A Guide for Classroom Teachers - Education

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Student name: Age: Grade: Length of time in Canada: Length of time at school: FOCUS Emerging Beginning Developing SPEAKING FLUENCY STRUCTURE VOCABULARY LISTENING 26 26 Characteristics of Students’ Oral/Listening Skills6 (What they Indicate about Proficiency Level) • repeats words • understands little or no English ESL ESL Learners: Learners: A A Guide Guide for for Classroom Classroom Teachers Teachers • begins to name concrete objects • begins to communicate personal and survival needs • speaks in single-word utterances and short patterns • uses functional vocabulary 6 adapted from Figure 4.5 in O’Malley, J. Michael and Lorraine Valdez-Pierce, Authentic Assessment for English Language Learners: Practical Approaches for Teachers (Reading, MA: Addison-Wesley, 1996), which in turn is based on a rating scale developed by ESL Teachers Portfolio Assessment Group (Grades 1-12), Fairfax County Public Schools, Virginia • understands words, phrases — requires repetition • begins to initiate conversation • retells a story or experience • asks and responds to simple questions • speaks hesitantly, rephrasing and searching for words • uses predominantly present tense verbs • demonstrates errors of omission (leaves words out, endings off) • uses limited vocabulary • understands simple sentences in sustained conversation — requires repetition
Date: Teacher(s): First language or languages other than English: Expanding Proficient Fluent • can sustain a conversation • begins to communicate in classroom settings • speaks with occasional hesitation • uses some sentence variety • inconsistently applies rules of grammar (e.g., runned, mans, not never, more higher), especially with verbs • uses adequate vocabulary — some errors in word usage • understands classroom discussions with repetition, rephrasing, clarification Characteristics of Students’ Oral/Listening Skills (What they Indicate about Proficiency Level) • can participate in social and class discussions • errors do not interfere with meaning • speaks with near-native fluency (hesitations do not interfere with communication • uses a variety of structures with occasional grammatical errors • uses varied vocabulary • understands most spoken language, including class discussion • communicates competently in social and class settings • speaks fluently • uses a variety of grammatical structures correctly and easily • uses extensive vocabulary — may lag behind native-speaking peers • understands class discussion without difficulty ESL ESL Learners: Learners: A A Guide Guide for for Classroom Classroom Teachers Teachers 27 27
Page 1 and 2: English as a Second Language Learne
Page 3 and 4: Table of Contents Introduction ....
Page 5 and 6: Introduction Students for whom Engl
Page 7 and 8: Adjustment Challenges Facing ESL St
Page 9 and 10: Perceived Behaviour Possible Cultur
Page 11 and 12: The Nature of ESL Programming ESL s
Page 13 and 14: Identification Although it is frequ
Page 15 and 16: produced standardized tests may be
Page 17 and 18: Instructional Tips and Strategies E
Page 19 and 20: this, rephrase it so that ESL stude
Page 21 and 22: ➤ establish a supportive environm
Page 23 and 24: • the parents’ or guardians’
Page 25: It may help to keep in mind that th
Page 29 and 30: Characteristics of Students’ Read
Page 31 and 32: The Role of the ESL Specialist The
Page 33 and 34: * Collier, Virginia. “How long: A
Page 35: In addition, the ministry extends i

A Guide for Classroom Teachers - Education

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