Draft for RIDE Performance Standards Pre-Beginning and Beginning ESOL
[the question of intensity and duration needs to be addressed]
Learners in the categories listed below may need 12-15 hours
per week of instruction to progress from one level to the next because
of their literacy needs. Learners may need to remain at this level for
1-2 years.
working definitions
nonliterate: learners who have no reading and writing skills in any language, but who speak one or more languages
semiliterate: learners who have the equivalent of two to four years of formal education or possess minimal literacy skills in some language. These learners probably know the names of letters, can recognize some common words by sight, but usually can write only their names and addresses
literate in a non-Roman alphabet: learners who are literate in their own languages, but need to learn the Roman alphabet and the sound-symbol relationships of English (MELT)
The following draft suggests a composite of possible strengths and needs of ESOL literacy and/or beginning level learners:
beginning level ESOL learner profile - draft 27 january/2000 isserlis
It's impossible to define, reduce or otherwise simplify a beginning level ESOL learner. These factors need to be determined in order to begin to assess or predict the range of time needed for learners to complete the level as outlined in the standards draft below.
- previous education:
formal education? how many years? where? (English-speaking country, non-English speaking country?)
- literacy
You learn to read once. If the learner has no literacy in any language, there will be an expectation of additional time needed to learn to crack the code Literacy in a non-Roman language: the learner understands the notion of sound/symbol // symbol/ meaning correspondence, but needs now to learn new symbols
- dis/abilities
hearing, sight, movement learning disabilities developmental disabilities - mobility - motor skills (need for adaptive materials? -- causes: birth defects, trauma sustained since childhood, late onset mental illness
- direct instruction
[seat time] frequency [how many times weekly?] intensity [ how many hours?] duration [class start/end dates]
teaching/learning style match / mismatch teaching ability learning ability - innate ability, barriers and supports in place
ancillary issues
-- stressors or supports: - immigration status - marital status - living situation - economic situation - child care - transportation - support network -- community, family, social services - physical health - mental health
Access to needed other services // ability to obtain needed support and/or to learn what support is available
questions pending:
use of English language outside of school?
attention to explicit grammar points?
distinction between curriculum, evaluation, assessment and statement of standards
The standards listed below increase incrementally in difficulty down each column. Many learners in the beginning ESOL level may share aural/oral abilities, but literacy level learners, while able to speak and understand, may lack the ability to use print that beginning level students have. The standards here represent those skills needing mastery to enter into intermediate level ESOL.
In terms of reading and writing, prebeginning students are considered to be ESOL/literacy students; upon entry to the prebeginning level, print is not available to them as a learning tool. Upon completion of the prebeginning reading and writing standards, these learners will have access to print as a learning tool.
When a student is ready to leave your ESOL class, s/he should be able to demonstrate most of the following tasks at a level you consider satisfactory (SUNY Resource Guide and Learning Standards, p. 116)
| Speaking | Listening | Reading | Writing | Employability | Numeracy |
| give and be able to spell personal information (name, address, telephone
#, social security #, place and date of birth, age, sex, and marital status)
say the names of all the letters of the alphabet recognize consonant sounds at least 50% of the time express basic needs using learned vocabulary participate in basic social language express lack of understanding ask for repetition ask simple yes/no questions ask and respond to who/what/where/when/why questions leave a voice-mail message ask for help |
be able to follow simple directions in learning environment
be able to recognize a question differentiate between who/what/where/when/why questions recognize own name spoken by a speaker different from learner's native language be comfortable answering telephone and seek help when necessary use the telephone to make an emergency call |
prebeginning
recognize and say the letters of the alphabet recognize the words: name, address, telephone #, social security # recognize 50 common site words: i.e. simple nouns (especially home and school objects), numbers, colors, verb to be in simple present and past, subject pronouns - recognize and understand digital time/ analog time read own name read calendar read a simple bar graph read supermarket fliers read common signs (for school, road, work) read a bill identify upper and lower case letters show comprehension of simple texts beginning esol - respond to written instructions recognize letters, numbers, sight words, simple phrases read maps of community and classroom [graphical literacy] |
prebeginning
write out personal information (name, address, phone) recognize word boundaries by use of spaces between words fill out simple forms with assistance write the letters of the alphabet when dictated begin keyboarding skills write very simple sentences based on previously learned vocabulary and structures write a check or money order address an envelope write a brief letter or note beginning ESOL write using a computer/word processor as a tool write a list achieve 75% proficiency during dictation activities demonstrate awareness of letter/sound relationships write basic sight words |
identify common entry-level jobs
read common warning or safety signs at work state previous employment and own job skills in simple terms state current job status print or sign name on time sheet ask if a task was done correctly ask supervisor or co-worker for help respond to simple questions about work progress/performance respond to simple basic safety warnings or simple oral warnings give simple reasons for absence or lateness follow simple instructions handle very routine entry-level jobs that do not require oral communication and in which all tasks can be easily demonstrated read a time sheet identify / recognize postings on bulletin boards, manuals, safety signs, procedures expectations, breaks, rules rights, awareness of US workplace culture, personnel policy,when it makes sense to challenge authority, what the consequences are communication with co-workers problem solving on the job follow sequenced instructions understand rights on the job report problems scanning with bar codes clock in/out match #s/words for orders understand pay stub, hourly rates, deductions |
recognize and say the numbers 1-20
use written numerals write numbers 1-100 at 75% proficiency when dictated read time on clock read a simple bar graph beginning computational skills recognize and say the numbers 21-100 at 75% proficiency recognize, reproduce and say prices and dollar amounts Recognize andunderstand basic mathematical symbols, i.e. +, -, x, =,<, >, % Hear and recognize differences in similar sounding numbers, e.g. 14:40
|
Sources Consulted: SUNY Albany Resource Guide and Learning Standards, ESL Oral Assessment Test, Arizona Department of Education, original work completed by Susan Grislis and other colleagues in RI, and both former and revised MELT (Mainstream English Language Project).
this draft submitted by Terri Coustan and Denise DiMarzio 12/3/99, with additions from Janet Isserlis 12/23/99
revised 3/28/2000
to intermediate ESOL standards
to basic literacy standards
to standards mainpage