ࡱ> @ ϫjbjb wddxVljjjjjjjTf$CIt (2"TTTTTTIIIIIII,K Mr.IjTTTTT.IjjTT TjTjTIjjjjTI:D!,jj!dT⳿8p! !4'CICIz!RININ!English as a Second Language Overview The main purpose of this document is to describe and explain stages of second language oral language development. Students acquiring written language skills also go through developmental phases. Many teachers have assumed that literacy instruction should wait until oral language is well developed, and there is some logic to that assumption. After all, written language is based on oral language. However, particularly when students have literacy skills in their first language, written language can be introduced long before oral language is well developed in the second language. The oral production of a second language should not inhibit or prevent the student from continuing his conceptual development and communicative competency in his/her primary language. Writing may even enhance the development of vocabulary and fluency in the second language. Stages in the development of language proficiency are not discreet. Students may develop strengths as they progress through the continuum and may exhibit competencies that overlap from one stage to another. This is expected as the students grow in language proficiency. In Texas, the Texas Essential Knowledge and Skills include student expectations by grade levels for English Language Arts, Spanish Language Arts, and English as a Second Language (ESL); the three sets of expectations are almost identical with slight modifications. For grades K-10th, Texas also includes student expectations for second language learning in the areas of learning strategies and the four domains of language; of listening, speaking, writing, and reading. Louisiana has a similar configuration as reflected in Grade Level Expectations (GLEs) that describe what students are expected to know in English Language Arts, Math, Science, and Social Studies. All Louisiana students are expected to meet the same challenging State academic content and student academic achievement standards as required by Title I and Title III of NCLB. The English Language Development Standards (Appendix A) include Proficiency Level Descriptors. The Standards include Proficiency Level Descriptors which are further subdivided into benchmarks and performance indicators which can be used from grades K-12. Since language is developmental, performance indicators are age appropriate. Louisiana English Language Development Standards Title III of No Child Left Behind requires that all states establish English language proficiency standards. The Louisiana English Language Development Standards (ELDS) are aligned to the state's English Language Arts and linked to the state's Math, Science, and Social Studies Standards. The ELDS are also aligned to the English Language Development Assessment that was field tested in Spring 2004 and operational in Spring 2005. The Louisiana English Language Development Assessment is aligned to the States ELDS, and the students results of the assessment are used to drive instruction. The ELDS identify what an English Language Learner is able to do at five levels of English language proficiency in the four domains of language, listening, speaking, reading, and writing. The ELDS will influence the educational methods and strategies that the teachers used in the classroom, the methods of assessment, and the academic achievement of English language learners. The ELDS describe the language behaviors at each level of English proficiency that will assist in the comprehensive evaluation of an English language learner to determine eligibility for special education services. It is evident a side- by- side analysis could not be done since TEKS ESL student expectations are by grade level and the Louisiana GLEs are expectations for students in whatever grade level students are enrolled. The expectations for students in Texas and Louisiana are basically the same. Students in Texas have to master TEKS and students in Louisiana have to master grade-level GLEs. A comparison was completed in the cross-walk between TEKS English Language Arts and Louisianas English Language GLEs; however, a comparison of Texas English Proficiency Level and Louisiana English Language Development Descriptors was made as follows: Louisiana English Language Proficiency Texas General English Proficiency Levels Level Descriptors (ELDAS) Level I - Beginning Proficiency indicates that the student who is limited English proficient is: Beginning to understand short utterances Beginning to use gestures and simple words to communicate Beginning to understand simple printed material Beginning to develop communicative writing skills Beginning ESOL students associate utterances with meanings as They make inferences based on actions, visuals, texts, tone of voice, and inflections. They use unanalyzed short phrases of language sporadically such as Its my turn and Who is it? ESOL students at the beginning level may need to use the native language to demonstrate comprehension. Level II - Lower Intermediate Proficiency indicates that the student who is limited English can: Understand simple statements, directions, and questions Use appropriate strategies to initiate and respond to simple conversation Understand the general message of basic reading passages Compose short informative passages on familiar topics.Intermediate ESOL students use the listening process to improve comprehension and oral skills in English. Through listening and speaking in meaningful interactions, they clarify, distinguish, and evaluate ideas and responses in a variety of situations. Intermediate ESOL students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses evel Level III - Upper Intermediate Proficiency indicates that the student who is limited English proficient can: Understand standard speech delivered in most settings Communicate orally with some hesitation Understand descriptive material within familiar contexts and some complex narratives Write simple texts and short reportsAdvanced ESOL students, through developmental listening skills, actively expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes. These students participate in a variety of situations using spoken English to create, clarify, critique, and evaluate ideas and responses. Advanced ESOL students continually develop reading skills for increasing reading proficiency in content area texts for a variety of purposes and generate written text for different audiences in a variety of modes to convey appropriate meaning according to their level of proficiency.Level IV - Advanced Proficiency indicates that the student who is limited English proficient can: Identify the main ideas and relevant details of discussions or presentations on a wide range of topics Actively engage in most communicative situations familiar or unfamiliar Understand the context of most text in academic areas with support Write multi-paragraph essays, journal entries, personal/business, and creative texts in an organized fashion with some errorsSome ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences that may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs, as well as acculturation issues, should be considered when making programmatic and instructional decisions. Level V - Full English Proficiency indicates that the student who is limited English proficient can: Understand and identify the main ideas and relevant details of extended discussion or presentations on familiar and unfamiliar topics is fluent and accurate in language production Use reading strategies the same as their native English-speaking peers to derive meaning from a wide range of both social and academic texts Write fluently using language structures, technical vocabulary, and appropriate writing conventions with some circumlocutions Using the Proficiency Language Descriptors and Strategies for Teaching English Language Learners Second language learners vary greatly in their acquisition of the new language. However, as already mentioned, there are several predictable stages that have been identified as the learner progresses towards language proficiency. Krashen and Terrell (1983) discuss three: comprehension, early production, and extending production. Extending production actually leads to what others have described as intermediate and advanced stages of development. Some theorists break down these two stages into early intermediate and intermediate and early advanced and advanced (California Department of Education, 1998). While other researchers or linguists may use somewhat different schemes to analyze what is really a continuous process into stages (often for purposes of program design), there is little argument that second language learners proceed from a relatively silent period that may last several months, through a period of limited production of the new language (although their receptive language may already reflect greater proficiency their expressive language), and periods of production and comprehension of increasingly complex grammar and vocabulary. Every student is an individual as he/she progresses through the continuum of development. As states set criteria and guidelines for student placement, it may be that Texas and Louisiana use slightly different stages that match levels on standardized tests used for determining program placement. The Louisiana English Language Development Assessment and English Language Development Standards are not used for placement but rather for measuring progress in English proficiency and used to provide appropriate instruction in the content. Please note that teachers working with students who are still learning English and who may or may not have had special training in working with ELLs are faced with the dual task of supporting the learners acquisition of English both for social and for academic purposes. Language, nevertheless, is the primary means for acquiring and processing knowledge. Appropriate methodology can reduce the language load of academic learning, but in the end it is largely the students competency in academic language proficiency upon which classroom learning and successful performance rests. Cummins framework for context-embedded, context-reduced, cognitively demanding and cognitively undemanding components of learning activities become meaningful and useful to teachers as they plan the needs of second language learners, the academic tasks to be completed, and the language that supports the learning as they progress through the school years (Cummins, 2001). When teachers design instruction based on proficiency levels, individual student needs are met, and, therefore, curriculum becomes much more accessible to English language learners. When proficiency levels are unknown, classroom instruction may not be differentiated and appropriate comprehensible input strategies may not be used to deliver instruction. Ideally, language use and curricular content should be integrated rather than taught as isolated subjects (Cummins, 1989). A common denominator of the recommendations of many researchers and theorists is active and meaningful learning that goes beyond discrete facts and rules (Cambourne, 1989; Cummins, 1989; Garcia, 1995; Krashen, 1983; Moll, 1992; Perez & Torres-Guzmn, 1992; Scarcella, 1990; Tharp & Gallimore, 1991). As Snow has observed, so much of the language that is learned is not explicitly taught. It goes beyond the information given in the environment of the learnershowing how important the active, creative role of the learner is (1992, p. 16). This means that the teachers role is more of a language and learning facilitator and the students role is to become an active participant using language in the learning process, both for receptive and expressive language uses. It is also important to consider Maslows hierarchy of human needs that your new ELLs bring into the classroom: Safety/security: out of danger; Belonging and Love: affiliate with others, be accepted; and Esteem: to achieve, be competent, gain approval and recognition. As the teacher becomes aware of the student needs, he/she will be better able to provide social/emotional support. The experiences that the student brings and his cultural background need to become a tool for greater learning. Once he new student feels comfortable and a part of a classrooms social and academic routine, second language acquisition and academic learning will be accelerated. An analysis of English language Proficiency Level Descriptors (ELDs) and Texas Observational Protocols (TOP) can be found in appendix B. Other observations and recommendations were made by the Texas ESL consultant. Appendix A LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS LISTENING Standard: Students demonstrate competence in listening as a tool for learning and comprehension. Proficiency Level I: Students at this level are beginning to understand short utterances. They occasionally understand isolated words, such as cognates, borrowed words, or high frequency social conventions. IBenchmark: Students demonstrate growth in comprehension of oral language and begin to access the curriculum in core subject areas (ELA 4)K -23 - 56 - 89-12L1.1Detect nonverbal and verbal cuesXXXXL1.2Focus attention selectively XXXXL1.3Demonstrate comprehension through non-verbal responses. XXXXL1.4Respond correctly to high frequency social conventions (e.g.: greetings, introductions, leave taking etc.)XXXXL1.5Respond to simple directions or instructionsXXXXL1.6Listen to and imitate others use of languageXXXXL1.7Comprehend a few words, phrases with basic English grammatical forms XXXX Proficiency Level II: Students at this level understand simple statements, directions, and questions. They rely on a speakers use of repetition, gestures, and other non-verbal cues to sustain communication. IIBenchmark: Students comprehend simple statements, directions, and questions and continue to access the curriculum in core subject areas (ELA 4)K - 23 - 56 89-12L 2.1Begin to discriminate the sounds and intonation patterns of the English languageXXXXL 2.2Understand basic structures, expressions, and vocabulary such as school environment and basic personal information (e.g.: home address, phone number, emergency number)XXXXL 2.3Comprehend key words, phrases and/or sentences with basic English grammatical formsXXXXL 2.4Follow multi-step oral directives to complete a task XXXXL 2.5Interpret speakers message, purpose, and perspectives (e.g.: inflection, intonation and stress)XXXXL 2.6Assess how language choice reflects the tone of the messageXXXX LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS LISTENING Proficiency Level III: Students at this level understand standard speech delivered in most settings with some repetition and rephrasing. They understand the main idea(s) and relevant details of extended discussions or presentations. Students draw on a wide range of language forms, vocabulary, idioms, and structures. Students at this level are beginning to detect affective undertones and they understand inferences in spoken language. IIIBenchmark: Students comprehend simple narratives and structures in short interactions with peers and adults and continue to access the curriculum in core subject areas (ELA 5)K -23 - 56 - 89-12L 3.1Demonstrate proficiency of the listening process such as focusing attention, interpreting and responding to topics in everyday situations. XXXXL 3.2Listen attentively to stories/information and identify main idea, key details and concepts using both verbal and non-verbal cues of the speakerXXXXL 3.3Identify a variety of media messages and give some supporting detailsXXXX Proficiency Level IV: Students at this level understand most standard speech. They identify main ideas and relevant details of discussions or presentations on a wide range of topics, including unfamiliar ones. Students infer meaning from stress, intonation, pace and rhythm. IVBenchmark: Students understand speech in most authentic situations with some repetition and rewording in both social and core academic settings approaching grade level (ELA 6)K -23 56 - 89-12L 4.1Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works. XXXXL 4.2Use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic PresentationsXXXXL 4.3Demonstrate understanding of figurative language and idiomatic expressions by responding to and using such expressions appropriatelyXXXXProficiency Level V: Students at this level understand and identify the main ideas and relevant details of extended discussions or presentations on a wide range of familiar and unfamiliar topics in a number of modalities. Students apply linguistic skills and knowledge, including vocabulary, Idioms, and complex grammatical structures, to the learning of academic content. They comprehend subtle nuanced details of meaning VBenchmark: Students master comprehension of standard speech at grade level in both social and core academic settings. (ELA 7)K -23 - 56 - 89-12L 5.1Differentiate between the speakers opinion and verifiable factXXXXL 5.2Demonstrate comprehension of, and appropriate listener response to ideas in a persuasive speech, and oral interpretation of literacy sections, interviews, in a variety of real-life situations, and educational and scientific presentationsXXXXL 5.3Identify, analyze and imitate a speakers persuasive techniques such as selling, convincing, and using propaganda------XXX LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS SPEAKING Standard: Students demonstrate competence in speaking for effective communication in social and academic contexts. Proficiency Level I: Students at this level use gestures, simple words or phrases when given sufficient context or visual cues to respond to or request information. I Benchmark: Students will show growth in oral communication using high frequency learned words and phrases to begin to access the curriculum in core subject areas (ELA 4)K -23 - 56 - 89-12S 1.1Communicate with gestures and non-verbal modalitiesXXXXS 1.2Communicate using common social greetings and simple repetitive phrasesXXXXS 1.3Answer simple questions with one and two-word responsesXXXXS 1.4Communicate basic needs, wants and feelingsXXXXS 1.5Generate a few words, phrases with basic English grammatical form and phonemic accuracy XXXX Proficiency Level II: Students at this level use appropriate strategies to initiate and respond to simple conversation with hesitation, relying on known vocabulary, familiar structures and utterances and may have to repeat themselves to be understood. II Benchmark: Students use appropriate strategies to initiate and respond to simple statements and questions to continue to access the curriculum in core subject areas (ELA 4)K -23 - 56 - 89-12S 2.1Name people, places, objects, events and basic concepts such as days of the week, food, occupations and time X X X XS 2.2Restate oral directions or instructions XXXXS 2.3Ask and give information such as directions, address, name, age and nationalityXXXXS 2.4Ask and answer questions using simple phrases or sentences XXXXS 2.5Respond to factual questions about texts read aloudXXXXS 2.6Narrate basic sequence of eventsXXXX LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS SPEAKING Proficiency Level III: Students at this level communicate orally, often with hesitation, when using low-frequency vocabulary. They begin to produce complex sentence structures, use verb tenses correctly, and discuss academic topics. IIIBenchmark: Students initiate and sustain a simple conversation in social and core academic settings (ELA 4,7)K -23 - 56 - 89-12S 3.1Ask and answer questions to gather and provide information in EnglishXXXXS 3.2Converse on simple topics beginning to use most conventions of oral language including intonation, syntax and grammar (subject-verb agreement, complete sentences and correct tense) XXXXS 3.3Narrate simple sequence of eventsXXXXS 3.4Retell and paraphrases familiar stories with simple sentencesXXXXS 3.5Ask and answer instructional questions about simple written texts with simple words and phrases X X XS 3.6Give directions/proceduresXXXS 3.7Prepares and delivers short oral presentations (e.g.: tells a story using pictures, academic topic) X X X Proficiency Level IV: Students at this level engage in most communicative situations with some errors, demonstrating competence in oral language. They have a high degree of fluency and accuracy when speaking in social settings, although they may encounter difficulty in academic language production. IVBenchmark: Students approaching grade level communicate with confidence in most situations with support in academic areas (ELA 4,7)K -23 - 56 - 89-12S 4.1Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter X X XS 4.2Respond to factual questions about texts read aloudXXXXS 4.3Communicate effectively in conversations and group discussions while problem solving and planning X X XS 4.4Use the conventions of oral language effectively including intonation, syntax and grammar (e.g.: subject-verb agreement, complete sentences and correct tense) X X XS 4.5Narrate complex sequence of eventsXXXS 4.6Use a variety of idiomatic expressions and figurative language appropriatelyXXXS 4.7Persuade, argue or reason to support spoken ideas with evidence, elaborations and examples X X X LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS SPEAKING Proficiency Level V: Students at this level are fluent and accurate in language production some hesitation regarding technical content area vocabulary. VBenchmark: Students on grade level engage in social and academic communication with mastery of complex language structures in varied situations (ELA 4,7)K -23 - 56 - 89-12S 5.1Adapt spoken language such as word choice, diction, and usage to the audience, purpose and occasion X X XS 5.2Use effective, rate, volume, pitch and tone for the audience settingXXXS 5.3Actively participate and initiate more extended social conversations or discussions with peers and adults on familiar or unfamiliar topics by making relevant contributions, asking and answering questions, restating and soliciting information X X XS 5.4Demonstrate effective communication skills that reflect such demands as interviewing, reporting, requesting, and providing information X X XS 5.5Prepare and deliver extended oral presentations that follow a process of organization using a variety of sources for a research project X XS 5.6Explain abstract tasks and/or concepts with appropriate sequencing taking into account the listeners perspective  X XS 5.7Negotiate with confidence using complex language structures for expression of personal view of abstract ideas X X LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS READING English Language Learners (ELLs) enter school a wide range of literacy skills and abilities in their native language. During the education process, students progress in their reading development from emerging literacy to fluency. Students develop reading strategies and skills at their own pace depending in part on their level of education and native language proficiency, the age at which they enter school in the U.S., and their ability to learn another language. English Language Learners acquire reading fluency by drawing upon life experiences, their knowledge of word meanings and sentence structure (syntax), and exposure to a variety of text genres. They accomplish this by reading for a variety of purposes in order to become proficient and knowledgeable readers. The goal is to become lifelong readers and productive members of society and the workplace. Standard: Students read, comprehend, analyze and respond to a range of materials using various strategies for different purposes. Proficiency Level I: Students at this level understand simple print material. Students identify high-frequency words and symbols when strongly supported by context. IBenchmark: Students develop initial print awareness and begin to access the curriculum in core subject areas (ELA 1, 5,6,7)K 23 - 56 - 89-12R 1.1Hold print material in the correct position XXX XR 1.2Recognize common signs and logosXXX XR 1.3Distinguish individual printed letters from words and sentences XXX XR 1.4Identify words from left to right and top to bottom on the printed pageXXX XR 1.5Recognize the order of the alphabet and form of letters, and Arabic numbers XXX XR 1.6Know the difference between capital and lowercase letters XXX XR 1.7Recognize phonetic pronunciation of the letters of the alphabetXXX XR 1.8Match oral words to printed words or graphicsXXX XR 1.9Read simple one syllable and high frequency words when strongly supported by context (e.g.: basic sight words) XXX XR1.10Use emerging reading skills to make meaning from printXXX X LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS READING Proficiency Level II: Students at this level understand the general message of basic reading passages that contain simple language structures and syntax. Students begin to use reading strategies to guess the meaning of unfamiliar words through the use of pictures, diagrams, cognates, and context. IIBenchmark: Students understand simple material for academic or social purposes to continue to access the curriculum in core subject areas (ELA 1,5,6,7)K -23 - 56 - 89-12R 2.1Use prior knowledge to interpret pictures  XXX XR 2.2Use pictures to make predictions about the text XXX XR 2.3Recognize sound/symbol relationships  XXX XR 2.4Read common word families and simple sentences XXX XR 2.5Read compound words and contractions XXX XR 2.6Use cognates for academic or social comprehension  XXX XR 2.7Recognize basic word order rules in phrases, simple sentences, or simple text XXX X Proficiency Level III: Students at this level understand descriptive materials within familiar contexts and some complex narratives. The students use visual and contextual cues to derive meaning from text that contains unfamiliar words and expressions. A disparity may exist between reading fluency and comprehension. IIIBenchmark: Students understand a more complex narrative and descriptive materials within a familiar context to continue to access the curriculum in core subject areas (ELA 1, 5,6,7)K -23 - 56 89-12R 3.1Demonstrate knowledge of taught contractionsXXXXR 3.2Recognize common abbreviationsXXXXR 3.3Use capitalization and punctuation to comprehendXXXXR 3.4Locate the meanings, pronunciations and derivations of unfamiliar words using dictionaries, glossaries, and other sourcesXXXXR 3.5Recognize and use knowledge of spelling patterns when readingXXXXR 3.6Recognize the format of poetry versus proseXXXXR 3.7Identify the main idea XXXXXIdentify multi-syllabic words by using common syllable patterns LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS READING Proficiency Level IV: Students at this level comprehend the context of most text in the academic areas with some degree of support. They read many literary genres for pleasure and have a high degree of successful factual but non-technical prose. IVBenchmark: Students, approaching grade level, understand the content of most text with support in academic content areas (ELA 1, 5,6,7)K -23 - 56 - 89-12R 4.1Interact independently with a variety of textsXXXXR 4.2Recognize most common English morphemes in phrases and sentencesXXXXR 4.3Apply knowledge of word relationships, such as root and affixes to derive meaning from literature and texts in content areaXXXXR 4.4Rely on context clues to determine meaningXXXXR 4.5Use reference materials including the glossary, dictionary, index thesaurus, almanac, atlas, and multi-media resourcesXXXXR 4.6Distinguish between main idea and supporting detailsXXXX Proficiency Level V: Students at this level use the same reading strategies as their native English-speaking peers to derive meaning from a wide range of both social and academic texts. VBenchmark: Students understand a wide range of both social and academic texts available to native English speakers at grade level (ELA 1, 5,6,7)K -23 - 56 - 89-12R 5.1Create artwork or a written response that shows comprehension of a selectionXXXXR 5.2Comprehend material from a variety of genresXXXXR 5.3Draw correlation from literature and links to real life situationsXXXXR 5.4Name and analyze story plot, setting and conflict XXXXR 5.5Analyze, evaluate, and draw conclusion by providing evidence presented in the textXXXXR 5.6Organize, evaluate, and condense information for use in a presentation or writing XXXX LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS WRITING Students who are Limited English Proficient (LEP) are expected to perform on an academic level commensurate with their English-speaking peers. The skills inherent to developing their English writing fluency are virtually the same at every grade level. Skills considered characteristic of a specific grade level for native English speaking students might or might not have been part of the students educational experience in their culture of origin. Students awareness of essential information relative to developing written fluency is crucial to their overall academic success. Instruction is designed to address their level of written English proficiency. Standard: Students write proficiently in English for various purposes and audiences. Proficiency Level I: Students at this level are beginning to develop communicative writing skills including the formation of individual letters and transcription of familiar words or phrases. Instruction for these students will target alphabetic awareness and basic writing techniques relative to phonological, graphalogical, and morphological concerns. IBenchmark: Students demonstrate growth in communicative writing skills to begin to access the curriculum in core subject areas (ELA 2, ELA 3)K -23 - 56 - 89-12W 1.1Draw or copy from a modelXXXXW 1.2Print upper and lowercase letters of the alphabetXXXXW 1.3Print legibly using left to right, top to bottom directionality XXXXW 1.4Write his/her own name and other important wordsXXXXW 1.5Print legibly using correct spacing between letters and words and sentencesXXXXW 1.6Copy words posted and commonly used in the classroomXXXXW 1.7Label key parts of common objectsXXXXW 1.8Capitalize first words of a sentence, proper nouns, and initials (e.g.: names, months, days of the week)XXXX LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS WRITING Proficiency Level II: Students at this level describe basic personal needs and compose short informative passage on very familiar topics. Students use prior knowledge to build understanding of essential grammatical concepts and constructs such as syntax and semantics. IIBenchmark: Students compose short informative passages on familiar topics and continue to access the curriculum in core subject areas (ELA 2, ELA 3)K -23 - 56 - 89-12W 2.1Arrange words in alphabetical orderXXXXW 2.2Use phonetic spelling--XXXW 2.3Produce several simple sentences on a topicXXXXW 2.4Use correct punctuation at end of sentenceXXXXW 2.5Write labels, notes, captions for illustrations, possessions, charts and centers--XXXW 2.6Fill out simple forms with personal information with support--XXXW 2.7Begin to demonstrate knowledge of paragraph structure--XXX Proficiency Level III: Students at this level write simple texts, personal/business letters, and short reports using high frequency language. Students recognize and correct obvious grammatical and syntactical errors. Students write various sentence patterns/structures. IIIBenchmark: Students write simple texts, correspondence and short reports using high frequency language and continue to access the curriculum in core subject areas (ELA 2, ELA 3)K - 23 - 56 - 89-12W 3.1Begin to demonstrate conventional spellingXXXXW 3.2Identify complete and incomplete sentences in writing in English--XXXW 3.3Use basic grammatical constructions in simple sentences--XXXW 3.4Write multiple sentences around a topic--XXXW 3.5Write with more proficient spelling of inflectional endings, including plurals and past tense and words that drop the final e when such endings as ing, ed, or able are added, correctly use apostrophes in contractions and possessives--XXXW 3.6Write friendly notes and letters (e.g.: thank you notes)--XXXW 3.7Edit writing for punctuation, capitalization and spelling--XXX LOUISIANA ENGLISH LANGUAGE DEVELOPMENT STANDARDS WRITING Proficiency Level IV: Students at this level write multi-paragraph essays, journal entries, personal/business letters, and creative texts in an organized fashion with\ some errors. Students refine English writing skills leading into more mature stylistic and expressive formats. IVBenchmark: Students, approaching grade level, write multi-paragraph essays, journal entries, personal and business letters, and creative texts in an organized fashion in both social and academic core subject areas(ELA 2, ELA 3)K -23 - 56 - 89-12W 4.1Use planning strategies before writing (e.g.: process writing, graphic organizers) Converse on simple topics beginning to use most conventions of oral language including intonation, syntax and grammar (subject-verb agreement, complete sentences and correct tense)--XXXW 4.2Use resources to find correct spellings, synonyms, and replacement words--XXXW 4.3Use correct spelling of frequently used words in writing and containing affixes, contractions, compounds and common homophones, and words necessary to topic in English --XXXW 4.4Write the accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such able or less, and prefixes such as re- or un---XXXW 4.5Spell derivatives correctly by applying the spelling of bases and affixes--XXXW 4.6Write a three-paragraph essay about a topic--XXXW 4.7Edit and revise writing for grammar and content--XXXW 4.8Begin writing in a variety of genres--XXXProficiency Level V: Students at this level write fluently using language structures, technical vocabulary, and appropriate writing conventions with some circumlocutions. Students continue to expand written vocabulary to express themselves in various genres. VBenchmark: Students, at grade level, produce fluent academic writing using language structures, technical vocabulary, and appropriate writing conventions to the curriculum in core subject areas (ELA 2, ELA 3, ELA 7) K - 23 - 56 - 89-12W 5.1Organize and record expository information on pictures, lists, charts, and tables for literature and content area--XXXW 5.2Write to inform such as to explain, describe, report, and narrate--XXXW 5.3Use figurative language correctly----XXW 5.4Use analogies, quotations and facts to support a thesis----XXW 5.5Proofread writing for appropriateness of organization, content, style, and conventions--XXXW 5.6Apply rubric criteria to evaluate writing----XX APPENDIX B English Language Proficiency Level Descriptors (ELDs) and Texas Observational Protocols (TOP) Analysis By Maria Consuelo Cantu, Consultant The following table attempts to place ELDs in the approximate level in which the descriptors may occur in the TOP framework. This was done using personal judgment only and does not infer any correlation between both frameworks.(For example, one could say that ELD Listening 1 Beginning proficiency level descriptors would probably fit better at TOP Intermediate Level, and so on.) DOMAINELD Proficiency LevelTOP BeginningTOP IntermediateTOP AdvancedTOP Advanced HighPossibly Higher Grade LevelsListening1 (Beg.)2 (L.Int.)3 (H. Int.)4 (Adv.)5 (Full Eng. Prof.)Speaking12345Reading1Gr. 2*K-1**2Gr. 2K-13Gr. 24Gr. 25No TOP***Writing1Gr. 22345No TOP*Descriptor approximately found in Gr. 2 level ** Descriptor approximately found in Gr. K-1 level *** No TOP descriptor found as good match, possibly because of RPTE and Writing samples required to be scored holistically Observations/Recommendations: The Texas ESL indicators in the state curriculum are not organized by proficiency levels. The Louisiana curriculum standards do not include ESL descriptors or benchmarks. Therefore, since they are not comparable, this attempt was to see how the proficiency level indicators, the ELDs, and the proficiency levels of TOP might align. It is not scientific, but in my opinion, shows that the ELD expectations for second language acquisition are greater than those descriptors listed under similar levels in TOPs. This is more evident in ELDs levels 2 and 3 which are both Intermediate levels and the TOP Intermediate levels which moves on into the Advanced level. ELD level 5 expectations perhaps more closely align with Advanced High on TOP, but seem to require greater capacity for language use by the student. It was also difficult to examine the ELDs as to how they may be integrated in the Louisiana state curriculum, even though the different standards are cited. The Louisiana standards are more holistic across grade levels; the ELDs have greater specificity across language proficiency levels and are found in the information related to Title III and not along with the regular curriculum. It could also mean that the TOP proficiency levels need more examples or descriptors for each level in Texas. Perhaps the state finds that the best way is to incorporate this information in the training of teachers on how to use the protocols for assessing students and this is where the specificity comes into play in the TOPs. It may be important when training teachers in Texas on the Louisiana ELDs to consider each student as an individual and not be distracted by the different proficiency levels in both systems, whether in TOPs or ELDs, and move the student forward with appropriate methodology and instructional strategies. The Texas teachers need to be trained in the best methodology to use with each level of proficiency and to understand that when the students return to Louisiana, the teacher (s) receiving the student will be using the ELDs. It is important to note that Texas will be using weights to arrive at a composite rating for language progress and attainment. This will give reading a greater weight in the results. References California Department of Education. (1996, April 25). English language development standards. Materials presented at a meeting of the California Bilingual County Coordinators. Cambourne, B. (1989). The whole story: Natural learning and the acquisition of literacy in the classroom. Jefferson City, MO: Scholastic. Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56(1), 18-36. Cummins, J. (2001a). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters. Garcia, E. (1995). The education of linguistically and culturally diverse students: Effective instructional practices (Educational Practice Report 1). Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning. Krashen, S. and Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press. Louisiana Department of Education. (2004, April).Bulletin 112 Louisiana English Language Development Standards .Baton Rouge, LA:  HYPERLINK "http://www.doe.state.la.us/lde/index.html" http://www.doe.state.la.us/lde/index.html Moll, L.C. (1992). Bilingual classroom studies and community analysis. Educational researcher, 21, 20-24. Perez, B. & Torres-Guzmn, M.E. (1992). Learning in two worlds: An integrated Spanish/English biliteracy approach. White Plains, NY: Longman. Scarcella, R. (1990). Teaching language minority students in multicultural classroom. Englewood Cliffs, NJ: Prentice Hall. Snow, C.E. (1992, March). Perspectives on second-language development: Implications for bilingual education. Educational Researcher, Special Issue on Bilingual Education, 16-19. Texas Education Agency. (1997, September). Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading. Austin, TX:  HYPERLINK "http://www.tea.state.tx.us/curriculum/biling/elps.html" http://www.tea.state.tx.us/curriculum/biling/elps.html Tharp, R.G. & Gallimore, R. (1991). The instructional conversation: Teaching and learning in social activity (Research Report 2). Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning. PAGE  PAGE 24 Southwest Educational Development Laboratory (December 2005) nq /b&<VeiG9>q .> ? 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