & passive voice • • • verbs in continuous & simple past verbs in past & future continuous with increasing accuracy • • • tenses, with errors tenses, with occasional errors • • • • • • • • • • Edit & revise expository & narrative • Editing • Begin to edit sentences for basic Edit & revise paragraphs for some • Edit & revise essays for word • Edit & revise extended text for punctuation & spelling of familiar word choice, punctuation, & regular text for word choice, punctuation, choice, fragments, run-ons, & most word choice, coherence, words spelling spelling, basic grammatical punctuation conventions & punctuation, grammatical structures, & some fragments & run- grammatical structures structures, voice, tone, audience, & ons purpose

40 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Quick Scale: Secondary (8-12) Writing This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) SNAPSHOT The student uses some simple The student uses basic The student uses a range of The student uses a wide range The student uses a broad range words and/or repetitive phrases vocabulary to create simple vocabulary with some descriptive of descriptive, subject-specific, of precise, descriptive, subject- to communicate. sentences or a paragraph. words to create sentences and and academic vocabulary to specific, and academic paragraphs and communicate make connections and vocabulary with clear and coherent details in multi- ideas. communicate ideas in multi- paragraph compositions. paragraph compositions.

Meaning • Draw, list, label, and copy, • Express main idea with some • Elaborate on main idea with some • Express ideas related to a topic, • Express ideas related to a purpose, • Ideas & information interspersing first language general details and brief examples relevant details and examples with relevant supporting details with specific details and examples • Detail e.g. Draws a picture of the e.g. “Today I went with my e.g. “I have a great family. and examples e.g. Writes a series of • Strategies microscope, labelling friend to the cafeteria.” We enjoy going to the lake e.g. “Soccer is an exciting paragraphs about what some words • Communicate in a way that is and we like swimming.“ sport played worldwide. makes a person happy, • Use simple and memorized phrases somewhat understandable e.g. “Today I went with my There are two teams and with specific details and with little elaboration • Use a few strategies to write friends to the cafeteria to twenty-two players on the examples e.g. Writes a string of key sentences eat pizza.” field. The players are • Communicate in a way that is words about their dreams e.g. Uses the sentence • Communicate in a way that is skilled and people love to consistently understandable for the future starter “They will…” to generally understandable watch the game.” • Use a wide range of strategies to • Use some basic strategies to write write “They will go to the • Use varied strategies to write • Communicate in a way that is write complete paragraphs on a some words related to a topic museum. They will see sentences and short paragraphs understandable topic e.g. Uses a word bank and animal bones. They will e.g. Uses a completed mind • Use a range of strategies to write e.g. Uses a completed the sentence frame “I have fun.” map to write a few multiple sentences and paragraphs writing plan to write can…” to write a list of sentences on the causes of e.g. Uses a completed several complete abilities World War I Venn Diagram to write paragraphs about global about a comparison of warming two characters

Style • Use mostly common and familiar • Use some common and subject- • Use numerous common, academic, • Use a variety of academic, subject- • Use a wide variety of precise • Word choice words and phrases specific words, and begin to use and subject-specific words, and specific, and descriptive words academic, subject-specific, and • Sentence fluency e.g. “father”, “laugh”, some descriptive words and phrases some academic words e.g. “classify”, “furious”, descriptive words • Voice “normal” e.g. “hurry”, “weird”, e.g. “compete”, “curious”, “photosynthesis” e.g. “pitch”, • Write a string of simple memorized “fitness” “explain” • Write with a variety of sentence “significance”, “convey”, phrases or sentences • Write simple sentences and some • Write some compound and complex types and clauses “dash” e.g. “I like this school. My compound sentences sentences e.g. “When I saw the e.g. “active”, “activate”, teacher is nice. She is e.g. “I like school and e.g. “The teachers are kind principal, I waved.” “activity”, “actively” happy.” friends in Canada.” and helpful.” • Use some expressive and figurative • Write with a variety of sentence e.g. “The house was • Experiment with using expressive language, attempting to engage the types to suit purpose and style beautiful.” language reader e.g. “I most likely aced my e.g. “I have seen the e.g. “I think I did very well Physics 11 test because principal in the cafeteria a on my Physics 11 test. The the questions on velocity million times.” questions on velocity were and force were easy to a piece of cake.” calculate.” • Use creative, expressive and figurative language to engage the reader e.g. “Their heads were spinning from all the new information.”

40 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Quick Scale: Secondary (8-12) Writing (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Form • Connect a string of words and short • Use some connecting words • Use several connecting words • Use a range of cohesive devices • Use a wide range of cohesive • Organization phrases using simple connecting e.g. “First they get water e.g. “last term”, “in fact”, e.g. “therefore”, devices with precision in a variety • Connections & words and then they boil water. “while” “eventually”, “if… then” of different texts transitions e.g. “I smile and laugh.”, Finally they make tea.” • Write an introduction and • Write an effective introduction, e.g. “not only… but”, • Genre “Then I sing.” • Write some loosely organized predictable conclusion in several and a clear middle and conclusion “likewise”, “especially”, • Organize ideas using some sentences in a short paragraph paragraphs in well-developed paragraphs “in summary” drawings, words, and/or short e.g. “Yesterday it rained. I • Write with some awareness of genre • Write an increasing awareness of • Provide a purposeful introduction, phrases am happy because it is e.g. Writes a short genre well-developed middle, and e.g. Describes their day sunny today. I hope descriptive paragraph on a e.g. Writes a persuasive effective conclusion through writing key words tomorrow will be sunny.” character from a classic paragraph on the • Write with an awareness of a wide and drawing a bed, • Write with an awareness of a few play with a simple consequences of drugs variety of genres breakfast, then a bus genres introduction and conclusion with a clear introduction, e.g. Writes for a mock middle and conclusion editorial article on ‘what makes a good leader’ with an introduction, several middle paragraphs, and a conclusion

Convention • Begin to use some basic nouns, • Begin to use some grammatical • Use different grammatical structures • Use a variety of grammatical • Use a wide range of grammatical • Capitals & punctuation pronouns, and ‘simple’ tense verbs structures, including some plurals with some accuracy, including some structures with increasing accuracy, structures with accuracy , including • Spelling e.g. “Canada is big”, “they and ‘simple’ tenses irregular plurals, tenses, articles, and including plurals, tenses, adjectives, a variety of plurals and tenses • Grammar go to school.” e.g. “They will bake.” prepositions and adverbs e.g. “At the stadium, Tom • Editing • Use some invented spelling and e.g. “The train is late. It is e.g. Correctly order subject e.g. “Yesterday, the girls cried because the ball hit regular spelling of familiar words slow.” verb-object in “The cow ate went to the bakery when him; the pitcher e.g. “prpul” for ‘purple’, e.g. “I made two cards.” grass, hay, and corn.” it opened – they bought apologized immediately.” “fite” for ‘fight’ e.g. Spells “There were some e.g. Uses articles (“the”, “a, cinnamon buns.” e.g. “Because the soup some common and papers.” “an”), and some e.g. Uses a variety of was still entirely frozen, I familiar words such as • Use accurate spelling for familiar prepositions (“below”, adjectives (“healthy”, put it in the microwave.” “any”, “first”, “off”, “very” words “toward”, “since”) “important”, “recent”) e.g. “She will have been • Sometimes use capitals and periods e.g. Spells some familiar e.g. “She has said...”, “She and adverbs (“both”, reading for….” • Begin to edit words such as “better”, had said...” “least”, “honestly”) • Spell challenging words with “grow”, “small”, • Spell most words with common rules e.g. “She has been increasing accuracy “together” e.g. Spells “because”, saying…”, “He had e.g. Spells “cardigan”, • Use capitals, periods, and “needle”, “glasses” gone…” “homonym”, sometimes commas • Use some common punctuation • Attempt to spell some challenging “embarrassed” • Edit and revise some simple text accurately words • Use most punctuation with • Begin to edit and revise complex text e.g. Spells “plaid”, accuracy “microphone”, “tier” • Edit and revise extended complex • Use common punctuation text accurately and experiment with other punctuation • Edit and revise complex text

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 41

ELL Matrix: Secondary (8-12) Reading If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Strategies • Word attack skills • Use pictures, familiar phrases, • Use strategies such as re-reading, • Use predicting, inferencing, • Use predicting, synthesizing, • Select from a variety of effective • patterned sentences, context, predicting, & word recognition to contextual clues, & word analysis to summarizing, drawing conclusions, strategies to predict, interpret, & • shared experiences, or first read text on familiar topics read unfamiliar text contextual clues, & word analysis evaluate unfamiliar & complex text • language & culture to comprehend • • to read a variety of unfamiliar text • • simple text on familiar topics • • • • • • • • • • • Decoding • Decode high-frequency words • Decode word families, consonant • Decode root words, prefixes, • Decode multi-syllable words & • Decode words with unique spelling • • blends, & long & short vowel suffixes, & vowel digraphs complex letter combinations patterns • • sounds • • • • • • • • • • Fluency • Read word-by-word with some • Read with some phrasing, re- • Read with more expression, attend • Read more consistently with • Read fluidly with intonation & phrasing reading, sounding out words, to common punctuation, & make expression, attend to most expression, attend to all pausing to refer to visuals, & meaningful substitutions punctuation, & self-correct as punctuation, & self-correct as substitution of unknown words with needed needed familiar words

42 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Matrix: Secondary (8-12) Reading (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5)

Comprehension • Vocabulary • Understand a few high-frequency & • Understand some high frequency, • Understand more vocabulary • Understand a range of vocabulary • Understand a wide range of vocab- • subject-specific words supported by subject-specific, & academic including familiar words with including academic & subject-spe- ulary including words with multiple • context vocabulary supported by context multiple meanings, & academic & cific words, & words with multiple meanings, connotations, idioms, & • • • subject-specific words meanings metaphors • • • • • • • Main ideas & details • Understand simple narrative & • Understand ideas in simple • Understand ideas in related • Understand ideas in extended text • Understand a variety of genres of • descriptive text containing common explanations, & procedural text paragraphs connected by cohesive connected by a range of cohesive text containing a wide range of • conjunctions containing conjunctions, & time & devices & transition words devices & transition words cohesive devices • • Understand text with simple sequence markers • Understand text with some complex • Understand text with a range of • Understand text with sophisticated • sentences, containing support such • Understand text with simple & sentences featuring a variety of sentence structures that feature sentence structures & grammatical • as heading, captions, & pictures compound sentences different types of clauses various types of phrases & clauses forms such as embedded clauses, • • • • • ellipses, & passive constructions • • • • • • • • Retelling & organizing • Identify some key events or ideas • Describe some main events or ideas • Describe main events or ideas & • Describe & analyze main events or Describe & analyze the information through drawing or labelling using key words, short phrases, or explain the relationship between ideas with some insight relationships between main events • • graphic organizers them • or ideas with more depth & insight • • • • • • • • • Locating & recording • Record some information about • Make simple notes about familiar Make simple, organized notes on a • Make accurate, organized notes Make accurate, organized notes in information familiar topics using a graphic topics using a graphic organizer or a new topic using a familiar format using a logical format & an own words using information from • multiple sources • organizer & word/ picture bank word bank appropriate level of detail • • • • • • • • • • Make & substantiate basic • Drawing inferences • Make some simple inferences from Begin to make some simple Make simple inferences based on Make & substantiate basic inferences& conclusions from • visual text inferences based on explicit explicit information inferences from explicit & some • information • implicit information explicit & implicit information • • • • • • • • • Demonstrate comprehension of • • Understand supported opinions, & • Understand both explicit & implicit • Interpretations & Understand the literal references in Understand the difference between literal & sequenced text understand hypothetical & information socio-cultural short, simple patterned, & fact & opinion, cause & effect, & • inferential passages • Comprehend most cultural elements repetitive text on familiar topics Understand common social comparison & contrast with support • expressions in text on familiar • • Understand implied meaning of references & a wide variety of • Understand explicit social & cultural • topics references, & some simple literary some social references, cultural literary techniques with or without • • • techniques such as figurative references context • • • language in a variety of text • • • • • • • • • • • Recognize the organization & some • Understand & identify the purpose & • Understand & identify the purpose • Understand & identify the link • Knowledge of genres Understand the purpose & prominent features of basic genres discriminating features associated & associated linguistic & structural between the purpose, structure, & (structure & features) structure of a basic narrative or expository text on familiar topics such as narrative, recount, with an increasing range of basic features of an expanding range of major language features of a wide description, procedure & report genres such as recounts, narratives, factual & literary genres range of genres in content areas procedures, descriptions, sequential such as biographical & historical explanations, arguments, summaries recounts, arguments & debates, causal explanations, & some satire

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 43

ELL Matrix: Secondary (8-12) Reading (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Response & Analysis • Opinions & reactions • Offer simple opinions & reactions • Offer simple opinions or responses • Express opinions with some rationale • Provide reactions or judgments • Offer thoughtful reactions & • • with some reasons • supported by reasons & examples judgments supported by reasoned • • • • • arguments & well-chosen examples • • • • • • • Connections (to other • Make simple & obvious connections • Make obvious connections to self or • Make logical connections to self or • Make logical connections to own • Make insightful connections to own information, to self other texts other texts supported by reasons ideas, other texts, & themes ideas, other texts, & themes experiences, • Make simple connections to back- • Make simple comparisons to • Support key ideas with background • Make logical connections between • Consider new information in terms knowledge) ground knowledge with support background knowledge knowledge new information & background of background knowledge & knowledge articulate connections

44 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Quick Scale: Secondary (8-12) Reading This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) SNAPSHOT The student can begin to The student can use a few The student can use strategies to The student can use a variety of The student can use a range of recognize common words and strategies to read and decode unfamiliar words and strategies to read unfamiliar strategies and understand a phrases, and begin to make understand simple text and text, and make basic connections text and understand wide range of words to make meaning of text. make personal connections to to the world from text. increasingly complex words and connections and access text. meaning. concepts in text.

Strategies • Connect letters and words to print • Recognize some word families and • Use knowledge of root words to • Use context clues and knowledge • Select from a wide range of • Word attack skills e.g. Connects the letters word roots make meaning of root words, prefixes and suffixes strategies to successfully read • Fluency “th” and “ine” to the e.g. “should”, “would”, e.g. “vary”, “variable”, to make meaning of long words unknown words corresponding sounds “could” “invariable”, “variability” e.g. “photosynthesis”, e.g. Having heard the • Recognize and identify some e.g. “light”, “lighter”, • Make meaningful substitutions “metamorphosis”, word before, uses context common words and sight words “alight” e.g. “The heart has many “disintegration” e.g. Uses clues to read “epitome” e.g. Recognizes high • Use strategies such as re-reading chambers and veins context to read “thought” • Read long words and complex letter frequency words like and predicting [valves].” versus “though” combinations “day”, “walk”, “good”, e.g. “That didn’t make • Read with some expression, paying • Read some complex letter e.g. “Liaison”, “bouquet”, “happy”, “health” sense. I need to read it attention to important words and combinations “glamour”, “chateaux” • Use pictures to help make meaning again.” common punctuation e.g. “cough”, • Read smoothly with expression e.g. Looks at a picture of a • Begin to read in meaningful phrases e.g. Raises voice at end of a “psychology”, e.g. “The heart has many flower and connects it to e.g. “in-the-house”, “on sentence with a question “miscellaneous” chambers and veins... the word “flower” the-table” mark • Read with expression, and self- valves [slight pause]. It • Read word-by-word correct for meaning pumps blood which carries e.g. Pauses momentarily e.g. “The heart has many oxygen to the cells and between words in “the chambers and veins... picks up carbon dioxide.” h...eart… pumps… bl… many chambers & ood…” valves.”

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 45

ELL Quick Scale: Secondary (8-12) Reading (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5)

Comprehension • Recognize words in everyday life • Begin to understand a variety of • Understand a variety of words, • Understand a range of complex • Understand a wide range of words, • Vocabulary e.g. Understands key common words and ‘content’ words including some familiar words with words, including words with several including academic language • Main ideas words on timetable or e.g. “date”, “glad”, several meanings meanings e.g. “sanction”, “cobble”, • Genre supplies list “purpose”, “march” e.g. Understands words e.g. Understands complex “slim/ skinny” • Retelling • Understand main idea of text with • Understand literal meaning of with different meanings words with various • Understand both explicit and • Inferences the support of visuals and simple text such as “ground”, “late”, meanings such as implicit information • Interpretations background knowledge e.g. Understands the “draft”, “chair” “reservation”, “basin”, e.g. Understands both the e.g. Uses background overall meaning of • Record and organize relevant “current” explicit (“It was a stormy knowledge and visuals to “Canada is the third information from text • Locate specific information in a text night.”) and the implicit understand a text about biggest country and e.g. “Scrutinize is a new and take notes to demonstrate (“The trees swayed wildly the circulatory system in welcomes many word to me but in this text I understanding and she got drenched.”) the body immigrants.” think it means looking e.g. Scans an article about • Understand a range of figurative • Understand literal meaning of • Retell simple text to show really closely.” an earthquake to find language & cultural references in short, simple text understanding of main idea • Understand the purpose of some science words related to text e.g. Understands the e.g. “The polar bears in different types of text geology e.g. Understands that the purpose of a simple text this story are losing their e.g. Reads a one-page • Understand some cultural sentence “There is a fork about the capitals of habitat because… “ biography, understanding references in text in the road…” could be a countries and continents • Begin to make inferences the passing of time and e.g. “I am not a metaphor for a choice e.g. Understands that the different stages in the lumberjack, or a fur needing to be made sentence, “She saw what person’s life trader. And I do not live in • Distinguish the purpose and was on the table and her an igloo.” features of a wide range of mouth began to water…” • Begin to distinguish the purpose different text means she was probably and features of a variety of text e.g. “The poem I read hungry e.g. “This article is about represents some of the nutrition and health. I main points of the chapter think it will give me some in our textbook.” ideas for a better diet.”

Response & Analysis • Make some personal connections • Begin to give reasons for personal • Make logical connections to self and • Offer judgments and provide • Make and support thoughtful • Connections to text connections to text other texts supported by some reasons for opinions about text connections with new texts, • Opinions & reactions e.g. From an individual e.g. Connects a short text reasons e.g. From reading a lab experiences, and the world timetable, identifies about Aboriginal culture to e.g. Shows how some lines write up about an e.g. “The conflict in this similar courses in their personal experience with in a classic play represent acoustics experiment , book reminds me of home culture cultural diversity in their the power of love give reasons why they conflicts in the world • Offer simple opinions and reactions own community • Support key ideas with background think the hypothesis is today. For example…” to text with support • Make simple connections to back- knowledge wrong e.g. “Going on an airplane ground knowledge e.g. “If people stop driving • Make logical connections with is faster than taking the e.g. “Airplanes are cars and use transit, global background knowledge bus.” transportation so cars and warming can be slowed e.g. “The group of kids in busses are transportation, down. Then polar bears can this story got lost. too.” survive.” Someone should have looked up directions on their GPS before leaving…”

46 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Matrix: Secondary (8-12) Oral Language If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Meaning RECEPTIVE • Vocabulary • Understand some minimal • Understand some vocabulary, • Understand more vocabulary, • Understand a range of academic & • Understand a wide range of • Word choice vocabulary including ‘survival’, including common, descriptive, including common, descriptive, subject-specific vocabulary vocabulary associated with • Expressing & common, descriptive, & subject- subject-specific, & academic words subject-specific, & academic words, including synonyms, antonyms, academic topics & concepts understanding idea specific words • Understand the gist of ideas of & multiple meanings of familiar adjectives, adverbs, & words with • Understand main ideas & details • Understand basic phrases, & the discussions that contain related words various meanings linked by a variety of cohesive gist of discussions that contain sentences connected by common • Understand main ideas & examples • Understand main ideas & devices presented in more simple & related sentences using conjunctions, & time & sequence linked by cohesive devices in supporting details linked by sophisticated academic discourse “and” & “then” markers straight- forward discourse on cohesive devices & transition academic topics words in longer discourse on academic topics EXPRESSIVE • Use some minimal vocabulary, • Use some vocabulary, including • Use more vocabulary, including • Choose from a range of vocabulary, • Select more precisely & confidently including ‘survival’, descriptive, & common, descriptive, & subject- common, descriptive, subject- including common, descriptive, from a wide range of vocabulary to subject-specific words specific words specific, & academic words subject-specific, & academic words, engage in discussions about • Express needs, feelings, & opinions • Express, connect, & sequence ideas • Express & connect ideas & some & words with multiple meanings practical, social, & academic topics using familiar phrases & simple using common conjunctions, & time supporting details using • Express & connect ideas & • Express, organize, & connect ideas sentences connected by “and” & & sequence markers conjunctions, prepositional phrases, supporting details using a variety of using logical & coherent patterns “then” & time & sequence markers cohesive devices

Form RECEPTIVE • Grammar (plurals, • Understand simple sentences in • Understand compound sentences • Understand compound & complex • Understand a variety of complex • Understand a broad range of possessives, verb familiar contexts • sentences sentence structures including sentence structures, including tense endings) Understand speech spoken at a • Understand some speech spoken at slower rate • Understand speech on familiar compound-complex sentences, embedded clauses, ellipses, & how • Syntax (sentence a slower rate topics conditional sentences structural differences influence structures, word • Understand rapid speech on meaning order) familiar & unfamiliar topics • Understand a variety of types & • Phonology styles of speech on familiar & • Fluency (intonation, unfamiliar topics word stress, rhythm) EXPRESSIVE • Use common pronouns, adjectives, • Use regular plurals, possessives, • Use negatives, noun phrases, • Use phrasal expressions, a range of • Use many patterns of complex nouns, & simple present tense prepositions, continuous, & simple adjective phrases, irregular plurals, past, present, future & perfect structures such as conditionals, verbs, with errors & omissions past tense verbs, with errors possessives, prepositions, & future tenses in active & passive voice passive voice, & relative clauses, • Begin to use key words, patterned • Use modelled, patterned, & continuous & irregular past tense with occasional errors with increasing accuracy sentences, formulaic phrases, & predictable affirmative & negative verbs, with some usage errors • Use compound, complex, & • Manipulate word order to influence subject-verb-object sentences statements, questions, & • Add detail to affirmative & negative conditional sentence structures & convey precise meaning in accompanied by gestures as commands statements, questions, offers, & • Use variation in intonation, tone, complex sentence structures necessary • Use stress, rhythm, & intonation commands volume, pacing, & emphasis for • Use variation in intonation, tone, • Begin to approximate rhythm & patterns appropriately in familiar & • Attempt to use variation in effect with some degree of pacing, volume, & emphasis to intonation in familiar & rehearsed rehearsed activities (pronunciation intonation, tone, pacing, volume, & accuracy influence meaning accurately & activities (pronunciation may may still affect meaning) emphasis to affect meaning, with appropriately (accented speech is interfere with meaning) occasional errors accepted & valued).

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 47

ELL Matrix: Secondary (8-12) Oral Language (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Use RECEPTIVE • Functions of language • Understand some minimal speech • Understand a small range of spoken • Understand an expanding range of • Understand a wide range of spoken • Understand a wider variety of (social & academic) supported by visual resources text in terms of purpose, structure, spoken text in terms of purpose, discourse in terms of purpose, spoken discourse in terms of • Strategies • Understand literal questions (who, & organization structure, & organization structure, & organization purpose, structure, & organization • Social/ cultural • • • • conventions what, where, when, how many), Understand some open-ended Understand hypothetical questions Understand inferential questions Understand evaluative & inferential basic commands, & two-step questions • Understand some common social • Understand a range of idiomatic questions directions • Understand common social expressions, slang, humour, & expressions, slang, & sarcasm • Understand subtle social or cultural • Understand everyday social expressions, intonation, & simple common idioms, & recognize indicated by subtle change in tone, references & identify biased expressions, nonverbal cues, & tone idiomatic expressions in everyday differences in register & intonation volume, speed, & intonation language of voice contexts in various contexts

EXPRESSIVE • Use language to communicate basic • Use language for a small range of • Use language for an expanding range • Use language for a wide range of • Use language for a wider range of needs, feelings, & preferences, & purposes, including to communicate of purposes, including to comment, purposes, including to discuss purposes, including to explain, respond to simple questions ideas, ask & answer questions, give opinions, clarify, express topics, give opinions, inquire, report, justify, elaborate on, • Use techniques such as visual cues, provide simple explanations & agreement/ disagreement, describe, persuade, compare & contrast, negotiate, & debate gestures, repetition, memorized descriptions, give simple opinions recount, sequence, & explain speculate, negotiate, conclude, & • Adapt & experiment with speech, phrases, simple questions, & first with reasons, & make statements • Use some expressions, idioms, show cause & effect vocabulary, & gestures according to language translation to participate • Use substitution, everyday gestures, common social references, • Use & experiment with various the formality of the context, in routine exchanges expressions, & questions to & appropriate register to suit the expressions, idioms, gestures, audience, & purpose • Use common greetings, courtesy participate in short & predictable context humour, sarcasm, & register most • Confidently use a wide variety of expressions, & familiar social exchanges • Use a some strategies including appropriate to the context strategies including paraphrasing, expressions to participate in social • Use common expressions, idioms, circumlocution, active listening, & • Use a variety of strategies including clarifying, redirecting, & asking & classroom situations gestures, & slang to engage with clarifying questions to initiate & elaborating, commenting, rhetorical questions to initiate, • Seek clarification by using familiar peers sustain a range of communicative restating, & questioning to initiate, sustain, & extend communicative words & expressions, along with • Seek clarification by restating or tasks sustain, & extend communicative tasks non-verbal strategies as necessary paraphrasing information • Seek clarification by asking questions tasks • Seek clarification by asking complex • Seek clarification by asking specific questions using academic language questions using academic language

48 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

ELL Quick Scale: Secondary (8-12) Oral Language This Quick Scale is a summary of the corresponding Matrix. If a student demonstrates most of the descriptors in a level column, he/she can be described as working within that level. At the given level of language proficiency, this student can:

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) SNAPSHOT The student can understand and The student can participate in a The student can participate in The student can participate in The student can speak fluently respond to simple statements conversation on everyday topics conversations about familiar conversations with some and accurately on a wide range and questions in familiar using simple structures. topics and some academic opinions and details on a range of academic topics. situations. content. of academic topics.

Meaning • Understand short, simple sentences • Understand and use routine • Understand familiar phrases and • Understand some complex tasks • Understand complex phrases and • Vocabulary on familiar topics classroom phrases academic tasks and academic language academic content • Understanding & e.g. Follows actions like e.g. “turn to page 23”, e.g. “Head down to the e.g. “First put rubbing e.g. “Identify the co expression of ideas “open your book”, “follow “today is Wednesday, computer lab” alcohol and detergent efficient and variable in me”, “sit down” January 5” • Express some academic words to into the wheat germ. the expression.” • Understand some common words • Express a variety of words and describe and speak about academic Then shake it and it • Express a wide range of related to school, self and home phrases about self, family and content separates the DNA.” conversational and academic words e.g. Points to and says interests e.g. “lots of people”, “get • Express a range of words to and phrases words such as “book”, e.g. “My mom is kind. She on the bus/ out of the car” describe and speak about academic e.g. “In order to improve “car”, “school” is very smart.” e.g. When familiar with content safety conditions in the • Express some personal information e.g. “I have a sister. She is topics, uses words like e.g. Uses academic words work place, we should e.g. Says “hello”, “my three. My teacher is Mr. “voter”, “elect”, in saying, “I had a similar make sure employees name is…”, “I like…” Smith." “members” in context experience when I lived have safety training.” in…”, “I wonder about • Use different words with similar that” meanings e.g. Recognizes difference between “handsome” and “beautiful”

Form • Understand and use simple • Understand and use simple and • Understand and use correct word • Understand and use some negative • Understand and use accurate word • Grammar memorized phrases familiar patterned phrases order (subject-verb-object) phrases and subject-verb order and verb tenses • Syntax e.g. “how are you?”, e.g. “I want…”, “my e.g. “She loves piano but agreement e.g. “If you don’t have the • Phonology “thank you”, “I’m good”, favourite… “Canada is…” doesn’t like the violin.” e.g. “Antarctica doesn’t right materials, we won’t • Fluency “I understand” • Understand and use some nouns, • Connect ideas to make short have natural resources” be able to separate the • Recognize familiar words in speech pronouns, verbs and connecting sentences • Connect ideas to make long DNA.” e.g. Recognizes the words words e.g. “My name is Amir and sentences • Connect ideas effectively and ‘book’ and ‘give’ in “give e.g. “They like baseball I’m from Iraq.” e.g. “We’re late so we efficiently by using a variety of me your book please.” and soccer”, “He is the • Use some rhythm and intonation have to hurry and catch sentence structures • Participate in simple songs and leader” e.g. Shows appropriate the bus” e.g. “In the beginning, the chants • Use rhythm in familiar phrases pacing and volume in • Use a variety of rhythm and main character, Salima, is e.g. Sings along to “We e.g. Uses appropriate saying, “When is your intonation living in the Sahara desert wish you a Merry rhythm in saying “Can I Chemistry block e.g. Shows appropriate with her family. Christmas” have a pen and paper, tomorrow?” tone, volume, pacing and Furthermore…” please?” emphasis in saying, “You • Use natural and appropriate should go to China and rhythm and intonation see the Great Wall!” e.g. Uses different variations in tone, pacing, and emphasis to communicate effectively

ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 49

ELL Quick Scale: Secondary (8-12) Oral Language (cont’d)

ASPECT Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) Use • Respond to simple yes/no • Respond to simple choice questions • Respond to “what”, “when” and • Respond to “how”, “why” and “tell • Ask and respond to questions, • Social questions e.g. “Would you rather “who” questions me about” questions including hypothetical or reasoning • Academic e.g. “Are you in Grade finish it now or later?” e.g. “What do you like e.g. “Tell me about your questions • Cultural 10?” – “Yes” “now, please” about school?” – “I like…” weekend” – “On Friday…” e.g. “What would you do • Strategies • Respond to simple commands • Respond to simple instructions and • Respond to common instructions • Respond to multi-step instructions if you won $1m?” – “I e.g. “Write your name commands and commands and commands would eliminate poverty in here.” e.g. “Go find a partner.” e.g. “Grab a ball and meet e.g. “Find your partner the world” e.g. Sits in a group with • Respond to some common me at the field” and fill in 2 columns of the • Respond to long and complex other students when expressions, cues and slang • Respond to and use common social chart with your felt directions asked e.g. “What’s up?”, “Please expressions, cues and slang markers” e.g. “We’re going to take • Respond to and use familiar social hand in your paper.” e.g. “Please drop • Switch between social and a break in five minutes so greetings and gestures • Watch others and recognize key everything for a second” academic language appropriately wrap up your discussion e.g. Uses gestures to greet words to participate in activities and • Express simple opinions and reasons e.g. Switches between and hand in the first part and introduce conversations to participate in classroom academic “This is of your summary” e.g. Participates in a class conversations complicated”, and social • Understand and use common discussion on favourite e.g. Justifies their choice of “That is so lame!” idioms, cultural language and characters a favourite character in a • Use some academic language to humour discussion participate in conversations and e.g. To wet paint, says academic discussions sarcastically “Could you e.g. Explains to a group dry a little slower?” the difference between a • Use academic language and meteorite and a comet questions to engage in a range of discussions e.g. Uses academic language to persuade a classmate to reduce their carbon footprint

50 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

Appendix A: ELL Supports and Strategies by Level

Adapted from Alberta Ministry of Education; Instructional Supports for Supporting English Language Learners; Programming Information. http://www.learnalberta.ca/content/eslapb/organizing_for_instruction_instructional_supports.html

Explicit Language Instruction: Intentionally teach language form, function and vocabulary in all content areas in the regular classroom, based on the proficiency of the ELL student.

Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) • Basic vocabulary and simple phrases and • Basic and utility vocabulary and • Attention to vocabulary, grammatical • Attention to broadening scope and use • Strengthening the range of language sentences to engage in classroom structures for social interaction and forms and language functions required of vocabulary and syntax patterns for oral and written production experiences academic experiences for academic tasks • Explicit instruction in typical patterns of (e.g., style, tone, voice, audience) • Early literacy skills (as developmentally • Strengthening decoding and reading • Explicit instruction in reading and writing academic discourse for grade level (e.g., appropriate) comprehension strategies expository paragraphs, reports) • Developing essential writing skills

Differentiation: Attend to the curricular learning standards while altering resources, learner tasks, and teaching strategies based on the proficiency of the ELL student.

Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) • Provide process support; e.g., guided • Provide process support; e.g., guided • Provide scaffolded support for learning • Provide scaffolded support for learning • Provide scaffolded support for learning practice, strategic grouping, supportive practice, strategic grouping, supportive tasks; e.g., supported rehearsal for oral tasks; e.g., writing prompts, supported tasks; e.g., specific and higher level templates, labelled graphic organizers templates, labelled graphic organizers presentation, support for editing final research or inquiry, problem solving with language scaffolding with instructional support, cloze, group- with instructional support, cloze, group- products, support to expand on ideas language support, support to generate a • Have students give and receive peer generated projects generated projects • Provide scaffolded opportunities for greater level of detail, support with support rehearsals, editing support with more • Provide scaffolded opportunities for • Provide scaffolded opportunities for students to demonstrate their learning • Have students generate a variety of text complex and specific language students to demonstrate their learning students to demonstrate their learning with products, such as formatted or types independently with end products, such as scripted and with products, such as scripted and patterned texts, structured group • Have students give and receive some practised presentations, categorizing and practised presentations, categorizing and activities peer support labelling labelling • Have students generate texts based on models

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Culturally Responsive Practices: Acknowledge the first language(s) and prior knowledge of ELL students, support the use of the students’ languages to understand the English language and academic concepts, and encourage opportunities for students to share their cultures.

Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) • Use first language buddies • Encourage students to generate first • Explicitly teach background information • Select materials that demonstrate • Provide students with opportunities to • Use dual language books and texts draft writing in their first language related to Canadian culture, including multiple perspectives; e.g., global demonstrate understanding through First Peoples perspectives literature their culture • Ensure materials represent multicultural • Pre-teach language and socio-cultural perspectives; e.g., food, shelters and norms for participating in cooperative • Ensure materials represent multicultural • Model expectations related to Canadian • Address stylistic differences in literature structures, landforms learning tasks perspectives; e.g., food, shelters and forms of products and assignments; e.g., and discourse patterns in writing structures, landforms essays, lab reports between languages/ cultures • Organize centre activities that reflect • Ensure materials represent multicultural various cultures; e.g., imaginative play perspectives; e.g., food, shelters and • Provide translation and first language • Provide technologies to access multiple area provides clothing from many structures, landforms interaction opportunities sources of information in multiple cultures • Use a storytelling approach to introduce languages new information • Teach culturally appropriate social interaction skills for conflict resolution

Resources: Engage ELL students in all content areas in the regular classroom through multimodal resources representing multiple perspectives.

Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) • Realia and visuals to build background • More specific realia and visuals to build • Realia to activate prior knowledge • Realia to activate prior knowledge • Realia to activate prior knowledge knowledge background knowledge • Visuals with text, concept maps • More detailed visuals with text with • Visuals with increased complexity and • Manipulatives • Manipulatives • Manipulatives increased vocabulary, e.g., diagrams, specificity, e.g., diagrams, concept maps, concept maps, might be student might be student generated • Simple levelled texts, high interest/low • Texts introducing design features, high • Highly formatted texts, levelled texts, generated vocabulary texts, modified texts, visually interest/low vocabulary texts, modified abridged texts, visually supported texts • Manipulatives supported texts texts, abridged texts, visually supported • Manipulatives • Video with appropriate content and • Highly formatted texts • Video with an adjusted rate of speech, texts • Highly formatted texts • Choice of preselected websites and apps • Video with appropriate content and subtitles, essential concepts only • Video with an adjusted rate of speech, at an appropriate level • Video with appropriate content and visuals • Pre-selected websites and apps at an subtitles, essential concepts, with some visuals • Technologies; e.g., translator dictionary, • Independent selection and navigation of appropriate level detail text-to-speech and speech to text • Student-selected websites with teacher websites and apps • Preselected websites at an appropriate • Digital tools; e.g., translator dictionary, software support • Technologies; e.g., translation tools, text-to-speech and speech-to-text level • Interactive multimedia at appropriate • Technologies; e.g., translation tools, online thesaurus/ dictionary software • Technologies; e.g., translator dictionary, level online thesaurus/ dictionary • Interactive multimedia at appropriate text-to-speech and speech-to-text • Interactive multimedia at appropriate • Interactive multimedia at appropriate level software level level • Interactive multimedia at appropriate level

52 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

Appendix B: Glossary of Terms Some term definitions adapted from the EAL/D Teacher Resource (Australian Curriculum, Assessment and Reporting Authority, 2014).

Academic language: Language used to express ideas and thought across content areas; Related terms – Functions of language, BICS. it can be oral and/or written language, and it is of a more succinct and formal register. Orally, students need to learn when it is appropriate to say “Hiya” to a friend as Circumlocution: Using more words than necessary to express an idea or communicate opposed to greeting someone in a more formal context by saying, “Hello”. Choosing information. which greeting is appropriate depends on various factors that may include age and social standing relative to the person being addressed, how well you know that person Clause: A group of related words that has a subject with a verb that is directly and where the communication is happening. This variation is equally reflected in the connected to the subject. written word. Telling the class that blood moves around the body is socially acceptable Related terms – Independent clause, Dependent clause. in a conversation. Describing how the circulatory system functions within the context of the other body systems demonstrates a mature and more academic approach and Code-mixing: Refer to Interlanguage. understanding and uses more academic language. Related terms – Functions of language, Register. Codeswitching: The ability to change from one language/dialect to another to suit the context. Active voice: One of two “voices” of verbs (passive voice, active voice). When the verb of a sentence is in the active voice, the subject is doing the acting (e.g. in the sentence Cognates: Words that have common linguistic derivation, the same etymological origin. “Peter hit the ball” Peter [the subject of the sentence] acts in relation to the ball). Most They share similar pronunciation, meaning and spelling in two languages. Cognates can writing occurs in the active writing voice, as it is generally clearer and more concise. be a useful tool when learning a new language (e.g. dentist [English] – dentist [French], Related term – Passive voice. dictionary [English] – dictionnaire [French], coast [English] – costa [Spanish], elephant [English] – elefante [Spanish]). Articles: Refer to Definite article, Indefinite article. Related term – False friends.

Auxiliary verbs: Refer to Modals. Cohesive devices: Grammatical or lexical items that hold a text ‘together’ and create clear meaning. There are five commonly used cohesive devices: reference, ellipsis, Beginning sounds: The first sound–letter combination of a word (e.g. “sh” in “shower”, lexical cohesion, substitution and conjunctions. “p” in “path”). Related terms – Ellipses, Conjunctions, Paragraphing. Related terms – Ending sounds, Sound-symbol relationships. Collocations: Two or more words that commonly occur in close association with one BICS [Basic Interpersonal Communication Skills]: Language skills needed in everyday another (e.g. salt and pepper, black and white). social situations. They are usually context embedded. These language skills usually take Related term – Phrasal verbs. approximately 6 months to 2 years to acquire (e.g. talking on the phone, playing on the playground, shopping in a mall, ordering food in a restaurant). Colloquialisms: Informal expressions, often connected to the local culture. Related terms – Functions of language, CALP. Related term – Idiomatic expression.

Bilingual: Able to speak two languages. Common words: Refer to High-frequency words. Related terms – Literacy, Monolingual. Complex letter combinations: Combinations of letters including “-tch”, “-dge”, “spl”, CALP [Cognitive Academic Language Proficiency]: Language skills needed in the “spr”, “str”, “scr”, “shr”, and “squ”. academic classroom. They are usually context-reduced and abstract. These language Related terms – Consonant blend, Diagraph. skills usually take approximately five to seven years to acquire (e.g. listening, speaking, reading, writing about subject-specific content, etc.). Complex sentence: A sentence that has an independent (or main) clause and one or 54 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

more dependent (or subordinate) clauses. Related terms – Clause, Independent clause, Subordinate clause. Related term – Clause. Dialect: A variety of a language. A dialect is distinguished by its vocabulary, grammar Compound sentence: Two simple sentences linked by a joining word (conjunction). and pronunciation. Where a distinction can be made only in terms of pronunciation, the Related term – Conjunctions. term ‘accent’ is more appropriate, not ‘dialect’.

Conditional clause: A type of subordinate clause, most commonly introduced by the Diagraph: A combination of two letters representing one sound (e.g. “ph”, “ey”, “ee”, conjunction if or unless. The conditional clause can either go before the main clause, or “or”). after it (e.g. “If the man walks to the park every day, he will be in good health.”). Related terms – Consonant blend, Complex letter combinations. Related terms – Clause, Subordinate clause. Discourse conventions: The accepted way and manners of holding conversations, such Conjugations of verbs: Unpacking a verb, describing each of its forms according to as taking turns, greetings and so on. person and tense (e.g. I am, you are, he is, I was, you were, he was). Related term – Functions of language. Related terms – Regular verb, Irregular verb. Discourse markers: Words and phrases used in speaking and writing to ‘signpost’ Conjunctions: A conjunction is a word used to connect words, phrases, clauses, or discourse by showing turns, joining ideas together, showing attitude, and generally sentences. There are three types of conjunctions: coordinate conjunctions (e.g. “The controlling communication. Some people regard discourse markers as a feature of comment was effective [but] blunt”), correlative conjunctions (e.g.” I could [neither] spoken language only (e.g. actually, so, okay, right?, anyway, eh). forgive [nor] forget”), and subordinate conjunctions (e.g. “We’ll stay at home [until] it stops snowing). Echo chant: Refer to Echo reading.

Consonant blend: A group of 2 or 3 consonants in a word that make a distinct sound Echo reading: A technique in which learners repeat a line or phrase after the teacher or (e.g. “bl”, “spl”, “ng”, “fl”, “gr”, “pl”, “thr”, “sl”, “rl”). another learner has said/read it aloud first; in repeating, the student attempts to mimic Related terms – Diagraph, Complex letter combinations. the pronunciation, phrasing, tone, etc. This technique supports not only careful listening but offers an indirect focus on intonation, inflection and pronunciation. In Content-area vocabulary: Words or phrases specific to a particular subject area and addition, students not yet able to articulate much English on their own have the required to understand the information or concepts associated with that subject area. opportunity to hear multiple versions and ‘mumble along’ until they progress in both confidence and comprehension. Coordinate conjunctions: Refer to Conjunctions. Ellipses: The omission of words that repeat what has gone before – these words are Correlative conjunctions: Refer to Conjunctions. simply understood.

Decoding: The ability to apply knowledge of sound-symbol relationships and letter Embedded clause: A clause that is within a main/independent clause (e.g. “My car, patterns to correctly pronounce written words. Decoding is also the process of which is fairly new, is very comfortable and reliable.”). translating a printed word into a sound. Related term – Clause. Related terms – Sound- symbol relationship, Word analysis, Phonics. Ending sounds: The final sound–letter blend of a word (e.g. “er” in “shower”, “th” in Definite article: The word the, usually used to describe something in particular or “path”). something that has been already been mentioned. Related terms – Beginning sounds, Sound-symbol relationships. Related term – Indefinite article. Environmental print: Writing found around the classroom and everyday environment. Dependent clause: A clause that cannot stand alone, forming an incomplete sentence Related term – Sight words. (e.g. “When the man walks to the park,” “As she laughs at the funny scene in the movie”). Explanation: A type of text that tells how and/or why something happens. A sequential ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 55

explanation explains how something works (e.g. how a kettle boils water, how court,” “blessing in disguise,” “that is the last straw”). avalanches occur) and a causal explanation explains why things happen (e.g. why Related terms – Idiomatic expression, Metaphor. objects expand and contract). Related term – Text genre. Idiomatic expression: Language, dialect, jargon, or a style of speaking representative of a group of people and specific to a particular language; it cannot be literally translated Expressive language: Refer to Figurative language. into another language. Related terms – Idiom, Colloquialisms. False friends: A word or expression that has a similar form to one in a person’s native language, but a different meaning (e.g. magazine [English] and magasin [French for Imagery: Imagery in text is the use of sensory detail to evoke a mental picture. ‘shop’]). Related term – Figurative language. Related term – Cognates. Imperative sentence: A sentence that instructs, requests or commands. It begins with a Figurative language: Language that cannot be taken literally since it was written to verb (e.g. “Close the door”). create a special effect or feeling. Related term – Imagery. Indefinite article: The words “a” and “an”, usually used to identify a general noun rather than a specific noun. Figurative meaning: The metaphorical, idiomatic, or ironic sense of a word or Related term – Definite article. expression, in contrast to its literal meaning. Related term – Literal. Independent clause: A clause that can stand alone, forming a complete sentence (e.g. “The man walks to the park.”, “She laughs at the funny scene in the movie.”). Fluency [in oral reading]: When an individual is able to read accurately, at a good speed Related terms – Clause, Dependent clause. and with expression and intonation that is appropriate. Refer to Echo reading for one way to help learners practice toward becoming fluent readers. Inference: Refer to Inferential.

Formulaic structures: Refer to Patterned sentences. Inferential: A level of comprehension where information is implied in the text, and is combined with current and assumed information to understand that which is not Functions of language: The use of language for specific purposes within a context, explicitly stated in the text. whether the context is social (as in face-to-face, with peers, with those in authority, etc.) or more academic (as in written reports, academic debates, etc.) Inseparable phrasal verbs: Phrasal verbs where the object must come after the particle Related terms – Register, Academic language. (e.g. They [subject] are [helping verb] looking after [phrasal verb] their children [object]). Genre: Refer to Literary genre, Text genre. Related term – Phrasal verbs.

High-frequency words: Words that appear often in written or spoken text. This can be a Interlanguage: frequently evident in learners while they are in the process of acquiring relative term, but there are standard word lists available that reflect the level of English language skills; an internal language system that consists of combinations of frequency of the words contained within. English rules, the students’ native language rules, and ad hoc rules adapted from either Related term – Sight words. or both languages; this hybrid language system is transitional and constantly changing (e.g. “Thank you for your coming.”, “I no can run.”). Home language: The language predominantly spoken in the home. This is sometimes but not always synonymous with ‘native language’ and/or ‘first language’. Intonation: The rise and fall of the voice when speaking. Related term – Native speaker. Intransitive phrasal verbs: Phrasal verbs that do not take an object (e.g. the phrasal Idiom: A phrase whose meaning does not lie in the literal meaning of the words, but verb “is out” in “It was snowing this morning, but now the sun is out.”). derives from a figurative understanding (e.g., “with strings attached,” “the ball is in your Related term – Phrasal verbs. 56 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

Long vowel: A vowel or vowel combination that sounds like the name of a vowel and is Irregular verb: A verb that does not have easily identifiable patterns when unpacked for usually pronounced longer. person or tense (e.g. the verb to be has the following conjugations: was, is, am, are, • There is a long /a/ in basic, grade, day, train, vein, and they. were, been). • There is a long /e/ in he, bee, peak, ceiling, chief, and key. Related terms – Regular verb, Conjugation of verbs. • There is a long /i/ in mime, high, height, final, sky, and pie. Language mixing: Refer to Interlanguage. • There is a long /o/ in go, rose, local, boat, low, and foe.

• There is a long /u/ in tune, cube, sue, hue, stew, few, student, future. Later to literacy: Having limited ability to read or write in any language (including first language) and often having little awareness of the conventions of reading and writing Related term – Short vowel. (e.g., in English, text is read from right to left, letters indicate a sound, letters are combined to create words). Metaphor: An implied comparison between two things that are only alike in the way Related term – Literacy. they are being compared (e.g. “She has a heart of gold”). Related term – Idiom. Lexis: Content words. Words are divided in to two groups: lexis words (words that carry meaning, e.g. chair) and grammatical words (words that explain tense or mood, e.g. Minimal pairs: Words that vary by only a single sound, be it a vowel or consonant might, be, have). sound. Minimal pairs often represent two sounds that are easily or frequently mixed up (e.g. desk – disk; ship – sheep; yam – jam; hurry – hairy; buy – pie; hissed – hit; mess – Linguistic features: mesh; cat – cart; mate – maid). • text and discourse (communicating): the way sentences are structured, grouped and sequenced for achieving a particular purpose in a context. Modality: A speaker or writer uses modality to express how they feel. This could be ability, possibility, certainty, obligation, or necessity and is expressed using modal • pragmatics (social usages): the factors governing language choices in social words and expressions (e.g. can, could, may, might, will, shall, should, ought to, must). interaction Related term – Modals. • semantics (meanings): the way meanings are represented and conveyed • syntax (structures): the way words are arranged to show relationships of Modals: Auxiliary verbs such as can, could, may, might, must, should, will, and would. meaning within phrases/groups and clauses Modals modify the meaning of a main verb by expressing ability, authority, formality, politeness, or various degrees of certainty (e.g. “You should take something for your • lexis (vocabulary): the way content is mapped onto words headache.”, “Applicants must have a high school diploma.”). • morphology (word formation): the way words can be built up of meaningful Related term – Modality. parts : Speaking only one language. • phonology (sounds): the way sounds are organized in a language Monolingual Related terms – Literacy, Bilingual. Related term – Structural features. Native speaker: A speaker using their first language. Literacy: The ability to read, write, listen, and speak in at least once language. Related term – Later to literacy. Non-verbal strategies: Body language, eye contact, personal space, gesture, stance, posture. Literal: Stated explicitly in the text that is being read. Related term – Figurative meaning. Onset rimes: Refer to Word families.

Literary genre: Categories of literature and art. This includes such as action/ adventure, Oral dictation: An activity that focuses on listening for words or sentences. Oral comedy, fantasy, horror, science fiction, poetry, drama, satire and more. dictation activities can take many forms (e.g. dictations of instructional language, using pictures or diagrams given as barrier exercises, running dictations). ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017 57

verbs. Paragraphing: The way paragraphs are formed. Typically, students move: • from the graphic phase (an awareness of the need for paragraphs but no Prefix: A meaningful element (morpheme) added to the beginning of a word to change understanding of where, how or why this should occur); its meaning (e.g. “re” in “recalculate”). Related term – Suffix. • to the topical stage (an awareness that each paragraph is a distinct entity that

should have its own ‘topic’ or subject matter); R-coloured Vowel: When a vowel is followed by an r, the vowel sound is • to the textual phase (an awareness of how cohesive devices can be used ‘coloured’ and becomes a special sound (e.g. butter, dinner, guitar, cat – cart, appropriately to achieve whole-text coherence). head – herd, stat – start, tote – torte). Related term – Cohesive devices. Recount: A type of text that tells of events that have happened in the past (e.g. Paraphrase: Repeat the same information in a more condensed and original form. personal: retelling an activity the writer has experienced; factual: recording a historical or sporting event, writing about a science experiment; imaginative: “A day in the life of Passive voice: One of two “voices” of verbs (passive voice, active voice). One can a butterfly”). change the normal word order of many active sentences (active voice) to those with a Related term: Text genre. direct object so that the subject is no longer active, but is, instead, being acted upon by the verb - or passive (e.g. note how the subject-verb relationship has changed in these Reduced forms of speech: Words or syllables that run together in natural speech and sentences – “The sandwiches must have been eaten by John.” Sandwiches [subject] are are difficult for non-native speakers to hear (e.g. “I’m gonna go [I am going to go]”; “on being eaten [verb]; “The ball was thrown by John.” The ball [subject] was being thrown t’th’road [on to the road]”; “where y’off to [where are you off to]”; “d’you wanna [do [verb]; because the subject is being “acted upon” [or is passive], such sentences are said you want to]”; “I dunno [I don’t know]”; “he woulda [he would have]”; “whaddaya think to be in the passive voice). [what do you think]”). Related term – Active voice. Related term – Vowel reduction.

Patterned phrases: Refer to Patterned sentences. Register: The degree of familiarity or formality adopted in language. This is seen through linguistic choices, grammar, and tone, and it generally indicates the Patterned sentences: Sentences or phrases that provide a framework of repeated relationship (or balance of power) between communicators. words and parts (e.g. “Brown bear, brown bear, what do you see?” “Brown bear, brown Related term – Functions of language. bear, what do you hear?” and “I like pizza” “I like cookies” “I like ____”). Regular verb: A verb that has easily identifiable patterns when unpacked for Phoneme: The smallest unit of sound in a word (e.g. The word “is” has two phonemes: person or tense (e.g. the verb “to walk” adds “-s” to the third person “he walks” and /i/ and /z/; the word ship has three phonemes: /sh/, /i/, /p/). “-ed” to the past tense “walked”). Related terms – Irregular verb, Conjugation of verbs. Phonics: A method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system. Rehearsed activities: Learners practice and rehearse words, short phrases or a series Related term – Sound-symbol relationships. sentences repeatedly for fluency. Rehearsed activities can provide learners who have limited English skills with some memorized language to manage their immediate needs. Phonological awareness: An individual’s awareness of the phonological (sound) Related term – Roleplay. structure of words. Relative clause: A clause that begins with who, whom, whose, that or which or when, Phrasal verbs: Consists of a verb and a preposition or adverb that modifies or changes where, or why and acts like an adjective. It needs an independent clause to complete the meaning in a sentence (e.g. ‘give up’ is a phrasal verb that means ‘stop doing’ the sentence as it is does not express a complete thought on its own (e.g. “who walked something, which is very different from the literal ‘give’ [versus ‘receive’] ‘up’ [versus to the park each day [relative clause on its own]”, “The children waved to the man, who ‘down’]). There are several different types of phrasal verbs. walked to the park each day.”). Related terms – Intransitive phrasal verbs, Inseparable phrasal verbs, Separable phrasal Related term – Clause. 58 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

• There is a short /o/ in hop [long /o/ in hope]. : The arrangement of spoken words alternating stressed and unstressed Rhythm • There is a short /u/ in cut [long /u/ in cute]. elements, reflecting the musicality and flow of English speech. Related term – Stress. Related term – Long vowel.

Roleplay: An activity similar to a rehearsed activity but generally involves turn taking or Sight words: Words recognizable instantly (without decoding what sound each letter negotiation. Typical examples of roleplays could be: practicing common greetings or represents). other turn taking scenarios such as making a request, a telephone conversation, or Related term – High-frequency words. ordering at a restaurant. Related term – Rehearsed activities. Sound-symbol relationships: The relationships between a sound (phoneme) and a symbol (a letter or letter combination) (e.g. “sh” represents the /sh/ sound). Separable phrasal verbs: Phrasal verbs where the object must come between the verb Related term – Phonics. and the particle (e.g. For the phrasal verb “set apart” – “The quality of their work sets them apart from their rivals”), or where the object can be before or after the particle; Stress: The emphasis placed on certain syllables in words (e.g. “ENGlish”, not “EngLISH”; though when a pronoun is used it always comes before the particle (e.g. “turn the TV “the WATer is BEAUtiful”). off” and “turn off the TV” become “turn it off”). Related term – Rhythm. Related term – Phrasal verbs. Structural features: Sequence markers: A certain group of items, mainly adverbs and preposition phrases • In English grammar: that link sentences together into a larger unit. These linguistic items go by various - morphology – at the word or phrase level (e.g. noun, adjective, verb, names such as conjuncts, sentence adverbials, connectives, and linking devices. adverb, conjunctions, etc.; simile, metaphor, idiom, etc.); Sequence markers can signal how to interpret the relationship between sentences in a - syntax – how phrases, clauses and sentences are constructed to make number of different ways: meaning (e.g. “Piano for sale by elderly lady with ornamental legs.” • They can indicate chronological order, or order of importance (first, secondly, versus “Piano with ornamental legs for sale by elderly lady.”); thirdly; to begin with, next). - discourse – a longer stretch of language from a paragraph to a story or • They can add to or reinforce what has already been said (furthermore; information text (e.g. writers create meaning and shades of meaning, moreover, in addition). show interest or express point of view by strategic use of language at • They can indicate that two propositions have equal status (likewise; similarly). the word or sentence level, etc.) • They can indicate cause-result relationships (consequently; so; as a result). • In essay writing: introduction, body, conclusion • They can indicate that a given proposition contradicts an earlier one • In literature: plot, setting, and theme (conversely; on the contrary; in contrast). • In texts: table of contents, glossary, headings and sub-headings, chapters or • They can indicate concession (nevertheless; in any case; for all that; all the topic headers, index, etc. same). Related term – Linguistic features. Related term – Time markers. Subordinate clause: A clause that begins with a subordinate conjunction or a relative Short vowel: A vowel or vowel combination that is usually pronounced short. When pronoun and will contain both a subject and a verb. It requires additional information to reading a word that uses a short vowel sound, the sound that the letter makes is not be a complete sentence (e.g. “Until the man gets his new shoes”, “After the man same as the name of the letter. walked in the park”). There is a short /a/ in tap [long /a/ in tape]. Related terms – Clause, Conditional clause, Conjunctions, Dependent clause. • There is a short /e/ in met [long /e/ in meet]. Subordinate conjunction: Refer to Conjunctions. • There is a short /i/ lit [long /i/ in light].

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Suffix: A meaningful element added to the end of a word to change its meaning. (e.g. story reminds me of a visit to my grandmother’s house.”). “ly” in “suddenly”, “ology” in “biology”). Related terms – Text-to-text, Text-to-world Related term – Prefix. Text-to-world [connection]: A larger connection that a reader brings to a reading Survival language: Consists of everyday words and phrases encountered in daily situation. We all have ideas about how the world works that go far beyond our own situations, and often includes phrases that help with language learning (e.g. “How do personal experiences. Text-to-world is a connection between the text and something you spell…?”; “What does ____ mean?”; “I don’t understand.”; “Could you repeat that is occurring or has occurred in the world (e.g. when a reader says, “I saw a program that?”; and classroom phrases relating to school rules, phrases used for playing games, on TV that talked about things described in this book”). phrases to give or follow instructions, phrases for talking on the phone, etc.). Related terms – Text-to-text, Text-to-self.

Survival words: Refer to Survival language. Time markers: Words or phrases that mark or indicate the passage of time (e.g. in 10 years, two weeks from now, these days, since 1990, in the 12th century, at that time, Symbol: Different from a sign that holds only one meaning, a symbol is more complex nowadays, currently, at the moment, for many years, eventually, over 3 months ago). and can mean more than one thing. Symbols stand for something other than their Related term – Sequence markers. literal selves, but can mean different things depending on the context. Symbols can carry a universal or cultural meaning (e.g., a flag, a trickster), but symbols can also be Visual cues: Images that give clues about the written text. created in a text by a writer who wants a certain object, or symbol, to mean something more than it is. Voice: Refer to Passive voice, Active voice. Related term – Figurative language. Vowel reduction: Any of various changes in the acoustic quality of vowels, which are Symbolism: Refer to Symbol. related to changes in stress, duration, loudness, articulation, or position in the word. Vowel reduction is usually perceived as a ‘weakening’ of the vowel sound. Syntax: The ways words, phrases and clauses are structured in sentence. Related terms – Reduced forms of speech, Rhythm.

Synthesizing: A process where a student merges new information with prior knowledge Vowels: Refer to Long vowel, Short vowel. to form a new idea or perspective which provides an evolving understanding of text. Word analysis: The process of using the relationships between spelling and Technical language: Terms and phrases that are typically best understood by people pronunciation at the letter, syllable, and word levels to figure out unfamiliar words. who specialize in a particular field or area (e.g. pixel, splice, blog, font). Students engage in “word analysis” to break words down into their smallest units to make meaning. Text connections: Refer to Text-to-text, Text-to-self, Text-to-world. Related terms – Sound-symbol relationships, Phonics, Decoding.

Text genre: How reading and writing is processed. Introducing students to how texts Word boundaries: The beginning and ending of a word; in writing represented by a are constructed helps them ‘unpack’ meaning. Typical text genres include narration, space between words, in speech by pauses or phonetic boundaries. description, definition, classification, comparison and contrast, cause and effect, opinion and persuasion. Word families: Groups of words that have a common feature or pattern (e.g. at, cat, Related terms – Recount, Explanation. hat, and fat are a family of words with the “at” sound and letter combination in common). Text-to-text [connection]: A connection between a particular text and another story or text that a reader has previously been exposed to. Word forms: The different forms of a word (noun, verb, adjective, adverb, etc.) with the Related terms – Text-to-self, Text-to-world. various prefixes, suffixes, plurals, etc. that could be added or removed (e.g. read, reader, reading, pre-read, re-read, reads; beauty, beautiful, beautify, beautifully). Text-to-self [connection]: A highly personal connection that a reader makes between a piece of reading material and the reader’s own experiences or life (e.g. text-to-self “This END 60 ENGLISH LANGUAGE LEARNING (ELL) STANDARDS 2017

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