1. Comprehends, follows and responds to simple information of personal relevance.

1. Employs elements of phonemic awareness and phonics.
2. Recognizes upper and lower case letters in print.
3. Recognizes directionality of text.
4. Recognizes basic sight words and rhyming words.
5. Recognizes word/sentence boundaries.
6. Comprehends and recognizes numbers.
7. Recognizes common signs and symbols.
8. Reads words and terms related to functions of the level.
9. Comprehends basic directions.  

1. Copies letters, words and sentences in different communicative contexts.

1. Comprehends a few common words and simple phrases in conversations on topics of personal relevance (e.g. social courtesies, basic needs) when spoken slowly with frequent rephrasing, repetitions and contextual clues.
2. Comprehends and follows simple routine instructions for classroom activities that depend on gestures and other contextual clues.
3. Listens attentively to short read-aloud stories and identifies a few key details.
4. Responds to greetings with simple words, gestures and other nonverbal behavior.

1. Comprehends some words, phrases, and short sentences in conversations on topics of personal relevance (e.g. social courtesies, personal information, basic needs, abilities) when spoken slowly with some rephrasing, repetitions and contextual clues.
2. Comprehends and follows routine (two- to three-step) instructions for classroom activities in the presence of gestures and clear contextual clues.
3. Listens attentively to short read-aloud stories and identifies some key details.
4. Responds to and uses common social greetings and simple repetitive phrases using isolated words or strings of two- to three-word phrases (Hello. How are you? Thank you. You’re welcome.)

1. Comprehends and responds to many words and phrases on topics of personal relevance
2. Comprehends and follows imperatives in the classroom.
3. Listens attentively to personally relevant short read-aloud stories and identifies most key details.
4. Participates appropriately in most social interactions, including initiating greetings, courtesy and leave-taking; introducing self, asking about the other; and providing basic personal information (e.g. name, address and age using phrases and simple sentences.

1. Comprehends a wide-ranging number of words, phrases, and sentences in sustained conversations on topics of personal relevance when spoken at a normal rate with some rephrasing, repetitions, and contextual clues.
2. Comprehends and follows common positive and negative imperatives and requests.
3. Listens attentively to short read-aloud stories, poems, and informational text and identifies key details and specific facts.
4. Participates actively in small group discussions, including greeting familiar and unfamiliar people, responding appropriately to introductions by other people and asking and responding to detailed questions regarding personal information, using phrases and simple sentences.

5. Uses gestures to communicate basic needs (e.g. pointing toward door when needing to go to the restroom).
6. Identifies by name a few familiar objects, people, and events (e.g. family members, body parts, clothing, pets, foods, common occupations, seasons and common school, classroom and home objects).
7. Repeats simple sentences for rhythm and intonation patterns.

5. Communicates some basic immediate personal and survival needs using limited vocabulary.
6. Identifies by name some familiar objects, people and events (e.g. family members, body parts, clothing, pets, foods, common occupations, seasons and common school, classroom and home objects)
7. Recites simple rhymes and songs with expressive phrasing and intonation.

5. Communicates/interprets information about personal survival needs, using accurate and somewhat varied vocabulary.
6. Identifies by name many familiar objects, people, and events (e.g. family members, body parts, clothing, pets, foods, common occupations, etc.)
7. Retells simple illustrated personal stories in a logical sequence, using key words, phrases, simple sentences and intonation patterns

5. Communicates/interprets information about immediate and future personal and survival needs using precise, descriptive and varied vocabulary.
6. Describes familiar objects, people and events, and classroom, school and home surroundings with both general and more specific words and phrases.
7. Retells simple illustrated personal stories in a logical sequence, using expressive phrasing.

BEGINNING

APPROACHING

MET

EXCEEDS

1. Recognizes numbers (1-10) and a few upper and lower case letters in print.
2. Recognizes English (letter sounds) that correspond to phonemes the Learner already hears and produces in his/her native language.
3. Distinguishes spoken rhyming words from non-rhyming words.
4. Identifies the initial sound (not letter) of a spoken word.
5. Recognizes and responds to greetings and leave-takings including simple words such as hello, hi, goodbye.

1. Recognizes and names numbers (up to 20) and some upper and lower case letters in print and cursive.
2. Produces English phonemes (letter sounds) that correspond to phonemes the Learner already hears and produces, including long and short vowels and initial and final consonants.
3. Identifies and produces rhyming words in response to an oral prompt.
4. Identifies the initial and final sounds (not letters) of a spoken word.
5. Recognizes simple vocabulary and short phrases needed to respond to greetings, courtesy, and leave taking and to answer basic questions about personal information (name, age, phone number, birth date, date, time).

1. Recognizes directionality of English reading such as tracking words from left to right, top to bottom and return sweep.
2. Recognizes and names numbers (up to 100) and many upper and lower case letters in print and cursive.
3. Produces many English phonemes that do not correspond to phonemes the Learner already hears and produces in his or her native language.
4. Moves sequentially from sound to sound, isolating the individual phonemes.
5. Orally produces groups of words that begin with the same initial sound.
6. Recognizes key vocabulary, phrases and some simple sentences needed to initiate and respond appropriately to most basic social interactions, including providing basic personal information.

1. Names numbers (up to 100) and all upper and lower case letters in print and cursive.
2. Produces English phonemes represented by all the single-lettered consonants and vowels.
3. Recognizes and reads short sentences, made up of simple words, moving sequentially from sound to sound.
4. Orally blends many English phonemes to form words.
5. Recognizes key vocabulary, phrases and sentences needed to engage in short, basic social interactions including providing basic personal information.

BEGINNING

APPROACHING

MET

EXCEEDS

6. Identifies a few common signs, symbols, labels and captions in the environment.
7. Recognizes basic words for colors, foods and animals.
8. Recognizes vocabulary that communicates a few personal and survival needs.
9. Recognizes that stories follow a certain sequence.
10. Recognizes a small number of familiar words and symbols in text related to simple everyday needs.
11. Comprehends and follows simple one step written directions that are accompanied by illustrations.
12. Recognizes basic word and sentence dividers (spacing).
13. Recognizes and produces a few English phonemes with general accuracy.

6. Identifies some common signs, symbols, labels and captions in the environment.
7. Identifies and labels by name a few familiar objects, people, animals and events.
8. Recognizes vocabulary that communications some personal and survival needs.
9. Arranges a series of pictures in sequence to demonstrate understanding of the sequence of events in stories read to him or her.
10. Recognizes familiar words and symbols in text related to personal information and simple everyday needs.
11. Comprehends and follows simple one- to two- step written directions that are accompanied by illustrations.
12. Recognizes basic sentence dividers (capitalization and punctuation).
13. Recognizes and produces many English phonemes with general accuracy.

6. Identifies many common signs, symbols, labels and captions in the environment.
7. Identifies and labels by name some familiar objects, people, animals and events.
8. Recognizes vocabulary that communicates most personal and survival needs.
9. Identifies basic sequences of events in simple stories that are read.
10. Reads and understands the meaning of simplified, short common forms, simplified maps and diagrams, and common traffic signs and symbols related to immediate needs.
11. Comprehends and follows basic directions that are accompanied by illustrations.
12. Recognizes basic sentence dividers including internal dividers (commas).
13. Recognizes and produces most English phonemes with general accuracy.

6. Identifies and categorizes common signs, symbols, labels and captions in the environment.
7. Describes familiar objects, people, animals and events with key vocabulary, phrases and sentences.
8. Recognizes vocabulary that communicates personal and survival needs.
9. Retells a simple story, placing events in sequence.
10. Reads and understands common forms, personal and place names, common public signs and other short texts with familiar words and simple phrases in predictable contexts related to immediate needs. 
11. Comprehends and follows basic written directions (illustrations not required or needed).
12. Reads short sentences using appropriate intonation based on punctuation and other cues.
13. Recognizes and produces all English phonemes with general accuracy.

Performance Conditions: Learners at this stage of proficiency copy short sentences (three to seven words) and relate short messages, using vocabulary related to the functions, supporting grammar and mechanics for this level. Forms are simple in format and demand.

1. Traces letters of the alphabet.
2. Copies numerals (up to 10).
3. Traces simple words (in print and cursive).
4. Fills out short forms by copying essential personal information.
5. Occasionally applies letter-sound relationships to spell simple (CVC) words.

1. Copies letters of the alphabet (upper case).
2. Copies numerals (up to 20).
3. Copies simple (printed) words.
4. Fills out short forms with essential personal information (name, address, phone).
5. Sometimes applies letter-sound relationships to spell simple (CVC) words.

1. Copies letters of the alphabet (upper and lower case) legibly.
2. Copies numerals (up to 100).
3. Writes short sentences by copying words into given sentence patterns, including punctuation and capitalization.
4. Fills out simple forms with complete personal information.
5. Often applies letter-sound relationships to spell simple (CVC) words.

1. Prints letters of the alphabet legibly.
2. Writes numerals (up to 100).
3. Writes short sentences, printing legibly and spacing letters, words and sentences properly.
4. Fills out forms with more detailed personal information.
5. Consistently applies letter-sound relationships to spell simple (CVC) words.

Supporting Grammar/Vocabulary

Family

Present tense to be in affirmative/negative

Vocabulary:  family relationship words,

 e.g., mother, father, brother

numbers (ages, addresses, phone, birth date)

Speaking:

Listening:

Learners say ages of family members.

Learners interview each other about their family members.

Pronunciation:  Difference between teens and multiples of 10, e.g., thirteen/thirty

Writing:

Classmates present family trees with pictures, labels, relationships and ages to other Learners.

Classmates write corresponding numerical symbol, and family relationship vocabulary.

Reading:

Learners match numerical symbols with written names of family members, each of which are listed in columns.

“Who is…? drill

Present tense to be in affirmative/negative

Third person singular

Preposition from

Vocabulary:

Idioms:  Nice to meet you.  See you later

Basic “wh”-questions

Pronunciation:

Contraction: I’m, he’s she’s

Intonation of Wh- (who, what, when, where, why, how, how many, how much) and yes/no questions

Sentential stress:

Nice to meet  you.

Nice to meet you, too.

Speaking:

Learners role-play introducing a friend at a party.

Give friend’s name and country.

Friend responds appropriately to the introduction.

Learners take friendly leave of one another as new person is introduced to others at party.

Writing:

Teacher writes names and countries/cities of Learners in class.

Learners copy names and countries/cities from board.

Learners use capitalization appropriately. 

Listening/

Reading:

Teacher creates statements from the dialogue learners create.  Learners listen and circle names of persons and countries/cities.

Learners participate in listening chain – “I’m from_________.  Where are you from?”

Commands

Prepositions

Listening/ Speaking:

Learners respond to directions for classroom procedure.  “Stand up, write your name on the board.”

Learners comprehend basic directions on the use of turning a computer on and off.

Learners work in pairs and tell each other how to turn off the computer. 

Learners play “Simon Says”  -learner led game of classroom procedures.

Vocabulary:  first, then, next, etc.

Writing:

Learners write the classroom verb after viewing a picture.

Reading:

Learners read imperatives from flash cards to another learner.

Verb “to be:

Listening/ Speaking:

With a partner, or in groups learners use flash cards and ask /respond to “What time is it?”

Teacher shows picture of coins, learners name individual coins.

Vocabulary:

     “Wh”- words

       AM/PM, noon

      Currency vocabulary (nickel, quarter, dime, etc.)

Reading:

Learners “set” clock from appointment notes.

Hand out newspaper ads and play money

Learners will show the amount that is in the ad

Writing:

Learners write time from listening activity. 

Teacher dictates time and learners fill in clock (face and digital.)

Using coin pictures, learners identify amount in writing. 

1. Comprehends, follows and responds to directions and detailed personal information about self and others.
2. Initiates simple questions about familiar objects.
3. Expresses feelings.

1. Transitions from phonics to words and sentences.
2. Reads numbers to the hundreds of thousands.
3. Reads print and cursive.
4. Uses appropriate punctuation to express idea/feeling of passage.
5. Relates pictorial concept to written words.
6. Understands common abbreviations.

1. Writes simple sentences in the form of:
   1. notes,
   2. simple phone messages,
   3. personal information/descriptions,
   4. simple forms.

1. Comprehends key words, formulaic phrases, and most short sentences in simple predictable conversations on topics of immediate personal relevance (e.g., basic social interactions, needs, warnings) when spoken slowly with frequent rephrasing, repetitions and when using contextual cues.
2. Comprehends and follows one-step directions accompanied by contextual cues and gestures.
3. Participates in short, routine social conversations with individuals in which they exchange personal information and discuss personal needs, using limited vocabulary.
4. Gives and receives simple compliments in familiar settings.
5. Responds to questions about the size, color, shape, physical characteristics and number of familiar objects using limited vocabulary.

1. Comprehends a range of expressions used to request personal details, direct classroom activities, identify people, objects, and events and ask for/grant permission when spoken slowly with some rephrasing, repetitions, and when using contextual cues.
2. Comprehends and follows two- to three-step directions accompanied by contextual cues and gestures.
3. Participates in social conversations in pairs or in small groups in which learners exchange personal information and discuss personal experiences, abilities, wants and needs with accurate and somewhat limited vocabulary.
4. Gives and receives simple compliments and shows gratitude in familiar settings.
5. Responds to and asks simple questions about the size, color, shape, physical characteristics and number of familiar objects using somewhat limited vocabulary.

1. Produces short predictable discourse on familiar matters including: dates, routines, objects and people; likes, dislikes, wants and feelings when spoken slowly with some rephrasing, repetitions and when using contextual cues.
2. Comprehends and follows three- to four-step directions.
3. Participates in expanded social conversations held in pairs or in small groups exchanging  detailed personal information about self and others; likes/dislikes, wants, feelings; asking for and granting permission; and issuing cautions and warnings using varied vocabulary.
4. Gives and receives compliments, shows gratitude, and expresses apologies in familiar settings.
5. Responds to and asks simple questions about the size, color, shape, physical characteristics  and number of familiar objects  using descriptive vocabulary.

1. Comprehends and follows short predictable discourse on familiar matters including familiar events, routines, objects and people; likes, dislikes, wants and feelings when spoken at a normal rate.
2. Comprehends and follows multiple-step directions.
3. Participates in expanded social conversations held in pairs or in small groups exchanging  detailed personal information about self and others; likes/dislikes, wants, feelings; asking for and granting permission; and issuing cautions and warnings using purposeful, accurate, descriptive vocabulary.
4. Gives and receives compliments, shows gratitude and expresses apologies in all appropriate social and cultural contexts.
5. Responds to and asks simple questions about the size, color, shape, physical characteristics, and number of familiar objects  using accurate and descriptive vocabulary.

1. Recognizes and reads numbers up to 50.
2. Recognizes many upper and lower case letters written in cursive.
3. Comprehends sound/symbol relationships and basic word formation rules.
4. Associates the phoneme sound to the letter symbol.
5. Recognizes limited vocabulary needed to initiate and respond to greetings, courtesy, and leave taking, to answer basic questions about personal information and to indicate problems in communicating in a variety of ways.
6. Occasionally recognizes common abbreviations.

1. Recognizes and reads numbers up to 100.
2. Recognizes letters written in cursive.
3. Recognizes the new spoken word when a specified phoneme is added, changed or removed (e.g., “pat” to “rat”, “man” to “an”
4. Segments one-syllable words into individual phoneme sounds.
5. Recognizes ordinary and somewhat limited vocabulary needed to: provide specific detailed information about oneself and others, issue cautions and warnings, use classroom language, express likes and dislikes, wants and feelings, ability to do or not do something, and ask for and grant permission.
6. Sometimes recognizes common abbreviations.

1. Recognizes and reads numbers in the thousands.
2. Often reads familiar and relevant words written in cursive in a printed text.
3. Reads one-syllable word when a specified phoneme, including a consonant blend is added, changed or removed
4. Segments multi-syllable words into syllables and counts the number of sounds in syllables and syllables in words.
5. Reads purposeful and somewhat varied vocabulary needed to:  provide specific detailed information about self and others, issue cautions and warnings, use classroom language, express likes and dislikes, wants and feelings, ability to do or not do something, and ask for and grant permission.
6. Often recognizes common abbreviations.

1. Recognizes and reads numbers in the hundreds of thousands.
2. Consistently reads familiar and relevant words written in cursive in a printed text.
3. Reads multi-syllabic words when specific phoneme(s) are added, changed, or removed (liver to river; cover to hover)
4. Applies knowledge of basic syllabication rules when reading.
5. Consistently reads accurate, extensive vocabulary needed to: provide specific detailed information about self and others, issue cautions and warnings, use classroom language, express likes and dislikes, wants and feelings, ability to do or not do something, and ask for and grant permission.
6. Consistently recognizes common abbreviations.

7. Identifies familiar objects, places, routines, events and people.
8. Associates appropriate words to an event shown in a picture.
9. Identifies words that are in context and that relate to personal information about self.

7. Sometimes describes familiar objects, people, and events with key vocabulary, phrases, and sentences.
8. Reads the basic words associated with a picture
9. Reads simple sentences about self and others.

7. Often describes familiar objects, people, and events with key vocabulary, phrases, and sentences.
8. Reads words to identify basic wh-questions.
9. Reads more detailed sentences about self and others (e.g., height, weight questions on forms).

7. Consistently describes familiar objects, people and events with key vocabulary, phrases, and sentences and uses intonation appropriate to the ideas being conveyed.
8. Identifies and associates appropriate words in a logical sequence for a series of pictures and uses them to predict outcomes.
9. Reads multi-sentence descriptions of and instructions for familiar and relevant topics.

1. Copies simple sentences.
2. Copies simple personal messages.
3. Copies basic phone messages.
4. Copies basic information onto simple forms.
5. Copies numerals (up to the hundreds) and numbers (up to ten).
6. Occasionally applies spelling and punctuation rules related to the grammar and mechanics of this level.

1. Creates simple sentences with guidance.
2. Writes sentences to convey a personal message with guidance.
3. Takes down phone number and possibly, name.
4. Fills out simple forms with basic personal information (up to 10 items).
5. Writes numerals and numbers (up to the hundreds) with guidance.
6. Sometimes applies spelling and punctuation rules related to the grammar and mechanics of this level.

1. Writes simple phrases and sentences, three to five words long, on familiar topics (e.g., describing people, places, routines).
2. Writes notes (to teacher, boss, friend) of one to two sentences long to convey a personal message including proper greeting and signature, and addresses envelope.
3. Takes basic phone messages (name, phone number, time of call).
4. Fills out simple applications with more detailed personal information (up to 15 items).
5. Independently writes numerals (up to the thousands) and numbers (up to the hundreds) as necessary for personal information (e.g., checks, dates, weight).
6. Often applies spelling and punctuation rules related to the grammar and mechanics of this level (e.g., plurals, third person singular, capitalization).

1. Writes detailed sentences (6+ words) on familiar topics.
2. Writes notes to convey a personal message, three to four sentences long, using proper format (e.g., heading, greeting, addresses) and addressing envelopes.
3. Takes basic phone messages and asks for spelling clarification.
4. Fills out simple applications with more detailed personal information (up to 20 items).
5. Independently writes numerals and numbers (up to the thousands).
6. Consistently applies spelling and punctuation rules related to the grammar and mechanics of this level.

Present tense to be in affirmative/negative

Questioning in affirmative/negative

Numbers

Listening/

Speaking:

Learners role-play responding to questions about personal information at a social service agency.

Teacher reads statements based on the grid about learners’ personal information. Learners listen while viewing the grid and mark true or false for each statement.

Possessives

Vocabulary: also, age, married, single, divorced

Pronunciation:

Contractions: isn’t, I’m, aren’t, what’s

Intonation of Wh- and yes/no questions

Writing/

Reading:

Learners read and fill out forms with name, address, marital status, zip code, phone, date of birth, social security #, and similar information.

Learners write personal information on a grid.

Present, present progressive and future tenses in affirmative/negative

Demonstrative pronouns; possessive

Prepositions of time

Adverbs of time and frequency

Listening/

Speaking:

Learners circle a picture of a task that is described by the teacher or another learner. 

Learners describe daily routines.  “I get up at 8:00 and I take a shower.  I drink two cups of coffee before work. 

Writing/

Reading:

Learners make a list of their daily routines

Learners make a list of things they see in a room and add one or more descriptive words.

Learners read the list(s) they have written. 

Learners sequence a scrambled strip story (using words and pictures) of a classmate’s daily routine. 

Commands

Demonstrative adjectives

Prepositions

Listening/

Speaking:

Learners work in pairs and tell each other how to turn off the computer.

Vocabulary:  first, then, next, etc.

Writing:

Learners write a “pass down” (note) to the person on the next shift about how to turn off the computer.

Reading:

Learners read each other’s “pass downs” and turn off their computers by following the instructions.

Verbs in the interrogative, affirmative, and negative forms of present, present progressive

Writing:

In pairs, Learners create a brief phone message to be communicated to a co-worker.

Prepositions

Modals can, could, may, would

Simple punctuation

Listening/

Speaking:

Learners pair up and simulate a phone conversation

Reading:

Learners pair up with new partner.   Pairs exchange written phone messages and read for comprehension, asking clarification questions from partner/teacher.

Verbs in interrogative, affirmative and negative forms of present

Modal can

Questioning in affirmative/negative

Writing:

Learners develop and write a list of needs that could possibly be met by classmates.

Adjectives: sad, happy, etc.

Reading:

Learners read their list of needs aloud.

Vocabulary:  feel, want to, have to, need to, prefer, like/dislike, because, can’t stand

Speaking:

Learners formulate questions to find out who can help them meet each need.

Listening:

Learners listen to questions from other learners to see if they can meet their needs.

Wh- and yes/no questions

Conjunctions: but, and

Speaking:

Learners practice asking/answering about activities they can/cannot do.

Question: Do you know how to ride a bike?

Answer:  Yes.  Can you swim?

Vocabulary: can, know how to in affirmative/negative

Writing:

Learners graph their abilities in form of table (can/cannot do) or Venn diagram.

Listening:

Teacher reads statements about learner’s abilities based on the graph in front of class.  Learners respond with true/false answers.

Reading:

Learners read sentences such as “              can drive a truck, but he doesn’t know how to play soccer.”  Learners interview classmates to match the person with the written statement.

Questioning in affirmative/negative

Present tense

Future tense

Prepositions of time and place.

Modals may, can, would like in affirmative and negative

Writing:

Learners make a list of family rules they have. 

Learners write a family story about their parents’ rules when the learners were children.

Reading:

Learners read aloud each other’s family rules.

Listening:

Learners have to decide who wrote the list that is being read.

Teacher asks questions about what Learners can or cannot do. 

Speaking:

Learners practice dialogues between child and parent:

A: Mom, can I stay over night at _____’s house?

B: You know can’t on a school night.

A: How about Saturday?

B: I’ll think about it.

Learners listen to teacher’s questions and respond according to the lists. 

Commands

Modals: can, may

Speaking:

Learners look at pictures of worksites and role-play making safety recommendations or work routines to new worker.  .

Adverbs of time and frequency (usually, always)

Simple punctuation: exclamation point, comma

Writing:

Learners write safety warnings that will be read to other learners.

Reading:

Learners read warnings to one another and match them to pictures.

Vocabulary:  be careful, don’t, watch out, make sure you…

Listening:

Learners listen to teacher reading warnings and match them to pictures.

1. Describes emotions.
2. Gives directions.
3. Retells stories.

1. Reads the vocabulary related to the functions in this and all previous levels.
2. Recognizes mechanical and structural elements that change or enhance meaning.
3. Reads simplified materials for information.
4. Readily reads with young children.

1. Writes multiple sentences in the form of:
   1. stories,
   2. personal, friendly letters,
   3. detailed phone messages
   4. phone messages
   5. forms and applications.
   6. Uses simple graphic organizers

1. Makes excuses and apologizes using simple vocabulary.
2. Gives single-step directions and commands.  
3. Responds to basic comprehension questions from read aloud texts using simple phrases.

1. Makes excuses, apologizes, and invites using limited vocabulary.
2. Gives one- to two-step routine directions.
3. Retells information from text in a logical sequence, using key words, phrases and simple sentences.

1. Describes obligations, complains, makes excuses, apologizes and invites using varied vocabulary and appropriate intonation.
2. Gives two- to three-step routine directions using appropriate intonation including simple references to time, location and movement.
3. Retells simple stories or events about routine activities or personal experiences, using logical organization and varied vocabulary.

1. Describes obligations, complains, makes excuses, apologizes and invites using accurate and varied vocabulary.
2. Gives  multiple-step routine directions and instructions, including appropriate intonation and accurate references to time, location and movement.
3. Presents coherent personal narrative that includes an introduction, development and conclusion.

1. Alphabetizes a series of words to the first letter.
2. Recognizes some common, regular high-frequency words.
3. Recognizes structure for common compound words (babysitter) and contractions (he’s).
4. Responds orally to stories read to them by answering simple questions using isolated words or strings of two-to three word responses.
5. Recognizes limited vocabulary needed to check for understanding; identify similarities and differences; issue excuses, apologies, complaints, and invitations; and describe events and problems.

1. Alphabetizes a series of words to the second letter.
2. Recognizes many common, regular, high frequency words.
3. Sometimes identifies base words that comprise compound words and contractions.
4. Responds orally to stories by answering factual comprehension questions using key words and short phrases.
5. Recognizes ordinary and somewhat limited vocabulary needed to check for understanding; identifies similarities and differences; issues excuses, apologies, complaints, and invitations; and describes events and problems.

1. Uses a dictionary, accompanied by illustrations, to find the meaning or spelling of a word.
2. Recognizes many common regular and irregular high frequency words (e.g. the, have, said, of).
3. Often identifies base words that comprise compound words and contractions. 
4. Reads short (5-7 sentences) simple stories with illustrations on familiar everyday topics and responds to factual comprehension questions using key words, short phrases and some simple sentences.
5. Reads purposeful and somewhat varied vocabulary needed to check for understanding; identifies similarities and differences; issues excuses, apologies, complaints, and invitations; describes events and problem, and gives multi-step directions.

1. Uses a simple thesaurus to find synonyms and antonyms.
2. Develops basic sight vocabulary.
3. Consistently uses knowledge of base words to read compound words and contractions.
4. Identifies characters, setting and key events of stories using key words, short phrases and sentences. 
5. Reads accurate, extensive vocabulary needed to check for understanding; identifies similarities and differences; issues excuses, apologies, complaints, and invitations; and describes events and problems.

6. Recognizes the meaning of a few common prefixes and suffixes when attached to known vocabulary.
7. Occasionally recognizes common synonyms and antonyms.
8. Reads aloud a simple sentence on a familiar topic with accuracy, expression and appropriate phrasing.
9. Restates information from expository text, using key words, short phrases and some simple sentences with teacher support.
10. Locates specific information in plain language texts about events and descriptions of people, places and things.

6. Recognizes the meaning of some common prefixes and suffixes when attached to known vocabulary.
7. Sometimes recognizes common synonyms and antonyms.
8. Reads aloud a series of simple sentences on a relevant or familiar topic with some hesitancy.
9. Restates information from text using key words, short phrases and some simple sentences.
10. Finds specific detailed information in plain language texts (e.g. short news items, weather forecasts, sales promotion coupons and flyers).
11. Identifies key information, and important details of simple explicit one-to-two paragraph texts.

6. Uses common prefixes or suffixes to determine the meaning of unfamiliar words.
7. Often recognizes common synonyms and antonyms.
8. Reads aloud a brief passage (5-10 simple sentences) with accuracy, expression and appropriate phrasing.
9. Responds to basic comprehension questions about text, using key words, phrases and simple sentences.
10. Locates information in short business brochures, notices, form letters and flyers.
11. States the overall meaning of a work-related text.

6. Adds a common prefix or suffix to make a new, meaningful word.
7. Associates same or opposite meaning(s) to words being read.
8. Reads aloud a passage containing simple and complex sentences on familiar or challenging topics with accuracy, expression and appropriate phrasing.
9. Responds to comprehension questions about text, using key words, phrases and sentences.
10. Finds specific detailed information in plain language texts and in charts and schedules
11. Identifies main idea, and key and supporting details in work-related text.

1. Writes simple phrases and sentences on a familiar topic.
2. Fills in a prepared graphic organizer, and uses it to organize writings.
3. Uses an illustrated dictionary to identify and verify vocabulary with significant guidance.
4. Writes, with guidance, a simple, personal note to convey a personal message.
5. Takes simple phone messages (name and phone number).
6. Fills out simple application forms with basic personal information.
7. Occasionally applies spelling and punctuation rules related to the grammar and mechanics of this level.

1. Writes texts (with guidance) comprised of several simple sentences focused on one main idea, with minimal organization.
2. Uses graphic organizers, to organize writings, with a lot of guidance.
3. Uses an illustrated dictionary to identify and verify new vocabulary with some guidance.
4. Writes a simple, personal note to convey a personal message.
5. Takes phone messages with some detailed information (name, address, and phone number).
6. Fills out application forms with required detailed personal information.
7. Sometimes applies spelling and punctuation rules related to the grammar and mechanics of this level.
8. Writes multi-step directions with guidance.

1. Writes texts (to describe procedures or tell a story about events, self, family) comprised of several simple sentences focused on one main idea, organized around a topic sentence.
2. Appropriately uses graphic organizers to organize writings, with some guidance (e.g., mind map, outline).
3. Independently uses an illustrated dictionary to identify and verify new vocabulary.
4. Writes a short friendly letter or note to convey a personal message (to express invitations, thanks, regrets) that is organized and uses a proper format (e.g., heading, greeting, closing, addresses).
5. Takes phone messages with detailed information (name, address, phone number and short text).
6. Fills out application forms with required information including past educational and work experience.
7. Often applies spelling and  punctuation rules related to the grammar and mechanics of this level (e.g., comparatives and superlatives, capitalization).
8. Writes multi-step directions.

1. Writes texts comprised of several simple sentences using a topic sentence, transitional words and a concluding statement.
2. Independently uses graphic organizers to organize writings.
3. Uses a simple English dictionary with guidance.
4. Writes a short, detailed letter that conveys a clear message, includes varied simple sentences that flow smoothly, and is appropriate for audience and purpose.
5. Takes phone messages with detailed information, including basic directions.
6. Completes authentic application forms that ask for abilities, past educational and work experience and references.
7. Consistently applies spelling and punctuation rules related to the grammar and mechanics of this level.

Modals can, could, would, must, ought to, had better in affirmative and negative

Past tense

Speaking/

Listening:

Learner retells a story, including description of the emotions of the characters.

Classmates show comprehension by summarizing the story and asking questions. 

Pronunciation:

      Intonation patterns appropriate to questions.

Writing:

Learner presenter writes questions for the group about the presentation prior to retelling story.

Reading:

Learners read the presenter’s questions and answer them in oral or written form. 

Comparatives and superlatives (safe, safer, safest) or joined construction (more, less, most)

Irregular adjectives: good, better, best/bad, worse, worst

Speaking:

Learners practice questions and answers about various aspects of life in the United States versus life in their native countries.

“What do you like better about living in the United States than in your native country?  What do you like better about living in your native country than in the United States?”

Wh- questions:

“…difference between…”

“…like better…”

Writing:

Learners write sentences comparing their hometowns to the city they live in now.

Reading:

Learners read their sentences out loud to the group.

Listening:

Learners listen to sentences and try to guess where a learner is from.

Past tense: I didn’t mean to. It was my fault.

Future tense: I’ll never do it again. It won’t happen again.

Speaking:

Learners role-play apologizing to a family member.

A: I'm sorry. I ate the rest of your cake. I thought it was for me.

B: That’s okay, but please ask me first next time.

Modal in past: could

Vocabulary:  sorry, mean to, fault

Listening:

Learners hear a series of apologies and excuses, e.g., Maria couldn’t go to work today because… which they match with the corresponding picture.

Writing:

Learners write a letter to family members apologizing and asking for forgiveness for a past offense.

Reading:

Learners read each other’s letters and make corrections and suggestions.

Past and present perfect tense

Adverbs of manner and sequence (quickly, finally)

Speaking:

Learners take turns complaining about working conditions.

Q: What are some problems where you work?

A: I only work 6 hours a week.

B: I work 10 hours and don’t get overtime.

C: I’ve been there 5 years and I trained a guy who’s been there only 2 years and he got promoted recently.

Listening:

Next, learners brainstorm as a large group a list of working conditions that need to be improved. Learners take turns going to the board to write down the complaints contributed by classmates.

Writing:

Based on the concerns generated above, learners write a letter of complaint to a supervisor.

Reading:

Learners read each other’s letters.

Present tense in affirmative/negative

Yes/no questions

Reading:

Learners read a short passage about rules and responsibilities for workers, e.g., creating rules for the classroom.

Vocabulary: think, because, either/neither, too, so

Speaking:

Learners discuss why they agree or disagree with the rules.

Writing/

Listening:

Learners in groups write their own classroom rules that they read aloud to classmates.  Discussion continues until a final version of classroom rules is agreed upon.

Modals:  should, would, could

Want to/have to

Questions in affirmative/negative

Listening/

Speaking:

Learners create a dialogue imagining two friends talking about a party.

A: So, do you want to go to a party next weekend?

B: Well, I should really get some work done around the house.

A: Yes, or you could do that during the week, couldn’t you?

Learners read aloud the dialogues they have created, using first common, then “slang” pronunciations where appropriate.

Tag questions: You’re from Phoenix, aren’t you?

Vocabulary:  ever, never

Reading:

Learners make inferences about the level of familiarity or comfort between the speakers based on the dialogue they heard or read.

Learners read each other’s dialogues.

Pronunciation:

Contractions: couldn’t, would’ve

Slang – wanna, couldn’t ja

Writing:

Learners write sample small talk dialogues for a different situation, e.g., strangers on a bus, an acquaintance at the grocery store.

Learners write in standard American English.

Past tense

Past progressive

Speaking:

Learners verbally report an on-the-job accident to a supervisor.

Yes/no questions

Clarification questions

Listening/

Writing:

Learner listens to and writes up the accident report based on Learner’s verbal information.

Pronunciation: /ed/, /t/, /d/ for past tense verbs

Reading:

Another learner reads the learner’s written report and then verbally reports to the class the situation. Accuracy is checked by comparing it to the contents of the original report.

Modals:  must, have to

Possessive pronouns

Listening/

Speaking:

In small groups, learners will brainstorm what is required to register a child in school. 

Spokesperson from each group will report to class.

Writing:

Learners will make lists of what is reported out.

Pronunciation: /ed/, /t/, /d/ for past tense verbs

Reading:

Learners will research what is required by going to their local school, and/or looking the information up on the Internet.  Learners will report out and compare their new lists to the list they created in class. 

Common 2-part phrasal verb (turn on/off; look at, etc.

Speaking/ Listening:

Learner describes a task, including multi-step directions, such as turning on, rebooting or shutting down computer. 

Classmates show comprehension by following directions.

Prepositions of direction and motion into, out of, from, on, in, etc.

Writing:

Learners write multi-step directions for completing a task. 

Reading:

Learners read and follow multi-step directions.   

1. Analyzes presentations and social discourse in multiple contexts.

1. Reads and comprehends short stories and descriptive passages that are related to the ESOL III functions and supporting grammar.
2. Identifies basic story elements, cause/effect, fact/opinion.
3. Locates information in graphic form.
4. Reads and knows how to use reference materials such as dictionaries and thesauri, and simple computer technologies.

1. Writes texts, up to and including paragraphs, in the form of:
   1. formal and informal letters,
   2. hypothetical situations and solutions
   3. detailed messages,
   4. short narratives
2. Creates graphic organizers.

1. Recognizes topics in presentations when spoken slowly and with repetitions rephrasing and clarification.
2. Occasionally comprehends and follows multiple-step (four or more steps) instructions for familiar processes or procedures.
3. Participates in social conversations held in pairs or in groups on immediate and future needs, wants, and plans, and familiar topics of personal reference using limited vocabulary.
4. Contributes to classroom and small group discussions by asking/answering questions and making comparisons.
5. Arranges phrases, clauses, and sentences into correct and meaningful patterns, showing some evidence of connected discourse, using “and, but.”

1. Retells basic facts from presentations with contextual support (e.g., graphic organizers, posters, diagrams), repetition, rephrasing and clarification.
2. Sometimes comprehends and follows multiple-step (four or more steps) instructions for familiar processes or procedures.
3. Participates in social conversations held in pairs or in groups by asking and responding to questions, providing advice or reminders, granting permission, describing past events and routines and posing hypothetical questions, using somewhat limited vocabulary.
4. Contributes to classroom and small group discussions by asking/answering questions, agreeing/ disagreeing with others and making comparisons.
5. Uses phrases and simple sentences, showing some evidence of connected discourse such as ,”and, but,  “first, next, then, last.”

1. Rephrases presentations, identifying the purpose, main idea, key words and idiomatic expressions.
2. Often comprehends and follows multiple-step (four or more steps) instructions for familiar processes or procedures.
3. Participates in social conversations held in pairs or in groups by asking and responding to questions, providing advice or reminders, granting permission, describing past events and routines, and posing hypothetical questions using varied vocabulary.
4. Contributes to classroom discussions by giving suggestions, describing past events and expressing intentions.
5. Uses phrases and sentences, showing some evidence of connected discourse such as “and, but, first, then, next, last,  because, however, therefore.”

1. Rephrases presentations identifying the purpose, main idea, key words, idiomatic expressions and supporting details.
2. Consistently comprehends and follows multiple-step (four or more steps) instructions for familiar processes or procedures.
3. Opens, develops and closes extended social conversations held in pairs or in groups by asking and responding to questions, providing advice or reminders, granting permission, describing past events and routines, and posing hypothetical questions using precise and descriptive vocabulary.
4. Contributes to classroom discussions by giving suggestions, describing past events, proposing hypothetical events and expressing intentions.
5. Uses phrases and sentences, showing consistent evidence of connected discourse such as “and, but, first, then, next, last, because, however, therefore, although, yet, nevertheless.”

1. Recognizes limited vocabulary needed to Indicate and check understanding; gives and receives invitations and apologies, issues complaints, describes obligations, identifies similarities and differences, and describes events and situations.
2. Seldom recognizes another way to say something (e.g., synonyms, circumlocution).
3. Recognizes some common roots and affixes when attached to known vocabulary (e.g., wonderful, washable, pre-game, misbehavior).
4. Determines the intended meaning of a few words with multiple meanings using word, sentence and paragraph clues.
5. Uses dictionary accompanied by illustrations to find the meanings of known vocabulary.

1. Recognizes ordinary and somewhat limited vocabulary needed to ask for and give advice, suggestions, permission and reminders; describes past routines and events; describes hypotheticals; and states intentions, possibilities and probabilities.
2. 2. Sometimes recognizes another way to say something (e.g., synonyms, circumlocution).
3. Uses knowledge of root words (e.g. like, pay, or happy )and affixes (e.g.,dis-, pre-, un-)  to determine the meaning of a few unknown words.
4. Determines the intended meaning of some words with multiple meanings using word, sentence and paragraph clues.
5. Uses dictionary accompanied by illustrations to determine meanings of some unknown words (e.g., words with multiple meanings, idioms).

1. Reads purposeful and somewhat varied vocabulary needed to ask for and give advice, suggestions, permission, and reminders; describes past routines and events; proposes hypotheticals; and states intentions, possibilities and probabilities.
2. Often recognizes that the same thing has been said another way. (e.g., synonyms, circumlocution).
3. Uses knowledge of root words and affixes to determine the meaning of many unknown words.
4. Determines the intended meaning of many words with multiple meanings using word, sentence, and paragraph clues.
5. Uses standard dictionary to determine meanings of some unknown words (e.g., words with multiple meanings, idioms) and a thesaurus to find synonyms and antonyms.

1. Reads accurate, extensive vocabulary needed to ask for and give advice, suggestions, permission and reminders; describes past routines and events; proposes hypotheticals; and states intentions, possibilities and probabilities.
2. Consistently recognizes synonyms and circumlocution.
3. Uses knowledge of root words and affixes to determine the meaning of most unknown words.
4. Determines the intended meaning of most words with multiple meanings using word, sentence and paragraph clues.
5. Uses standard dictionary to determine meanings of many unknown words (e.g., words with multiple meanings, idioms) and a thesaurus to find synonyms and antonyms.

6. Identifies the basic sequence of events and makes relevant predictions about stories.
7. Identifies basic story elements in a short text on a familiar topic .such as main ideas and some key details of text.
8. Comprehends and follows up to five-step written directions for classroom activities.
9. Locates two to three specific pieces of information from publications (e.g. tables, course schedules, almanacs, cookbooks.)

6. Recognizes simple analogies and similes in literature and texts in content areas (e.g., “Fly like a bird”).
7. Identifies the main ideas, key words and important details a literary selection.
8. Distinguishes cause from effect in text.
9. Comprehends and follows a short set of written instructions on routine procedures.
10. Identifies persuasive words in text used to influence readers’ opinions and actions.
11. Accesses and locates information through table of contents, indexes and glossaries.

6. Demonstrates understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand,” “Scared silly,” “Piece of cake”).
7. Identifies the purpose, main ideas, key words, and important details in text that requires some level of inference.
8. 8. Identifies stated cause and effect relationships in text.
9. Comprehends and follows a set of written multi-step instructions to perform routine procedures or answer questions.
10. 10. Distinguishes facts from opinion in common persuasive text (e.g., ads, product labels).
11. Accesses and locates information through table of contents, indexes, glossaries, titles, and headings and use of simple computer software
12. Paraphrases main points of a story that includes a scenario.

6. Determines the meaning of figurative and metaphorical use of words in context including idiomatic expressions (e.g., “Make a mountain out of a molehill,” “Scratching at the window with claws of pine, the wind wants in.” Imogene Bolls, "Coyote Wind").
7. Draws valid conclusions about the purpose and main ideas of text and the author’s position regarding the subject of that text.
8. Compares and contrasts elements in reading selections about the same topic.
9. Comprehends and follows a set of written multi-step instructions to perform routine procedures, answer questions or solve problems.
10. Identifies the intended effect of persuasive words and strategies to influence readers’ opinions and actions.
11. Accesses and locates specific information from informational and functional text by using organizational features of text including contents, indexes, glossaries, titles, headings, captions and key words, or resources on the Internet.
12. Identifies character, plot, setting and conflict in a story.

1. Writes texts of up to one paragraph comprised of several simple sentences focused on one main idea organized around a topic sentence.
2. Uses graphic organizers to organize writings with a lot of guidance.
3. Independently uses an illustrated dictionary to identify and verify new vocabulary.
4. Writes short letters or notes, to convey an informal message.
5. Takes short messages (name, address, phone number) from phone calls.
6. Demonstrates control over simple sentence patterns.
7. Occasionally spells irregular verb forms correctly.
8. Occasionally applies punctuation correctly for this level.

1. Writes texts of up to two paragraphs with a main idea with some organization and word choices that are accurate but limited with little variation in sentence type.
2. Uses graphic organizers to organize writings with some guidance.
3. Uses simple English dictionary to identify and verify new vocabulary with guidance.
4. Writes short letters, formal and informal, with limited details and some sense of audience.
5. Takes detailed messages (name, address, phone number, and short text from phone calls.
6. Demonstrates control over simple sentence patterns using compound subjects and/or verbs.
7. Sometimes spells irregular verb forms correctly.
8. Sometimes applies punctuation for this level correctly.

1. Writes texts of up to two paragraphs with a clear introduction and organization, general supporting ideas, level appropriate vocabulary and functions (e.g., possibilities, probabilities) and some variety in sentence structures.
2. Independently uses graphic organizers to organize writings (e.g., mind maps, outlines).
3. Independently uses English dictionary or thesaurus to identify and verify new vocabulary.
4. Writes short, detailed letters, formal and informal (including job application letters, requests for assistance and information), that are organized appropriately to audience and have a clear purpose.
5. Takes detailed messages (names, addresses, numbers, dates, times, directions) from phone calls and/or voice mail.
6. Demonstrates control over simple sentence patterns and some complex sentences using compound subjects and/or verbs.
7. Often spells irregular verb forms correctly (e.g., past tense, past participles).
8. Often applies punctuation for this level correctly.

1. Writes a text containing two paragraphs that support the main idea clearly with ample detail and include some variety in word choice and sentence structure.
3. Independently uses an English dictionary/thesaurus in print and on-line to identify and verify new vocabulary.
4. Writes detailed formal and informal letters.
5. Takes detailed messages including some instructions from phone calls and/or voice mail.
6. Demonstrates control over simple and complex sentence patterns including variety in sentence length and structure.
7. Consistently spells irregular verb forms correctly.
8. Consistently applies punctuation for this level correctly.

Present conditional (If…will)

Present perfect and present progressive

Writing:

Learners generate a list of problem scenarios encountered at work.

Modal, could, would, should

Clarification questions

Speaking/

Reading:

Learners read problems and pose possible solutions for each one.

Listening/

Speaking:

Class prioritizes solutions from most to least effective.

Yes/no and Wh- questions

Speaking/

Listening:

Learner sits in a circle with a small group of classmates and describes a problem in his/her family. At the end s/he asks, “What should I do?” (Suggestion circle)

Classmates listen, ask clarification questions and then each takes a turn offering advice, for example, “I think you should stay at your mom’s house,” or “You might try…”

Modals: would, should, could, must, might, ought to, had better in affirmative/negative

Reading/

Writing:

Classmates each write down a problem and swap with another learner.

In pairs, learners read one another’s situations and provide written advice. Learners circulate the problem descriptions, read the advice already given and add something new or agree with one listed.

Modals: might, could, should, would

Future tense: will/going to

Speaking/

Listening:

Learners create a phone conversation about making plans for the weekend. Learners answer true and false questions about the phone conversation they had.

If…then (will)

Vocabulary:  maybe, probably, more than likely

Writing/

Reading:

Learners read an unfinished story and make predictions about the ending in oral and written form.

Habitual past

Reflexive pronouns

Adverbs of time, before, after, now, when, then

Speaking/ Listening:             

Class brainstorms 2 lists of technological devices used in the workplace in the past and those used today.  Class identifies job “clusters” (related occupations such as, construction or office related jobs).  Learners form groups according to job clusters and practice orally using adverbs of time and the habitual past.

Writing/        Reading:           

Each group narrows down the list of devices/conveniences pertaining to its cluster.  Groups, individuals or pairs compose a paragraph comparing how their work was done in the past Vs. how it is done now.  Each group will read it orally to the class.