ENGLISH LANGUAGE LEARNER (ELL) PROFICIENCY STANDARDS

LISTENING AND SPEAKING

Introduction Research consistently indicates that all language learners pass through a “silent" stage before they begin speaking. This stage must be respected. Learners must not be threatened or forced to speak. Research also states that consistent and overt student engagement in the form of active speaking and listening is essential to student learning and language acquisition. Teaching strategies, including cognitive learning strategies, choral responses, group discussions, and other student engagement activities, must be incorporated frequently in order to build student skills in listening, speaking, reading, and writing. Learning can be accelerated through the use of comprehensible input, total physical response, linguistic encoding (parallel talk describing the student's actions), and the creation of multiple, authentic opportunities for students to use the language.

Speaking Pre-Production: Primary Before children are ready to speak, they should be encouraged to point, identify, act out, and illustrate to demonstrate their comprehension. As soon as children voluntarily begin to speak, the teacher needs to accept the children’s attempts, and to scaffold and extend responses so that children are encouraged to develop more complicated speech. The teacher can encourage speech by: • using total physical response, the natural approach, and linguistic encoding (narrating the children’s actions and intents)1; • grouping students of similar proficiency levels in groups of two to three students to facilitate instructional conversations; • grouping English learners with English native speakers so they can hear English spoken regularly; • beginning all lessons with pre-teaching vocabulary and a language objective; • focusing on the language function that the students will need to use to carry out the lesson; and, • focusing on meaningful activities that involve "hands on," choral readings, echo reading, shared reading and writing, and singing.

Speaking Pre-Production: Intermediate/Secondary The above methods can also be used with intermediate and secondary students. In addition, the Preview/Review method can be effective. Under this method, students are grouped by their first language. The lesson is then previewed, taught in English, reviewed, and clarified. For at least part of the day, when possible, beginning students are also placed in small groups with native English speakers so that they are motivated to use their new language.

1 Preparing for Success, 2001, Dr. Carolyn Weiner

SBOE Approved ELL Proficiency Standards, 1-26-04 1 Listening and Speaking

ELL I Performance Conditions: Students at this stage comprehend simple statements and questions. They understand the general idea of basic messages and conversations that pertain to common, routine matters. Their interactions are short, face-to-face, informal, and with one person at a time or in small groups. Although students can initiate and respond to basic statements, their speech is largely guided by questions and feedback from the teacher. English learners rely heavily on repetition, gestures, and other nonverbal cues to sustain conversations. Their speech is slow. Communications that students listen to and comprehend are short and include familiar routine words. Context strongly supports their utterances. Delivery of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Respond to • Use common social • Respond to and initiate • Respond • Participate in small greetings with simple greetings and simple greetings, courtesy, and appropriately to most group discussions, The student will words, gestures, and repetitive phrases using leave-taking, and provide social interactions, including greeting express orally his or other nonverbal isolated words or strings basic personal information including introducing familiar and unfamiliar her own thinking and behavior. of 2- to 3-word responses related to the context of self, asking about the people, responding ideas. (e.g., Hello. How are the conversation with key other, and responding appropriately to you? Thank you. You’re words and short phrases to questions about introductions by other welcome.) (e.g., name, address, personal information, people, and asking and age). using phrases and responding to detailed some simple questions regarding sentences. personal information, using phrases and simple sentences. (LS-R3, LS-R5)

• Use gestures to • Use more utterances • Communicate in a • Communicate • Communicate communicate basic accompanied by gestures limited way some basic immediate personal immediate and future needs (e.g., points to indicate basic needs immediate personal and and survival needs, personal and survival toward door when (e.g., says “bathroom” survival needs without using accurate and needs, using precise, needing to go to the while pointing toward the necessarily using somewhat varied descriptive, and varied restroom). door). purposeful, yet restricted, vocabulary. vocabulary. vocabulary (e.g., I’m hungry.) * Correlated to the Readiness level for Kindergarten.

SBOE Approved ELL Proficiency Standards, 1-26-04 2 Listening and Speaking

ELL I Delivery of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Identify by name a • Identify by name • Identify by name • Describe immediate • Describe familiar few familiar objects, some familiar objects, many familiar objects, surroundings, such as objects, people, and classroom, school, or The student will people, and events people, and events people, and events events with both home. express orally his or (e.g., family members, (e.g., family members, (e.g., family members, general and more body parts, clothing, body parts, clothing, body parts, clothing, specific words and her own thinking and ideas. pets, foods, common pets, foods, common pets, foods, common phrases. occupations, seasons, occupations, seasons, occupations, seasons, common school, common school, common school, classroom, and home classroom, and home classroom, and home objects). objects). objects).

• Recite simple, • Recite familiar • Retell simple stories • Retell simple stories familiar rhymes and rhymes, songs, and in a logical sequence, in a logical sequence, songs with expressive stories with clear, using key words, using expressive phrasing and audible, and expressive phrases, and simple phrasing. (LS-R1) intonation. phrasing and sentences. intonation. * Correlated to the Readiness level for Kindergarten.

SBOE Approved ELL Proficiency Standards, 1-26-04 3 Listening and Speaking

ELL I Standard English Beginning Early Intermediate Intermediate Early Advanced Advanced Conventions The student will: The student will: The student will: The student will: The student will:

Standard: • Speak in isolated • Speak in isolated • Speak in short • Speak in short • Speak in short words (usually a single words or strings of 2 to patterns of words and phrases and simple phrases and simple The student will noun or verb), 3 words, depending on phrases using English sentences using sentences, using the identify, describe, and depending heavily on gestures to express grammatical structures English grammatical following English apply conventions of gestures to express meaning. and linguistic forms structures and linguistic grammatical structures meaning. outlined in the forms outlined in the and linguistic forms standard English in Advanced Level with Advanced Level with with occasional errors: his or her habitual errors that some errors, although verb tenses (present communications. sometimes impede the errors do not tense, including “to communication. impede be,” present communication. progressive, and future tenses, imperatives, modal auxiliaries); possessive adjectives and subject pronouns, including articles; and, prepositions of time and place; adverbs of time and frequency.

* Correlated to the Readiness level for Kindergarten.

SBOE Approved ELL Proficiency Standards, 1-26-04 4 Listening and Speaking

ELL I Comprehension of Beginning Early Intermediate Intermediate Early Advanced Advanced Oral Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Comprehend a • Comprehend a few • Comprehend some • Comprehend many • Comprehend a wide- limited number of common words and words, phrases, and words, phrases, and ranging number of The student will listen common words and simple phrases in short sentences in sentences in sustained words, phrases, and actively to the ideas simple phrases in conversations on topics conversations on topics conversations on topics sentences in sustained of others in order to conversations held on of personal relevance of personal relevance of personal relevance conversations on topics acquire new topics of personal (e.g., social courtesies, (e.g., social courtesies, when spoken at a of personal relevance knowledge. relevance (e.g., basic basic needs), when personal information, normal rate with some when spoken at a greetings and spoken slowly with basic needs, abilities) rephrasing, repetitions, normal rate with some courtesies) when frequent rephrasing, when spoken slowly with and contextual clues. rephrasing, repetitions, spoken slowly and with repetitions, and some rephrasing, and contextual clues. extensive rephrasing, contextual clues. repetitions, and repetitions, and contextual clues. contextual clues.

• Comprehend and • Comprehend and • Comprehend and • Comprehend and • Comprehend and follow simple routine follow short routine follow routine (2- to 3- follow multiple step follow common positive instructions for instructions (2- to 5- step) instructions for instructions for and negative classroom activities that word phrases) for classroom activities classroom activities in commands and depend on gestures and classroom activities in in the presence of the presence of gestures requests. (LS-R2) other contextual clues the presence of gestures gestures and clear and clear contextual (e.g., “Let’s form a line and clear contextual contextual clues. clues. for lunch.”) clues. • Listen attentively to • Listen attentively to simple, short read- simple read-aloud aloud stories and stories, poems, and identify key details. informational text and identify key details and specific facts. (LS-R4)

* Correlated to the Readiness level for Kindergarten.

SBOE Approved ELL Proficiency Standards, 1-26-04 5 Listening and Speaking

ELL II Performance Conditions: English learners at this stage of proficiency comprehend basic vocabulary and grammatical structures in face-to-face conversations with one person at a time or in a familiar supportive group. Topics are familiar and about common routine matters. Listening communications are short monologues and dialogues on familiar routine topics delivered at a slow-to-normal rate. Students rely on repetition, gestures, and other nonverbal cues to sustain conversations. Their speech is guided by specific questions when necessary. Students use word order accurately in simple sentences but make errors when using more complex patterns. They use the more common verb tense forms (present, past, and future) consistently but sometimes make errors in tense formation and proper selection of verbs. English learners are able to express some details and nuances by using appropriate modifiers. Their speech rate is slow to normal. Delivery of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Participate in short, • Participate in social • Participate in social • Participate in • Open, develop, and routine social conversations in pairs conversations held in expanded social close social The student will conversations with or in small groups in pairs or in small groups conversations held in conversations with small express orally his or individuals in which he which he or she in which he or she pairs or in small groups groups in which he or her own thinking and or she exchanges exchanges personal discusses personal likes, in which he or she she discusses personal personal information information and dislikes, wants, and discusses personal likes, dislikes, wants, ideas. and discusses discusses personal feelings; and familiar likes, dislikes, wants, and feelings; familiar personal needs using experiences, abilities, events, problems, and and feelings; and events, problems, and accurate but limited and needs using situations using familiar events, situations; and other vocabulary. accurate and somewhat purposeful and problems, and situations familiar topics using limited vocabulary. somewhat varied using accurate and precise and descriptive vocabulary. varied vocabulary. vocabulary.

Contribute to Contribute to Contribute to Contribute to • Contribute to • • • • classroom and small classroom and small classroom and small classroom and small classroom and group academic group academic group academic group academic academic discussions discussions by discussions by asking/ discussions by asking/ discussions by asking/ by asking/answering asking/answering simple answering simple answering questions, answering questions, questions, agreeing/ questions with questions and agreeing/ disagreeing agreeing/ disagreeing disagreeing with others, considerable hesitancy expressing his or her with others, and making with others, and making making comparisons, due to the need to ability to do or not do comparisons with some comparisons with and expressing interests rephrase and search something with some hesitancy because of the occasional hesitancy and preferences related for words. hesitancy because of need to rephrase and because of the need to to class projects and the need to rephrase search for words. rephrase and search for discussions. (LS-F3) and search for words. words.

* Correlated to the Foundations level for 3rd grade. * Correlations to Arizona’s Academic Standards for 1st and 2nd grades are provided in the Correlation Guide. SBOE Approved ELL Proficiency Standards, 1-26-04 6 Listening and Speaking

ELL II Delivery of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Greet and take leave • Role-play a • Interact with adults • Use English and his • Give and receive in socially and telephone conversation and peers in formal or her native language compliments, show The student will culturally appropriate with others, using and informal settings, appropriately in a gratitude, and express ways. English in socially and using English in multilingual social apologies in socially express orally his or culturally appropriate socially and culturally situation (e.g., and culturally her own thinking and ways. appropriate ways cooperative games appropriate ways ideas. and activities). through verbal and nonverbal means. (continued) • Describe a person, • Ask and respond to • Ask and respond to • Ask and respond to • Describe people, object, or situation in questions about the questions about various questions about the objects, events, and some detail. size, color, shape, attributes of people, similarities and situations in detail (e.g., physical characteristics, objects, events, and differences in people, location, appearance, and number of familiar situations, using objects, events, and function, actions), using objects, using accurate purposeful and situations in some precise and descriptive and somewhat limited somewhat varied detail, using natural vocabulary. vocabulary. vocabulary. and varied vocabulary.

• Issue 2- to 3-word • Issue single-step • Issue 1- to 2-step • Issue 2- to 3-step • Issue multiple-step basic, routine directions directions and routine directions in a routine directions in a routine directions and and commands in a commands in a manner manner that the manner that the instructions in a manner manner that the listener that the listener can listener can follow. listener can follow. that the listener can can follow, although follow, with less follow, including basic meaning may be reliance on gestures to references to time, conveyed by gestures. convey meaning. location, and movement. (LS-F2)

• Answer basic • Retell simple stories • Relate simple stories • Relate simple stories • Present coherent questions about read- in a logical sequence, or events about or events about routine personal narrative about aloud stories with 1- or using key words, personal experiences, activities, using logical ideas, events, or 2-word responses. phrases, and simple using logical organization and natural activities of interest that sentences. organization and some and varied vocabulary. include an introduction, descriptive words. development, and conclusion that listeners can follow. (LS-F3) * Correlations to Arizona’s Academic Standards for 1st and 2nd grades are provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 7 Listening and Speaking

ELL II Standard English Beginning Early Intermediate Intermediate Early Advanced Advanced Conventions The student will: The student will: The student will: The student will: The student will:

Standard: • Speak, with • Speak, using English • Speak, using English • Speak, using English • Speak in phrases satisfactory control over grammatical structures grammatical structures grammatical structures and sentences, using The student will English grammatical and linguistic forms and linguistic forms and linguistic forms the following English identify, describe, structures and linguistic outlined in the outlined in the outlined in the grammatical structures and apply forms outlined in the Advanced Level (and in Advanced Level (and in Advanced Level (and in and linguistic forms earlier stage of ELL I); however, many ELL I); however, ELL I); however, some with occasional errors: conventions of proficiency (ELL I); errors or irregular forms habitual errors errors occur, although verb tenses (past and standard English in however, errors and often impede sometimes impede they do not impede past progressive his or her pronunciation difficulties communication. communication. communication. tenses, modal communications. still may impede auxiliaries); communication. subject-verb agreement; complete sentences; comparative and superlative structures; pronouns, antecedents, pronouns in the possessive, objective, and demonstrative forms; and, prepositions of direction and motion; adverbs of manner and sequence (quickly, finally).

* Correlated to the Foundations level for 3rd grade. * Correlations to Arizona’s Academic Standards for 1st and 2nd grades are provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 8 Listening and Speaking

ELL II Comprehension of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Comprehend key • Comprehend a range • Comprehend and • Comprehend and • Comprehend and words, formulaic of expressions used to follow short predictable follow short predictable follow short predictable The student will phrases, and most short request personal discourse on familiar discourse on familiar discourse on familiar listen actively to the sentences in simple details, direct classroom matters, including matters, including matters, including ideas of others in predictable activities, identify familiar events, routines, familiar events, routines, familiar events, conversations on topics people, objects, and objects, and people; objects, and people; routines, objects, and order to acquire new of immediate personal events, and ask likes, dislikes, wants, likes, dislikes, wants, people; likes, dislikes, knowledge. relevance (e.g., basic for/grant permission and feelings; and, and feelings; and, wants, and feelings; social interactions, when spoken slowly invitations and apologies invitations and apologies and, invitations and needs, warnings) when with some rephrasing, when spoken slowly with when spoken at a apologies when spoken spoken slowly with repetitions, and some rephrasing, normal rate with some at a normal rate. frequent rephrasing, contextual clues. repetitions, and rephrasing, repetitions, repetitions, and contextual clues. and contextual clues. contextual clues.

• Comprehend and • Comprehend and • Comprehend and • Comprehend and • Comprehend and follow 1-step directions follow 2- to 3-step follow 3- to 4-step follow 3- to 4-step follow multiple-step related to the position directions related to the directions related to the directions related the directions related to the of one’s movement in position of one’s position of one’s position, frequency, position, frequency, space, accompanied by movement in space, movement in space. and duration of one’s and duration of one’s contextual cues and accompanied by movements in space. movements in space. gestures. contextual cues and (LS-F2) gestures. * Correlated to the Foundations level for 3rd grade. * Correlations to Arizona’s Academic Standards for 1st and 2nd grades are provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 9 Listening and Speaking

ELL III Performance Conditions: Students at this stage of proficiency comprehend short conversations and interactions that are face-to-face with one person at a time or in small groups. The context of the conversations is familiar or clear and predictable. English learners at this stage initiate and sustain conversations, although they often speak with hesitation and rely on known vocabulary. Extended communications typically consist of a series of short, familiar structures. They rely on repetition, gestures, and other nonverbal cues to sustain conversations. Their speech rate is slow to normal. Circumstances of the oral communications range from informal to more formal occasions, and audiences consist of small, familiar groups. Listening communications consist of moderately short monologues and dialogues on familiar, routine topics that are face-to-face, or video-or audio-mediated at a slow-to-normal rate. Delivery of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Participate in social • Participate in social • Participate in social • Participate in social • Open, develop, and conversations held in conversations held in conversations held in conversations held in close extended social The student will pairs or in groups on pairs or in groups on pairs or in groups by pairs or in groups by conversations held in express orally his or his or her basic needs, immediate and future asking and responding asking and responding pairs or in groups by her own thinking and wants, feelings, and needs, wants, and plans; to questions, providing to questions, providing asking and responding ideas. plans; and familiar and familiar topics of advice, granting advice, granting to questions, providing events, using accurate personal reference, permission, describing permission, describing advice, granting but limited vocabulary. using accurate but past events, and past events, and permission, describing somewhat limited posing hypotheticals, posing hypotheticals, past events, and posing vocabulary. using purposeful and using accurate and hypotheticals, using somewhat varied varied vocabulary. precise and descriptive vocabulary. vocabulary.

• Contribute to • Contribute to • Contribute to • Contribute to • Contribute to classroom and small classroom and small classroom and classroom and classroom and group academic group academic academic discussions academic discussions academic discussions discussions by discussions by by giving suggestions, by giving suggestions, by giving suggestions, asking/answering asking/answering describing past and describing past and describing past and questions and making questions, agreeing/ proposing hypothetical proposing hypothetical proposing hypothetical comparisons with disagreeing with events, and expressing events, and expressing events, and expressing considerable hesitancy others, and making intentions and intentions and intentions and because of the need to comparisons with some possibilities with some possibilities with possibilities, exhibiting rephrase and search hesitancy because of hesitancy because of occasional hesitancy some ability to employ for words. the need to rephrase the need to rephrase because of the need to circumlocution (i.e., the and search for words. and search for words. rephrase and search for ability to find another words. way to say something).

* Correlated to the Essentials level for 5th grade. SBOE Approved ELL Proficiency Standards, 1-26-04 10 Listening and Speaking

ELL III Delivery of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Greet and take • Give and receive • Give and receive • Determine • Advise peers on leave appropriately in a compliments, show compliments, show appropriate topics for appropriate verbal and The student will variety of settings. gratitude, and express gratitude, apologize, interaction given nonverbal behavior express orally his or apologies in socially and and express anger or audience and setting, given the audience and her own thinking and culturally appropriate impatience in socially including when it is setting. ideas. ways through verbal and and culturally appropriate to tell a nonverbal means. appropriate ways joke. (continued) through verbal and nonverbal means.

• Ask and respond to • Ask and respond to • Ask and respond to • Ask and respond to • Ask and respond to basic instructional basic instructional instructional questions instructional questions instructional questions questions on the questions on the on the content on the content on the content content presented content presented presented (e.g., What presented (e.g., What presented (e.g., How (e.g., who, what, (e.g., who, what, part of the story was part of the story was do the events of this where, when, why, where, when, why, more important?) using more important?) story relate to your how), using words and how), using phrases phrases and with more extensive experiences?) with phrases. and simple sentences. sentences. descriptive comments. extended explanation.

• Relate stories or • Relate stories or • Present coherent • Prepare and deliver • Prepare and deliver events about routine events about personal personal narratives a short oral report in a a short oral report in a activities, using logical experiences, using about ideas, events, or content area and content area and organization and logical organization and activities of interest, effectively convey the effectively convey the accurate but limited some descriptive using logical information in information through vocabulary. vocabulary. organization and connected discourse verbal and nonverbal purposeful and with natural and varied communications in . somewhat varied vocabulary. connected discourse vocabulary. with accurate and precise vocabulary. (LS-E1, LS-E2)

* Correlated to the Essentials level for 5th grade. * Correlations to Arizona’s Academic Standards for 4th grade is provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 11 Listening and Speaking

ELL III Standard English Beginning Early Intermediate Intermediate Early Advanced Advanced Conventions The student will: The student will: The student will: The student will: The student will:

Standard: • Speak with • Speak using English • Speak using English • Speak using English • Speak using the satisfactory control over grammatical structures grammatical structures grammatical structures following English The student will the English and linguistic forms and linguistic forms and linguistic forms grammatical structures identify, describe, grammatical structures outlined in the outlined in the outlined in the and linguistic forms, and apply and linguistic forms Advanced Level (and in Advanced Level (and in Advanced Level (and in with occasional errors: conventions of defined in earlier stages the earlier stages of the earlier stages of the earlier stages of verb tenses (present of proficiency (ELL I-II); proficiency ELL I-II); proficiency ELL I-II); proficiency ELL I-II); perfect, present standard English in however, errors and however, many errors however, habitual however, some errors perfect progressive his or her pronunciation or irregular forms often errors sometimes occur, although they tenses, present real communications. difficulties still may impede communication. impede communication. do not impede conditional, habitual impede communication. communication. past); various types of pronouns, including reflexive pronouns; and, simple/compound sentences.

• Use phrases and • Arrange phrases, • Present information simple sentences, clauses, and sentences in coherent connected showing some evidence into correct and discourse. of connected discourse meaningful patterns. (e.g., the use of words such as and, but, first, next, then, because, however, therefore.) * Correlated to the Essentials level for th 5 grade. * Correlations to Arizona’s Academic Standards for 4th grade is provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 12 Listening and Speaking

ELL III Comprehension of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Recognize topics in • Restate basic facts • Restate the factual • Identify the purpose, • Distinguish fact from read-aloud stories from read-aloud stories details, key words and main ideas, supporting opinion from read-aloud The student will when spoken slowly and content area expressions, and overall details, and key words stories and content area listen actively to the and with repetitions, presentations with gist of read-aloud and expressions of presentations with rephrasing, and contextual support (e.g., stories and content area read-aloud stories and contextual support, ideas of others in clarifications. graphic organizers, presentations with content area repetitions, rephrasing, order to acquire new posters, diagrams), contextual support, presentations with and clarifications. knowledge. repetitions, rephrasing, repetitions, rephrasing, contextual support, and clarifications. and clarifications. repetitions, rephrasing, and clarifications.

• Comprehend and • Comprehend and • Sometimes • Often comprehend • Consistently follow 3- to 4-step follow 3- to 4-step comprehend and follow and follow multiple-step comprehend and follow directions related to the directions related to the multiple-step instructions (4 or more multiple-step position of one’s position, frequency, instructions (4 or more steps) for familiar instructions (4 or more movements in space. and duration of one’s steps) for familiar processes or steps) for familiar movements in space. processes or procedures. processes or procedures. procedures.

* Correlated to the Essentials level for 5th grade. * Correlations to Arizona’s Academic Standards for 4th grade is provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 13 Listening and Speaking

ELL IV Performance Conditions: English learners at this stage of proficiency comprehend standard speech (with some repetition and rewording) delivered in most settings, including small and large academic groups. They are able to comprehend the main ideas and relevant details of extended discussions or presentations on a broad variety of general interest topics and technical discourse, including those discourses that require some level of inference. Students can comprehend subtleties and detect affective undertones in spoken language. They draw on a wide range of language forms, vocabulary, and idioms, and they can engage in extended conversations on a broad range of topics. English learners have mastered basic sentence structure and verb tenses but may have some difficulty with more complex structures. Their rate of speech is at a normal-to-fast rate. Delivery of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Participate in social • Participate in social • Participate in social • Participate in social • Open, develop, and conversations held in conversations held in conversations held in conversations held in close extended social The student will pairs or in groups by pairs or in groups by pairs or in groups by pairs or in groups by conversations by asking express orally his or asking/responding to asking/responding to asking/responding to asking/responding to and responding to her own thinking and questions, describing questions, describing questions, expressing questions, expressing questions, expressing ideas. past events, and past events, and feelings, and feelings, and feelings, and posing hypotheticals, posing hypotheticals, summarizing/reporting summarizing/reporting summarizing/reporting using accurate but using accurate but on events, using on events, using on events, using limited vocabulary. somewhat limited purposeful and accurate and varied precise and

vocabulary. somewhat varied vocabulary. descriptive vocabulary. vocabulary.

• Contribute to • Initiate and sustain Contribute to • Contribute to • Contribute to • classroom and classroom and classroom and classroom and academic classroom and discussions by making academic discussions academic discussions academic discussions academic discussions by making predictions, by making predictions, by making suggestions, suggestions, describing by making predictions, past events, proposing summarizing/reporting summarizing/reporting summarizing/reporting describing past events, on situations, and on situations, and and proposing hypotheticals, and on situations, and expressing intentions drawing inferences with drawing inferences drawing inferences, hypotheticals, with with occasional using a variety of considerable hesitancy and possibilities with some hesitancy some hesitancy because of the need to hesitancy because of strategies to keep the because of the need to the need to rephrase discussion on track and rephrase and search for because of the need to rephrase rephrase and search for and search for words. and search for words. on topic. words. words. • Respond to some • Question, solicit, and • Initiate questions in • Respond to questions • Ask others to give, complex, open-ended restate information order to analyze and to clarify and confirm confirm, and clarify questions about newly- about newly-learned compare information accuracy of information. information, as needed. learned information. information. (LS-E4) needed for decision-

making. * Correlated to the Essentials level for 8th grade. SBOE Approved ELL Proficiency Standards, 1-26-04 14 Listening and Speaking

ELL IV Delivery of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Use the appropriate • Recognize and use • Express sympathy, • Respond to and • Respond to and use degree of formality with standard English and empathy, and gratitude express humor in idiomatic speech The student will different audiences and vernacular dialects in socially and culturally socially and culturally appropriately. express orally his or settings. appropriately given the appropriate ways appropriate ways her own thinking and audience and setting. through verbal and through verbal and nonverbal means. nonverbal means. ideas.

(continued) • Prepare and deliver • Speak on familiar • Prepare and deliver • Prepare and deliver • Prepare and deliver oral narratives, using academic topics, using oral reports using a oral reports in a content oral reports in a content an introduction, an introduction, logical organization and area that express main area and effectively development, and development, and explicit connectors (e.g., ideas and provide convey the information

conclusion. conclusion with accurate first, next, finally) when detailed descriptions and ideas through and somewhat limited making presentations in and explanations, using verbal and nonverbal vocabulary. a content area with natural and varied communications in purposeful and vocabulary. connected discourse somewhat varied with precise and vocabulary. descriptive vocabulary. (LS-E1, LS-E2)

• Briefly interview • Interview another • Interview another another student about student or adult about student or adult about his or her experiences, his or her interests, his or her interests, interests, and experiences, and experiences, preferences, and take preferences, and preferences, and appropriate notes. summarize the opinions; evaluate responses. responses both as interviewer and interviewee. (LS-E3)

* Correlated to the Essentials level for 8th grade. * Correlations to Arizona’s Academic Standards for 6th and 7th grades are provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 15 Listening and Speaking

ELL IV Standard English Beginning Early Intermediate Intermediate Early Advanced Advanced Conventions The student will: The student will: The student will: The student will: The student will:

Standard: • Speak, • Speak, using English • Speak, using English • Speak, using English • Speak, using the demonstrating grammatical structures grammatical structures grammatical structures following English The student will satisfactory control over and linguistic forms and linguistic forms and linguistic forms grammatical structures identify, describe, the English outlined in the outlined in the outlined in the and linguistic forms, and apply grammatical structures Advanced Level (and in Advanced Level (and in Advanced Level (and in with occasional errors: conventions of and linguistic forms the earlier stages of the earlier stages of the earlier stages of verb tenses (past defined in earlier stages proficiency ELL I-III); proficiency ELL I-III); proficiency ELL I-III); perfect, future perfect, standard English in of proficiency. however, many errors however, habitual some errors occur, future perfect his or her or irregular forms often errors sometimes although they do not progressive, present communications. impede communication. impede communication. impede communication. unreal conditional, three-part phrasal verbs); subject-verb agreement; compound/complex sentences; and, various modifiers and transitional devices.

* Correlated to the Essentials level for 8th grade. * Correlations to Arizona’s Academic Standards for 6th and 7th grades are provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 16 Listening and Speaking

ELL IV Comprehension of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Restate the gist of oral • Paraphrase main • Summarize main • Respond to requests • Respond to discourse on personal, ideas and most important ideas and supporting for facts and explain requests for facts and The student will social, or grade-level details in oral discourse details in oral discourse some inferred evaluate opinions, listen actively to the academic topics when on personal, social, or on personal, social, or meanings of a range of attitudes, and point of ideas of others in working in pairs, small grade-level academic academic topics when descriptive and view of speakers in a order to acquire new groups, or whole-class topics when working in working in pairs, small narrative oral discourse broad range of discussions, although pairs, small groups, or groups, or whole-class on personal, social, and persuasive and knowledge. repetition, rephrasing, whole-class discussions, discussions, with little academic topics when expressive personal, and contextual support is although some repetition, repetition or rephrasing working in pairs, small social, and academic required. rephrasing, and required. groups, or during topics when working in contextual support is whole-class pairs, small groups, or required. discussions. during whole-class discussions. (LS-E4)

• Comprehend sets of • Integrate a few • Integrate several • Follow an extended • Follow an extended instructions related to pieces of oral detailed pieces of oral set of multi-step set of multi-step tasks on familiar information to complete information to complete instructions on tasks for instructions on tasks processes or a task on familiar a task on familiar familiar processes or for less familiar procedures. processes or processes or procedures. processes or procedures. procedures. procedures.

* Correlated to the Essentials level for 8th grade. * Correlations to Arizona’s Academic Standards for 6th and 7th grades are provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 17 Listening and Speaking

ELL V Performance Conditions: English learners at this stage of proficiency understand most standard speech. They understand and identify the main ideas and relevant details of discussions or presentations on a wide range of topics, including unfamiliar and technical ones. Listening communications come in the form of lectures, debates, discussions, and critiques. Students are able to comprehend nuanced meaning represented by speech variations in stress, intonation, pace, and rhythm. They engage in most communications with minimal errors. Students have a high degree of fluency and accuracy when speaking on topics that are abstract and not personal. Although students may make errors with some language forms, the errors do not interfere with meaning. Delivery of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Obtain, provide, and • Communicate with • Communicate with • Communicate • Communicate with exchange basic but key sustained and adequate fluency and effectively and elaboration and proper The student will information to complete connected discourse in intelligibility in most confidently in most documentation in express orally his or many practical, social, most social, practical, social, practical, and practical, social, and practical, social, and her own thinking and or academic tasks. and academic settings, academic settings, academic settings, academic settings, including expressing including obtaining, including obtaining, including obtaining, ideas. feelings and exchanging, and exchanging, and exchanging, and summarizing, presenting feelings, presenting feelings, presenting feelings, explaining, and observations, observations, observations,

extending information. information, feedback, information, feedback, information, feedback,

ideas, and opinions. ideas, and opinions. ideas, and opinions.

• Contribute to • Contribute to • Contribute to • Contribute to • Interact with others

classroom and classroom and classroom and classroom and to coordinate academic academic discussions academic discussions academic discussions academic discussions tasks, including asking/ by summarizing/ by summarizing/ by asking/answering by asking/answering answering questions, reporting on events; reporting on events; questions, giving/ questions, giving/ giving/ responding to expressing opinions, expressing opinions, responding to feedback, responding to feedback, feedback, supporting/ feelings, and feelings, and supporting/refuting supporting/refuting refuting opinions, and reservations; and reservations; and opinions, and analyzing opinions, and analyzing analyzing points of drawing inferences with drawing inferences with points of view with points of view with view, using a variety considerable hesitancy some hesitancy some hesitancy occasional hesitancy of strategies to keep the because of the need to because of the need to because of the need to because of the need to discussion on track and rephrase and search for rephrase and search for rephrase and search for rephrase and search for on topic. words. words. words. words. * Correlated to the Proficient level for 12th grade. * Correlations to Arizona’s Academic Standards for 9th, 10th, and 11th grades are provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 18 Listening and Speaking

ELL V Delivery of Oral Beginning Early Intermediate Intermediate Early Advanced Advanced Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Use appropriate • Select topics • Recognize and apply • Interpret humor in a • Recognize and register for business appropriate to discuss the style of speech political cartoon, interpret irony, The student will and friendly in an interview. used in an interview situation comedy, or a sarcasm, and humor in express orally his or transactions. and in formal and joke. a variety of informal meetings. interactions. her own thinking and ideas. • Prepare and deliver a • Deliver an • Deliver an • Prepare and deliver a • Prepare and deliver a (continued) short oral report in a impromptu speech on impromptu speech on a speech analyzing a speech defending a content area and a particular subject that particular subject that is point of view or point of view or effectively convey the is organized and organized and tailored supporting/refuting an presenting a specific information with tailored to the to the audience, using opinion that is proposal that is connected discourse. audience, using purposeful and organized, suited to the organized, suited to the accurate but somewhat somewhat varied audience, and employs audience, and employs limited vocabulary. vocabulary. resource materials to resource materials to clarify and defend clarify and defend positions, using natural positions, using precise and varied vocabulary. and descriptive vocabulary. (LS-P1, LS-P2)

• Give clear multi-step • Give clear, detailed • Give clear, detailed • Convey the • Convey the instructions to carry out multi-step instructions multi-step instructions sequence of steps in sequence of steps in a familiar process. to carry out a familiar to carry out a familiar spoken directions, an extended set of process. process. using clear reference spoken directions, and precise using clear reference vocabulary. and precise vocabulary.

* Correlated to the Proficient level for 12th grade. * Correlations to Arizona’s Academic Standards for 9th, 10th, and 11th grades are provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 19 Listening and Speaking

ELL V Standard English Beginning Early Intermediate Intermediate Early Advanced Advanced Conventions The student will: The student will: The student will: The student will: The student will: Standard: • Speak with • Speak with some • Speak with adequate • Speak with fluency, • Speak, using near The student will satisfactory control fluency, intelligibility, fluency, intelligibility, flexibility, and mastery native-like fluency, with identify, describe, and over English and mastery of a and mastery of a variety of a variety of English flexibility and the apply conventions of grammatical structures variety of English of English grammatical grammatical structures mastery of a variety of and linguistic forms grammatical structures structures and linguistic and linguistic forms English grammatical standard English in defined in earlier and linguistic forms forms outlined in the outlined in the structures and his or her stages of proficiency outlined in the Advanced Level (and in Advanced Level (and linguistic forms with communications. (ELL I-IV), with some Advanced Level (and the earlier stages of in the earlier stages of occasional errors, lapses and code- in the earlier stages of proficiency ELL I-IV); proficiency ELL I-IV); including: switching into his or proficiency ELL I-IV); however, habitual some errors occur, verb tenses (past her first language. however, many errors errors sometimes although they rarely perfect progressive often impede impede communication. impede and future perfect communication communication. progressive tenses, past unreal conditionals, modals in past tense); transitional devices; and, varied sentence structures.

• Use appropriate • Demonstrate rhetorical discourse linguistic control and markers, phrases, and adjust language for sentences to help the clarity and accuracy. listener follow (e.g., definitions, generalizations, * Correlated to the Proficient level for summary). th 12 grade. * Correlations to Arizona’s Academic Standards for 9th, 10th, and 11th grades are provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 20 Listening and Speaking

ELL V Comprehension of Beginning Early Intermediate Intermediate Early Advanced Advanced Oral Communications The student will: The student will: The student will: The student will: The student will:

Standard: • Paraphrase main • Summarize main • Draw valid • Compare and • Evaluate the logic in ideas of a range of ideas and supporting conclusions about a contrast central ideas a range of extended The student will listen general interest details of a range of range of general interest and concepts from general interest actively to the ideas conversations and general interest conversations and multiple general interest conversations and of others in order to academic conversations and academic presentations conversations and academic presentations acquire new presentations on academic presentations on familiar and academic presentations on familiar and knowledge. familiar topics on familiar and unfamiliar topics, live or on familiar and unfamiliar topics, in a delivered at a normal unfamiliar topics recorded, delivered at a unfamiliar topics, in a broad variety of rate of speech. delivered at a normal normal rate of speech. broad variety of contexts, live or rate of speech. contexts, live or recorded, delivered at a recorded, delivered at a normal or fast rate of normal rate of speech. speech. (LS-P5)

• Identify something • Identify the emotional • Interpret some of • Interpret the • Interpret the situation, about the emotional tone and register of oral “unspoken” attitudinal “unspoken” attitudinal relationship, attitudes, state of the speaker discourse. nuance, emotional tone, nuance, emotional and mood of participants from the tone and and register of oral tone, and register of in a discourse or an intonation of the discourse. oral discourse, and interview; take discourse. infer speaker’s bias. appropriate notes and summarize the information learned. (LS-P4)

• Identify the • Identify rhetorical • Evaluate spoken • Evaluate the overall component parts of a signals of chronological discourse for effectiveness of presentation (e.g., order, comparison and appropriateness of informal and formal introduction, topic contrast, and cause purpose with a variety presentations that use development, topic and effect in formal and of audiences such as illustrations, statistics, shift, and conclusion). informal presentations. formal, consultative, comparisons, and casual, and intimate. analogies. (LS-P5)

* Correlated to the Proficient level for 12th grade. * Correlations to Arizona’s Academic Standards for 9th, 10th, and 11th grades are provided in the Correlation Guide.

SBOE Approved ELL Proficiency Standards, 1-26-04 21 Listening and Speaking