Washington State ESL Listening and Speaking Basic Competencies

ESL Listening Competencies

ESL Speaking Competencies

Level 1 Exit:

Learner can respond to basic questions and directions in familiar situations.

Learner can communicate basic questions and personal information in familiar situations

1.1

Respond to frequently used words, phrases, simple learned expressions, and questions in familiar contexts related to personal information and the expression of immediate needs and wants.

Use words, phrases and simple learned expressions, and nonverbal behavior to express immediate needs and wants in a familiar context.

1.2

Follow simple one-step directions given orally or as indicated by appropriate gestures. (e.g. sit down, come in ).

Ask and/or respond to common personal information questions using the names of letters, numbers and appropriate learned phrases, (e.g. telephone, SS#, date, time, money, address, What is your name? My name is… )

1.3

Pronounce most consonant sounds with difficulty in familiar words.

Washington State ESL Listening and Speaking Basic Competencies

Level 2 Exit:

Learner can respond to some new questions and directions that use familiar vocabulary.

Learner can engage in basic spontaneous dialogue in familiar situations with known people.

2.1

Respond to very simple sentences and questions spoken slowly with repetition and containing familiar words, phrases and learned expressions related to needs, wants, likes/dislikes, and basic feelings.

Use phrases and simple sentences and non-verbal behavior (as appropriate) to express needs, wants, likes/dislikes, and basic feelings (sad, happy, etc.) to engage in some routine social conversations.

2.2

Respond to simple requests related to personal needs (e.g., Can I…?).

Make requests related to personal needs.

2.3

Differentiate between statements and questions based on grammatical structure and intonation patterns.

Ask for clarification using very simple language or gestures to communicate level of understanding.

2.4

Identify the sound/symbol relationship of consonant blends and short vowels in familiar words.

Use basic vocabulary (words, phrases, common expressions) to describe familiar objects and activities.

2.5

Pronounce consonants blends and short vowels with difficulty in familiar words alone and in routine phrases.

Washington State ESL Listening and Speaking Basic Competencies

Level 3 Exit:

Learner can respond to spoken questions, requests, and directions in a variety of relevant situations.

Learner can express purpose and goals for speaking and express self in familiar and relevant situations.

3.1

Demonstrate understanding of simple conversations containing learned phrases and simple sentences in a job (interview), life- skill or social situation.

State skills and interests clearly in a job (e.g. interview), life-skill or social situation.

3.2

Respond to some routine social phrases (e.g., paper or plastic, have a good weekend, there you go, etc.).

Make a personal excuse or request (e.g. call in sick, ask for time off, etc.).

3.3

Follow two or three-step directions and simple rules or regulations presented orally in a variety of familiar situations (e.g., school, work, medical, safety).

Report the basic facts of an absence, injury, accident or incident to the appropriate authorities

3.4

Identify stressed and unstressed syllables in words, phrases and sentences that follow common English intonation patterns.

Respond appropriately to simple requests for more information or clarification.

3.5

Identify with difficulty some essential information in an observed conversation (e.g., telephone number, address, time, etc.)

Use basic vocabulary to describe a person, place, or event.

3.6

Differentiate the appropriate use of formal and informal language including some high frequency reduced speech in simple familiar expressions (e.g. How’s it going? versus How are you? gonna, wanna, etc.).

Initiate and maintain simple conversations using appropriate forms of address and register.

3.7

Identify the sound/symbol relationship of long vowels and diphthongs in familiar words.

Pronounce consonants, consonant blends and all vowel sounds with difficulty in routine words and phrases or expressions.

Washington State ESL Listening and Speaking Basic Competencies

Level 4 Exit:

Learner can respond to face-to-face and telephone conversation in familiar and relevant situations and topics.

Learner can express purpose and goals for speaking and produce and respond to face-to-face and telephone conversations in familiar and relevant situations and topics.

4.1

Identify essential information on a familiar subject in an observed conversation in a variety of situations (work, medical, safety, social, etc.)

Request, confirm and clarify basic information in a variety of situations including telephone conversations on a familiar subject.

4.2

Respond to common requests for assistance or information and record important facts , directions, and appointments in person and on the phone.

Give reason or excuse for personal behavior or actions.

4.3

Identify essential information in rules and regulations.

State a personal opinion and make simple statements of agreement or disagreement.

4.4

Follow multi-step directions and respond to warnings.

Explain the steps in a process.

4.5

Differentiate between the use of formal and informal language including reduced speech and slang.

Provide accurate personal background and employment history in employment or social settings.

4.6

Respond to basic cultural nonverbal behaviors (e.g., cross arms, look at a watch, etc.)

Ask for and give directions using a map.

4.7

Distinguish among questions, statements and imperatives based on voice patterns (stress, pitch, rhythm, and intonation.

Demonstrate appropriate non-verbal language (eye contact and body movement) and conversational skills of showing comprehension, asking questions, interrupting, and encouraging others to participate in group interactions or paired situations.

4.8

Pronounce words and phrases in a manner usually understandable to the general public using appropriate stress, rhythm, and intonation with some repetition.

Washington State ESL Listening and Speaking Basic Competencies

Level 5 Exit:

Learner responds appropriately in conversation and to culturally-specific non-verbal cues.

Learner can express purpose and goals for speaking and produce speech to accomplish the purpose in a variety of familiar and new situations.

5.1

Identify vital information in an announcement or a report (e.g. news, radio, medical, etc.).

Summarize and clarify information orally from a single source.

5.2

Identify patterns of reduced speech and linked words (e.g., oughta, hafta, etc.) in employment, social and classroom settings with short, but sustained and connected conversation.

Make an oral complaint and give reasons for dissatisfaction to appropriate person or agency.

5.3

Extract meaning from commonly used phrasal verbs (e.g. pick-up, get in, get away with, etc.) and frequently used idioms and slang (e.g. out of the blue, give me a break, etc.) in employment, social and classroom settings with short, but sustained and connected conversation.

Demonstrate the use of small talk when initiating conversations in a work-related or social setting.

5.4

Follow multi-step instructions presented in sustained discourse with some repetition.

Report an accident, injury or incident and elaborate by providing important details.

5.5

Respond to negative statements and tag endings and questions (e.g. isn’t it, didn’t you, never-ever, either/neither, etc.)

Advocate and negotiate for self and others in a variety of situations.

5.6

Identify interpersonal messages given by nonverbal cues (e.g. distance for interpersonal space, pauses, facial expressions, etc.)

Explain information orally from simple graphs, diagrams or maps.

5.7

Infer emotional content of a spoken message (e.g. anger, compliment, condolence, or sarcasm) by using intonation, rhythm, and stress.

Demonstrate appropriate stress, rhythm and intonation patterns in pronunciation of words, phrases, statements and questions.

Washington State ESL Listening and Speaking Basic Competencies

Level 6 Exit:

Learner can respond appropriately with little or no accommodation.

Learner can speak effectively to accomplish any identified purpose or goal.

6.1

Follow (attend to) and identify the gist of face-to-face conversations on a variety of everyday subjects spoken at normal speed and using common patterns of reduced speech, phrasal verbs, idioms and slang.

Summarize orally and clarify information received from a variety of sources.

6.2

Acknowledge conversational amenities ( e.g. turn-taking, not interrupting, etc.)

Persuade someone to a particular point of view in order to negotiate options or resolve a conflict.

6.3

Analyze interpersonal non-verbal behavior.

Initiate, maintain and terminate conversations by the use of appropriate conversational techniques including pauses, interruptions and applying active listening strategies.

6.4

Identify accurate and applicable information and adjust listening strategies (use prior knowledge, listen for the gist, use organizational patterns and association, find listening clues) when appropriate in a variety of listening contexts (e.g. on the telephone, work meetings, lectures, etc.).

Use appropriate organizational pattern (e.g. chronological, topical, problem-solution, etc.) for intended audience to make an oral presentation on a chosen topic.

6.5

Apply critical thinking skills (recognize loaded language, distinguish fact from opinion, identify inferences, evaluate sources) to determine the usefulness, bias and/or accuracy of information presented orally.

Speak effectively by paying attention to pronunciation (including stress, rhythm and intonation), grammar and word choice appropriate to purpose and audience.

6.6

Extract meaning from complex grammar speech patterns using some extensive vocabulary (e.g. conditionals, subordinate clauses, compound-complex sentences, etc.) in a variety of contexts including work, community, or educational (academic, vocational, or job training).

Washington State ESL Reading and Writing Basic Competencies (September 29, 2000)

ESL Reading Level Completion

ESL Writing Level Completion

Level 1 Exit Criteria:

Learner can recognize and read numbers and letters and respond to basic and familiar written questions and directions.

Learner can print numbers and letters and communicate basic personal information in writing.

1.1

Recognize personal information words in print (e.g. first and last name, address, telephone number, etc.).

Write upper and lower case letters and numbers legibly from memory and dictation.

1.2

Identify the letters of the English alphabet and numbers 1-100.

Demonstrate knowledge of the sound/symbol relationship of consonants by writing letters that represent these sounds in English in very familiar words from useful work and life skills contexts.

1.3

Read dates and analog and digital clock time.

Fill in and/or copy necessary words and personal information (e.g. telephone number, first and last name, address, etc.) onto a simplified form.

1.4

Identify U.S. coins, currency and their value and read money amounts (e.g. $1.28, etc.)

Write simple personal statements (affirmative and negative) using the present tense BE-verb and subject pronouns (e.g. I am from Mexico.)

1.5

Recognize common forms of environmental print found in the home, on community facilities and for basic services (e.g. labels and product names, simple warnings, danger, poison, bank, post office, etc.)

Write letters, numbers, familiar words and learned phrases and sentences using appropriate size, capitalization, punctuation and spacing (e.g. English, $1.57, 7:00, 360-243-9076, name, My city is…).

1.6

Read familiar sight words and phrases in simple sentences related to personal information.

Washington State ESL Reading and Writing Basic Competencies (September 29, 2000)

Level 2 Exit Criteria:

Learner can respond appropriately to simple written information containing familiar vocabulary.

Learner can write basic personal information and use familiar words and sentence structure to produce short notes messages, or lists.

2.1

Recognize useful sight words and phrases relating to a person’s life and basic words on a personal information form (name, address, telephone number current date, date of birth, social security number and gender).

Fill out personal information and other ESL-adapted forms neatly and accurately.

2.2

Sort items according to alphabetical and numerical order.

Write from dictation useful and familiar one-syllable words that use the regular spellings of English consonant and short vowel sounds (shop, bank) and frequently used sight words (name of city and state, classroom items, family members, etc.)

2.3

Apply sound/symbol relationships to decode familiar and useful words that frequently occur in class, employment, or some community situations.

(e.g. descriptions of people, places, things, and activities).

2.4

Interpret schedules, signs (housing, destinations, stores) and maps.

Write simple statements (affirmative and negative) and questions using the present tense BE-verb and the present continuous tense.

2.5

Follow simple written instructions (e.g. simplified prescription and care labels, Class meets in room 202, Call Tom at 2:00, etc.).

Use appropriate end punctuation.

2.6

Recognize common weights and measures and their abbreviations.

2.7

Identify important information on a simple monthly bill (amount and date due) and net earnings on a pay stub.

2.8

Washington State ESL Reading and Writing Basic Competencies (September 29, 2000)

Level 3 Exit Criteria:

3.1

Recognize most standard words on a personal information form (e.g. employment history, education and references).

Write simple notes and messages (e.g. note to teacher about sick child, explanation about class absence, or note to boss or co-worker).

3.2

Locate a word, number, or item in alphabetical or numeric order (e.g. telephone book, building directories, etc.)

Use common English spelling rules in writing (e.g. doubling consonants, changing y to i and adding –es).

3.3

Apply sound/symbol relationship to decode useful, common words occurring in related sentences and questions.

Write 4-6 sentences on a related topic using high frequency vocabulary (e.g. description, daily routines, habits, customs, personal or employment history).

3.4

Apply simple context clues to decode the meaning of new words occurring in related sentences and questions (e.g. punctuation or signal words).

Write statements (affirmative and negative) and questions using simple present, simple past and future tenses.

3.5

Identify the units in the U.S. measurement system and their abbreviations (e.g. area, volume, temperature and distance).

Edit (after guided practice) subject-verb agreement, verb tense and form and punctuation with difficulty.

3.6

Locate places and determine distance and routes using maps and schedules.

Complete simplified medical history form and job application.

3.7

Extract time and date information from documents (e.g. schedules, calendars, and correspondence) to meet basic survival and social needs.

3.8

Recognize and interpret words on signs and warning labels in home, job and environment (e.g. storage directions, emergency instructions, etc.).

3.9

Read short text on familiar topics with clear structure (e.g. clear main idea, sequential, etc.).

Washington State ESL Reading and Writing Basic Competencies (September 29, 2000)

Level 4 Exit Criteria:

4.1

Identify the main idea and supporting details in a paragraph or several related paragraphs.

Write a personal letter (friend or relative).

4.2

Identify the source of information in a paragraph or several related paragraphs to answer a question.

Fill out forms, questionnaires and surveys.

4.3

Follow specific written directions to perform an activity (e.g. use a cash machine, assemble furniture, do a repair, etc.).

Write a paragraph of 6-8 sentences with a topic sentence and supporting details using vocabulary that is adequate for the purpose.

4.4

Extract the meaning of new vocabulary in context by reading simple descriptions and narratives on familiar subjects (e.g. parts of speech and general sense of passage).

Write statements (affirmative and negative) and questions using past continuous and present perfect tenses.

4.5

Determine the meaning of simple announcements and advertisements in their full and abbreviated forms (e.g. work or life skills).

4.6

Interpret simple charts, graphs, and multi-step diagrams.

Write steps in a short process and sequence sentences appropriately.

4.7

Extract basic information from an authentic bill, receipt, bank statement or pay stub.

Write compound sentences using correct punctuation.

Use a dictionary to check spelling.

Washington State ESL Reading and Writing Basic Competencies (September 29, 2000)

Level 5 Exit Criteria:

5.1

Locate information in printed resource material (e.g. telephone book, newspaper, manuals, citizenship handbooks, files, indexes and catalogs, etc.)

Write a business letter.

5.2

Interpret descriptive narratives from authentic materials selected with regard to reader’s background and culture on familiar topics (e.g. biographies, fiction, newspaper articles)

Fill out authentic medical history forms and applications.

5.3

Apply appropriate reading strategies to determine the meaning of unfamiliar words in a text (e.g. context clues, knowledge of cognates, basic prefixes, suffixes and roots).

Write 1-3 paragraphs with a clear purpose (e.g. give directions, inform, explain, or describe, etc.) on a single topic incorporating main idea and support using vocabulary that is appropriate for audience and purpose.

5.4

Use detailed information from a bill, receipt, bank statement, or pay stub (e.g. net gross, previous balance, etc.) to create a budget or make personal financial decisions.

Use verb tenses and forms accurately and appropriately, including passive voice and conditional tenses.

5.5

Differentiate fact from opinion in written materials.

Self and/or peer edit for subject/verb agreement, verb tense and form, spelling and mechanics.

5.6

Interpret routine charts, graphs, tables and forms.

Take notes from written and/or oral sources and write a short report.

5.7

Identify transition words that signal a type of written organization (e.g. because, however, first, second, etc.)

Write complex sentences with correct punctuation.

5.8

Skim for main idea and scan for detail.

Washington State ESL Reading and Writing Basic Competencies (September 29, 2000)

Level 6 Exit Criteria:

Learner can comprehend, explain and analyze information from a variety of literacy works; can use context cues and higher order processes to interpret meaning of written material.

Learner’s writing is cohesive with clearly expressed ideas supported by relevant detail; can use varied and complex sentence structures with few mechanical errors.

6.1

Summarize the main ideas in entire articles and chapters of authentic printed text.

Write a resume and cover letter.

6.2

6.3

Analyze the content text structure (description, sequence, comparison-contrast, cause-effect, and problem-solution) to comprehend unfamiliar written material.

Write multi-paragraph essays in a recognized text structure (description, sequence, comparison-contrast, cause-effect, and problem-solution, etc.) with a thesis and development of ideas using varied vocabulary appropriately to produce effective and clear prose.

6.4

Demonstrate the ability to make inferences, draw conclusions, and predict outcomes in written materials.

Use a variety of sentence types with correct punctuation.

6.5

Locate materials in catalogs, microfiche, files, indexes and electronic sources independently.

Use knowledge of parts of speech to write clearly and edit own writing.

6.6

Synthesize the information (construct parts into a new whole) from a variety of written sources in order to make plans, decisions, and form opinions (e.g. job choice, voting, goal setting, etc.)

Use an English/English dictionary as a reference tool in writing to check for appropriate word usage, definition, and part of speech.