Alignment of Standards

ELL Proficiency Standards

Listening and Speaking

ELL I (Kindergarten

they understand the general ideas of basic messages and conversations that pertain to common , routine matters

interactions are short , face-to-face informal , and with one person at a time or in small groups

English learners rely heavily on repetition gestures , and other non-verbal cues to sustain conversations

communications that students listen to and comprehend are short and include familiar routine words

ELL II (1-3

comprehend basic vocabulary and grammatical structures in face-to-face conversations with one person at a time

or in a familiar supportive group

s are familiar and about common routine patterns

English learners rely heavily on repetition gestures , and other non-verbal cues to sustain conversations

use the common verb tense forms consistently , but sometimes makes errors in tense formation and proper selection of verbs

express some details and nuances by using appropriate modifiers

can use word but have difficulty when using more complex patterns

ELL III (4 - 8

oral communication range from informal to more formal occasions and audiences consists of small , familiar groups

listening communication consist of moderately short monologues and dialogues on familiar , routine s that are face-to-face , or video or audio-mediated at a slow-to-normal rate

Learners at this stage initiate and sustain conversations , although speak with hesitation and rely on known vocabulary

ELL IV

able to comprehend the main ideas and relevant details of extended discussions and presentations on a broad variety of general interest s and technical discourse

comprehend subtleties and detect affective undertones in spoken language

draw on a wide range of language forms , vocabulary , and idioms and can engage in extended conversations on a broad range of s

mastered basic sentence structure and verb tenses but may have difficulty with more complex structures

ELL V (9-12

understand most standard speech

understand and identify the main ideas and relevant details of discussions or presentations on a wide range of s , including familiar and technical ones

comprehend nuanced meaning represented by speech variations , stress intonation , pace and rhythm

students have a high degree of fluency and accuracy when speaking on s that are abstract and not personal

Source : K-12 Correlation Guides (2007 ) Correlation Guide for ELL Proficiency Standards in Listening and Speaking to K-12 Arizona Academic Standards . Retrieved April 7 , 2008 from http /www .ade .state .az .us /standards /contentstandards .asp

Reading

ELL I (Kindergarten

can comprehend the general message of basic reading passages dramatized or to read them

contain simple language structures and syntax , high frequency vocabulary , and predictable grammatical patterns

use prior knowledge and their experiences in their first language to understand meanings in English

rely often on visual cues and prior knowledge or experience with the br

ELL II (1-2

understand basic narrative texts and authentic materials of variety of lengths

use contextual cues to derive meaning from texts that contain unfamiliar words and expressions

use prior knowledge and their experiences in their first language to understand meaning

learn and read for pleasure

instructions are common written instructions with a context that...