LA Framework

Listen Actively Framework

OREGON ADULT BASIC SKILLS Learning Standards Project

August 2010

Oregon Department of Community Colleges and Workforce Development

Table of Contents

Introduction ...... 1

Elements of the Framework

Learning Standard ..... 9

Level Descriptions (Cross-Level Matrix) ..... 10

Benchmarks/Sub-Benchmarks (Cross-Level Matrix) .... 14

Key References...... 32

Appendices

Appendix A Single-Level Views ....... 36

Appendix B Glossary .... 71

Appendix C Correspondence of Learning Standard Levels

and Standardized Test Scores ...... 79

Acknowledgements ...... 80

Oregon ABS Listen Actively Framework, August 2010 1

Listen Actively Framework: Introduction

In order to realize a consistent set of expectations and understandings about teaching and learning in Oregon's Adult Basic Skills (ABS) programs, instructors, administrators, professional developers, and state leadership collaborated to develop and pilot Learning Standards for the state. In April 2010, the Oregon Council of Adult Basic Skills Development adopted Learning Standards that reflect a common vision of what adults need to know and be able to do in the areas of reading, speaking, listening, and math in order to carry out their life goals and purposes. The "Vision for the Oregon ABS Learning Standards," which guides this initiative, is presented to the right and outlines the role of the ABS Learning Standards in supporting practitioners in their ongoing work to create a responsive, accountable, and adult-focused system. Each of Oregons ABS Learning Standards is presented through a Learning Standards Framework, which provides detailed information for the performance levels defined by the National Reporting System1, as well as any additional levels needed for transition into postsecondary education and training. This document presents the Framework for the Learning Standard Listen Actively.

Elements of the Learning Standard Framework The Listen Actively Framework was developed primarily by and for practitioners of English for Speakers of Other Languages (ESOL), but is intended for use in Adult Basic Education (ABE) and Adult Secondary Education (ASE) as well. It was created to support adults effective use of aural skills in family, community, school, and work contexts, with an eye toward preparing upper level students to succeed in post-secondary settings. Levels 7 and 8 focus, in particular, on the aural skills that native and non-native English speakers need for successful transition to college and/or occupational training programs.

In developing the Learning Standard Framework, practitioners attended to four core criteria: 1) maintaining a focus on adults, 2) drawing from research to describe the development of knowledge, skills, and strategies across levels, 3) being as clear as possible and providing supports for the reader (e.g., examples, definitions, etc.), and 4) formatting the document in a way that permits flexible use in integrated, multi-level, and single-level classrooms. This section explains how the elements comprising the Framework reflect these core criteria.

Introduction to the Listen Actively Framework

Vision for the Oregon ABS Learning Standards

(revised August 2010)

The Oregon Adult Basic Skills Learning Standards support students in developing the knowledge and skills they need to achieve their goals as family members, workers, community members, and lifelong learners. The Learning Standards and their corresponding frameworks are accessible and practical tools used by teachers, program administrators, professional developers, and State leadership.

Each Learning Standard Framework supports learning by providing:

An articulation of key sets of knowledge and skills which are transferable to post-secondary education/training, employment, family self-sufficiency, civic participation, and lifelong learning

A clearly-delineated continuum of skill development that guides goal-setting, curriculum, instruction, assessment, and accountability

A focus for instruction and formal and informal assessment to supplement the State-approved standardized assessments (i.e., CASAS, BEST Plus, GED)

Consistency in expectations across programs for learners who transfer between institutions

The Learning Standard Frameworks build the Oregon ABS system by:

Supporting student transition to post-secondary education/training and work

Supporting program efforts in course development or revision as part of college institutional effectiveness goals and individual program goals

Providing a common language for the system to talk about teaching and learning

Providing the basis for statewide professional development grounded in research and best practice

1 The National Reporting System (NRS) is the outcome-based reporting system for state-

administered, federally-funded adult education programs. One of the primary outcomes

sought is student progress in moving up through the NRS-defined Educational Functioning

Levels.

2 Oregon ABS Listen Actively Framework, August 2010


The Listen Actively Framework is organized into eight performance levels, each containing the following elements: Learning Standard Level Description

Benchmarks/Sub-Benchmarks, organized by Strands

Learning Standard The Learning Standard is a global statement of what learners at any level should be able to do, related to listening. Drawing from cognitive science research and the field research/work of Equipped for the Future (see Key References), the Learning Standard describes a problem-solving process adults use when they engage in listening tasks for authentic purposes, such as listening to a weather report, listening to updates at a staff meeting, listening to a radio podcast, or listening during a conversation with a child about how to resist peer pressure. The Learning Standard for listening is presented in the box below:

Each bullet in the Standard is called a component of the Standard, or component, and describes one important aspect of the problem-solving process. The components are not numbered because they are not always used sequentially; individuals move back and forth among components as they use their skills to carry out real activities. The Standard is reiterated throughout the document as a reminder to keep the focus on listening for meaningful adult purposes and to engage students in applying the full problem-solving process.

Level Descriptions The Level Descriptions for Listen Activelys eight performance levels draw from the research (see Key References) to describe what independent adult performance of the Learning Standard looks like when exiting each level. Although people at every level use a similar problem-solving process to listen actively, they draw upon a broadening base of knowledge, skills, and strategies as they move up the levels. And at each level, the range of settings in which they can use the full process, with how much fluency and independence, will increase. The Level Descriptions support instructors in identifying listening tasks which will provide an appropriate amount of challenge to learners at particular levels. The Level Descriptions may also be used to guide placement and to develop or select informal and formal assessments. An example of a Level Description is provided on the following page:

Learning Standard: Listen Actively2

Adult learners listen actively for a variety of purposes, integrating their knowledge, skills, and strategies in the following process:

Determine the purpose for listening

Focus attention and choose listening strategies appropriate to the purpose

Monitor comprehension, adjusting listening strategies as needed

Integrate new information with prior knowledge to address the listening purpose

2The Learning Standard has been adapted from Equipped for the Futures Content Standard Listen Actively (http://eff.cls.utk.edu/fundamentals/standard_listen actively.htm). For more information about EFF, see http://eff.cls.utk.edu.



Example: Level Description for Level 3

Benchmarks/Sub-Benchmarks Informed by research and best practice (see Key References), the Benchmarks utilize a broad research base to provide information about the specific knowledge, skills, and strategies learners draw from to perform the Learning Standard as described in the Level Description for that level, or to lay the foundation for performance at higher levels. As illustrated in the Example below, Sub-Benchmarks are more explicit examples of the sub-skills/strategies comprising a Benchmark.

Example: A Level 3 Benchmark and Its Sub-Benchmarks

Together, Benchmarks and Sub-Benchmarks can be used by teachers as objectives for instruction. The primary instructional focus should be the Benchmarks, using the Sub-Benchmarks to identify and practice specific sub-skills that would help learners with the broader Benchmarks. It is important to remember that the list of Sub-Benchmarks is not all-inclusive, and it is possible that learners may require instruction in a sub-skill that is not mentioned in order to achieve the performance described by the Benchmark.

Benchmark Sub-Benchmark

L3P3 Use more than one strategy to plan for listening.

a. Reflect on and draw from experience, needs, interests, and observations

b. Predict/learn key vocabulary and phrases used in specific interactions

c. Role play the anticipated interaction

d. Predict content of the message

Adult learners exiting this level can independently listen actively...

Understanding key information from short, simple conversations, directions, narratives and explanations

In a conversation about a safety problem, identify relevant information to pass along to a supervisor

Participate in a conversation with coworkers about common work experiences

Listen and take notes from a recorded telephone message, adjusted for English language learners, about weather-related school closings

Follow the main idea in an informal presentation about community clean-up day

In common face-to-face situations or brief, routine phone conversations with familiar speakers who provide adjusted language, and where there are frequent opportunities for repetition, rephrasing, and use of visual supports

In simple, somewhat structured tasks

With effort and varying ease, confidence, and accuracy in understanding moderately-paced speech

Ran

ge o

f In

pu

t

Ran

ge o

f

Situ

atio

ns

(co

nte

xt, s

etti

ngs

,

task

s)

Flu

ency

Exam

ple

s



The next sub-sections overview key information about how the Benchmarks/Sub-Benchmarks are organized: Strands: The Listen Actively Benchmarks are clustered into four Strands to help practitioners easily find specific Benchmarks of interest. Listeners integrate knowledge from all of these Strands when they use their skill in real situations. The Benchmark/Sub-Benchmarks above comes from the Preparing to Listen Strand.

As seen in the table below, the Strands that organize the Listen Actively Benchmarks/Sub-Benchmarks are parallel in name, number, and content to those in the Speak So Others Can Understand Framework. Since the two skills are used in tandem and are often interwoven (for instance, both a speaker and a listener need to monitor whether the listener has understood), it makes sense for many speaking and listening Strands to be taught in relationship to one another. The Strands have been intentionally organized for easy referencing and movement back and forth between the two Frameworks.

Notation: Each Benchmark is notated by indicating the Learning Standard (a letter), the level (a number), the Strand (a letter), and the placement of the Benchmark in the Strand (a number). Therefore, for L3E2: L=Listen, 3=Level 3, E=How English Works, and 2=the 2nd benchmark in that Strand.

The Benchmarks have been constructed so that each one addresses the same content in every level. For example, P2 is about drawing on prior knowledge in order to prepare for listening tasks at each level; E3 addresses the use of word knowledge to develop a vocabulary that expands as one moves up the levels. The Sub-Benchmarks add lowercase letters to the Benchmark notation. See the example below:

Example of Level 3 Benchmarks and Sub-Benchmarks in the Comprehending Meaning Strand

Listen Actively Strands Speak So Others Can Understand Strands

Preparing to Listen (P)

How English Works (E)

Comprehending Meaning (M)

Lifelong Applications (A)

Preparing to Speak (P)

How English Works (E)

Conveying Meaning (M)

Lifelong Applications (A)

Benchmarks Sub-Benchmarks

Strand: Comprehending Meaning (M)

L3M2 Use a few strategies to understand a general idea or to extract relevant detail.

a. Make connections between new information and prior experience

b. Read visual cues, body language, and situational context clues to aid com-prehension

c. Listen for the main idea or needed information

d. Focus on own listening purpose without trying to understand everything

e. Listen for sequence markers (e.g., first; then; next) to follow organization of message

f. Listen for familiar phrases or predictable, formulaic exchanges

g. Use a graphic organizer to figure out if the information needed has been received

L3M3 Use a few strategies to monitor comprehension and

repair misunderstanding.

a. Use strategies to check comprehension (e.g., repeat what was heard to see if it makes sense)

b. Use non-verbal and verbal cues (e.g., eye contact; facial expression; ges-ture; nodding; I understand.) to indicate comprehension or to indicate point(s) at which comprehension breaks down

c. Use strategies to repair misunderstanding (e.g., ask speaker to provide visual or other supports)

Co

mp

reh

ensi

on

Stra

tegi

es

Mo

nit

or

Co

mp

reh

ensi

on



NOTE: Whereas the Benchmark notation is consistent from level to level, the use of lower-case letters associated with specific content in the Sub-Benchmarks is not. For instance, b at Level 3 may not be about the same sort of information as b at Level 4. Progression across Levels: Similar concepts, skills, and/or strategies are found in Benchmarks and Sub-Benchmarks across multiple levels; however, differences in language or in the examples provided will mark (perhaps subtly) important changes in the range or complexity of what is being described. Concepts, skills, and strategies that are mentioned at a lower level but not at higher levels are assumed to be mastered by most learners performing at those higher levels. If gaps in those areas are noted and are affecting performance of the Benchmark, instruction should be provided.

Considerations The Role of Content Knowledge: Most adult students need ongoing development in a range of knowledge areas (e.g., science, government, work culture, etc.) that are not identified in the Learning Standard Framework but which provide important contexts for skill development and application. This knowledge is identified and developed through initiatives such as Oregon Pathways to Adult Basic Skills (OPABS), the Ocean Sciences and Math Collaborative, EL/Civics, and class-negotiated themes. Learners with Disabilities: The Learning Standard Framework describes what students need to know and be able to do at each level. The Learning Standard, Level Descriptions, and Benchmarks/Sub-Benchmarks apply to all students except when the nature of a disability directly affects the students capacity to perform in a specific area. In other cases, learners have the ability to perform in a specific area but may need accommodations either in how they are instructed or how they are assessed in order to develop and demonstrate their skills. Programs need to consider carefully how best to use the Learning Standard Framework equitably with students with disabilities without sacrificing rigor and opportunity to learn.

Organization of the Document

This document presents the elements of the Framework (Learning Standard, Level Descriptions, Benchmarks/Sub-Benchmarks) in two formats: cross-level matrices and single-level views. In the cross-level matrices, each Framework element is presented separately, with one matrix showing all the Level Descriptions across the eight levels and then another matrix showing all the Benchmarks/Sub-Benchmarks across the eight levels. The purpose of this format is to enable practitioners to track the development of a particular aspect over multiple levels and to support instructors who teach in multi-level settings. In the single-level views (Appendix A), all the elements for a level are lifted from the matrices and pulled together by level. Although the single-level view may be preferred by teachers in single-level classes, it should be used in conjunction with the cross-level matrices, since students will have strengths and gaps. Instructors should not assume, for instance, that students are working at the same level for all the Benchmarks. For instance, a student may have strong (Level 6) decoding skills which enable her to catch most of what she hears in English, but she may do a limited job of monitoring how well she has understood. In order to help this student continue to develop as an effective listener, the teacher may need to work with this student on some of the Comprehending Meaning Benchmarks at Levels 4 and 5. In essence, the cross-level matrix will help instructors identify which concepts, skills, and strategiesfrom whichever levelstudents need to develop in order to keep progressing.

In addition to presenting the elements of the Learning Standard Framework, this document also includes features to aid practitioners in using the elements. A Glossary (Appendix B) has been developed to clearly state how particular terms found in the Framework are defined. Finally, Appendix C presents a table showing the correspondences provided by the National Reporting System for CASAS scores levels and each of the eight performance levels addressed by the Framework.



A Final Word

The Learning Standard Framework is designed to be used flexibly by experienced and new practitioners alike to meet the diverse needs of students throughout Oregon. By maintaining a focus on adult contexts, research-based skill development, clarity, and usability, this Framework is a vital tool for the continuous improvement of the field and its service to ABS learners.

Listen Actively Framework: Elements

Elements of the Framework: Listen Actively Learning Standard

Level Descriptions & Examples (cross-level matrix)

Benchmarks/Sub-benchmarks (cross-level matrix)

Listen Actively Framework: Learning Standard


Learning Standard: Listen Actively






Listen Actively Framework: Level Descriptions


Level 1 Beginning ESL Literacy

Level 2 Low Beginning ESL

Level 3 High Beginning ESL

Level 4 Low Intermediate ESL

Adult learners exiting each level can independently listen actively...

Understanding highly relevant words and phrases in simple questions, statements, and high frequency commands

Understanding the gist of short, simple conversations, instructions, or explanations

Understanding key information from short, simple conversations, directions, narratives, and explanations

Understanding main ideas and relevant details from simple narratives, conversations, explanations, and presentations

In familiar, face-to-face situations with individual, familiar speakers who provide adjusted language, non-verbal cues, a slowed rate of speech, frequent repetition, and visual and contextual clues In simple, highly-structured tasks


In common face-to-face situations or brief, routine phone conversations with familiar speakers who provide adjusted language and where there are frequent opportunities for repetition, rephrasing, and use of visual supports In simple, somewhat structured tasks

In a range of common situations with one or more familiar speakers when there is some adjusted language and opportunities for clarification, repetition, and rephrasing or through simple, repetitive media In somewhat unstructured tasks

With considerable effort and uneven accuracy in understanding slowly-paced speech


With effort and varying ease, confidence, and accuracy in understanding moderately-paced speech

With growing ease, confidence, and accuracy in understanding moderately-paced speech

Ran

ge o

f

Inp

ut

Ran

ge o

f

Situ

atio

ns

(co

nte

xt, s

etti

ngs

, tas

ks)

Flu

ency

(i

n p

erfo

rmin

g th

e

pro

cess

)



Level 5 High Intermediate ESL

Level 6 Advanced ESL

Level 7 Beginning Transition

Level 8 Transition

Adult learners exiting each level can independently listen actively...

Understanding main ideas and details in extended conversations, presentations, or narratives about varied, general interest topics

Understanding main ideas, details, and some implied meaning in extended conversations and/or detailed presentations about simple academic topics

Understanding main ideas, details, and implied meaning in direct and indirect conversations, group discussions, and simple academic presentations on concrete and some abstract topics

Understanding multiple meanings (literal, implied, etc.) in extended conversations and academic presentations that may require specialized vocabulary, understanding of nuance, and the ability to infer, analyze, and evaluate

In familiar and some unfamiliar social, community, work, and academic contexts with one or more speakers, or in simple messages through media when there are some supports (e.g., note-taking; opportunities to seek clarification or to check understanding with other listeners) In somewhat complex and unstructured tasks

In varied social, community, work, and academic contexts with a variety of speakers, in person or by listening to highly contextualized media, with minimal support (e.g., few opportunities to seek clarification or clarify understanding) In somewhat complex and unstructured tasks

In formal and informal social, community, work, and academic contexts where communication may be partially through media and supports may be minimal In complex and unstructured tasks

In formal and informal social, community, work, and academic contexts where communication may be through media with few or no opportunities for direct listener feedback and with minimal support In complex and unstructured tasks

With varying ease and accuracy, depending upon the pace of input and complexity of grammar and vocabulary

Comfortably, at mostly normal pace and perhaps able to function in some classes with native English speakers when speed of presentation is normal and grammar is not overly complex

Comfortably, at normal pace, but with some difficulty following the thematic organization of longer discourse or presentations on topics that include specialized vocabulary

Comfortably, at varied pace, with some difficulty only when following longer discourse or presentations with complex grammatical structures or highly-specialized vocabulary







The following examples are representative of what a student exiting each level can do:

Listen to classmates introduce themselves

Listen for announcements of train arrivals and departures

Listen to a grocery bill total and pay correctly

Follow neighbors directions to where ones child has fallen

Listen to and respond to greetings from coworkers

Listen to and write down a classmates phone number and address in order to carpool

Listen and respond appropriately to a familiar speaker describing likes and dislikes or opinions related to familiar topics (e.g., a co-worker describing a day off or a child describing a new teacher)

Listen and respond to instructions or a short explanation of a task (e.g., instructions for using a home appliance or simple piece of work-related equipment; a health worker explaining how to give a child medicine; a postal worker explaining how to fill out a form with a few basic steps and sequence markers)

Listen and make a contribution to a class discussion of a short article about a current event (with visuals and other written supports), following the main points

Understand the main points covered in a brief narrative such as a weather forecast

In a conversation about a safety problem, identify relevant information to pass along to a supervisor

Participate in a conversation with coworkers about common work experiences

Listen and take notes from a recorded telephone message, adjusted for English language learners, about weather-related school closings

Follow the main idea in an informal presentation about community clean-up day

Listen to a simple, authentic television news report, summarizing the issues addressed and expressing an opinion on the topic

Listen to a presentation to identify key information relevant to ones own situation (e.g., information related to enrolling in a vocational program)

Listen and provide appropriate response as a familiar speaker describes a personal problem

Take part in a simulated job interview, responding appropriately to open-ended questions related to ones own experience and skills

Record a short interview with a native speaker on a general interest topic and write a response or summary of the interview

Exam

ple

s






Level 8 Transition

The following examples are representative of what a student exiting each level can do:

Listen to a presentation of moderate length and complexity, asking appropriate questions related to unfamiliar content or vocabulary and taking notes of key points to share with others

Listen and respond appropriately in a simulated conversation where a speaker is critical or displeased with the listener (e.g., a traffic cop; landlord; neighbor)

Follow a series of multi-step instructions to use a piece of equipment or appliance

Listen and contribute in a small group meeting where a difficult decision must be made

Respond successfully to job interview questions that require adapting responses to the speaker and context, such as questions related to why one left ones previous job or how one might contribute to the organization

Listen to the director of a food pantry describe his needs, watch a video on homelessness, and discuss priorities for a community service activity

Listen for, identify and evaluate the viewpoints and truthfulness of various types of marketing in recorded radio commercials

Listen to a simulated community college/GED lecture on a literary topic, taking notes to prepare a brief summary of what was heard and discussing ones own ability to listen to college lectures

Listen to and evaluate explanations of services or procedures by a public agency or service provider

Listen and respond to a job performance review

Listen to and evaluate a podcast based on personal interest

Listen to an extended college lecture, taking somewhat detailed notes and clarifying points of view with classmates

Listen to a recorded program about a specific topic and discuss its relevance to ones own situation

Listen to and follow detailed instructions on how to operate an unfamiliar machine or device

Listen to an explanation on a specific workplace topic, such as a change in benefits or policy, which requires checking and confirming information

Listen to and provide appropriate feedback and advice in a simulated discussion with a teenager who wants to drop out of school

Listen to several short poems and identify the underlying themes and implied meanings

Listen to an extended college lecture, taking somewhat detailed notes and clarifying points of view with classmates

Listen to several short poems and identify the underlying themes and implied meanings

Listen to campaign ads and identify how language is used to bias the listener

Identify the key points of a lecture by a professor with an unfamiliar accent or presentation style

Understand the humor of a friend who speaks in puns

Clarify ones understanding of instructions from a hurried, impatient registrar while others wait in line


Listen Actively Framework: Benchmarks/Sub-Benchmarks





Strand: Preparing to Listen (P)

L1P1 Recognize the listening purpose in a particular situation.


L3P1 Determine own purpose for listening in a particular situation.

L4P1 Determine own purpose for listening as well as the purpose of the speaker(s) in a particular situation.

a. Recognize the information needed


a. Clarify own purpose for listening (e.g., to fill out a message form; hear about a childs performance from teachers)

a. Clarify own purpose for listening, whether general (e.g., to get oriented; relate to the speaker; be entertained) or specific (e.g., to follow directions; learn about a certain topic)

b. Predict main purpose of the speaker (e.g., to vent about a problem)

L1P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare for interactions.




a. Use prior knowledge about the setting/situation to aid comprehension (e.g., how to respond to greetings)

b. Recall and build knowledge of simple non-verbal cues and common discourse patterns (e.g., respond to greetings)

a. Use prior knowledge about the setting/situation (e.g., waiting in line until called; responding to personal information questions)

b. Recall and build knowledge of simple non-verbal cues and common discourse patterns (e.g., reply to cues from cashier)

a. Use prior knowledge about the social, cultural, and situational context to aid comprehension (e.g., predict general organization or flow of common social interaction)

b. Compare and contrast communication norms here and in home culture, using observations to understand expectations of the listener

c. Draw on prior knowledge related to personal experience and interests

a. Use prior knowledge about the social, cultural, and situational context to aid comprehension (e.g., predict organization or flow of common social interaction and notice variations)

b. Compare and contrast communication norms between cultures, using observations to understand expectations of the listener

c. Draw on prior knowledge related to personal experience and interests

Pu

rpo

se

Pri

or

Kn

ow

led

ge






Level 8 Transition






a. Clarify own general or specific purposes for listening (e.g., to understand the main points of an argument; to show the boss you are attentive)

b. Consider purpose(s) of the speaker and how that relates to own purpose for listening (e.g., speaker wants to give orders while listener wants to negotiate)

a. Clarify own purpose(s) for listening or for intentionally not listening (e.g., to assess a candidates honesty; to not participate in gossip)

b. Consider purpose(s) of the speaker and listener and how they may differ (e.g., interest in main points vs. details)

a. Clarify and revise own purpose(s) for listening in light of the speakers purpose (e.g., changing the expectation that you will hear certain information)

b. Consider purpose(s) of the speaker and listener and how they may differ (e.g., interest in seeking agreement or not)

a. Clarify own purpose(s) for listening in the context of an assignment (e.g., to prepare a rebuttal during debate; to understand main points and supporting examples in a lecture)

b. Identify how listener might mediate the differences between the purposes of listener and speaker (e.g., plan curt replies to unwanted flirtation)





a. Reflect on and use prior knowledge about the social, cultural, and situational context to aid comprehension (e.g., predict content and flow of classroom or workplace interactions)

b. Build and draw on specialized knowledge related to work, family, or community topics

a. Reflect on and use prior knowledge about the social, cultural, and situational context to aid comprehension (e.g., predict content of complex classroom interactions and the organization or flow of complex work-related interactions)

b. Build and draw on specialized knowledge related to work, family, or community topics

a. Reflect on and use prior knowledge about the social, cultural, and situational context to aid comprehension (e.g., predict content of a workplace training)

b. Build and draw on academic knowledge related to the topic

a. Reflect on and use prior knowledge about the social, cultural, and situational context to aid comprehension (e.g., predict communication style of a displeased boss, an introverted co-worker, or a busy instructor)

b. Build and draw on academic knowledge related to the topic







(cont.) Strand: Preparing to Listen (P)

L1P3 Use at least one simple strategy to plan for listening.





b. Learn from others what they have heard in similar situations

c. Learn a few key words or learned phrases typical for an interaction


a. Reflect on and draw from experience, needs, interests, and observations that relate to the specific interaction


c. Learn several key words or learned phrases used in basic interactions



b. Predict/learn key vocabulary and phrases used in specific interactions

c. Role play the anticipated interaction


e. Identify possible listener questions


b. Predict/learn key vocabulary and phrases used in specific situations

c. Role play anticipated interactions

d. Predict content of the message or presentation and how you may react

e. Use graphic organizer or notes to focus listening (e.g., a list of questions to be asked; information to listen for)

f. Determine relevant content for addressing the listening purpose

Pla

nn

ing

Stra

tegi

es






Level 8 Transition

(cont.) Strand: Preparing to Listen (P)

L5P3 Use a variety of strategies to plan for listening.

L6P3 Choose among a variety of strategies to plan for listening.

L7P3 Choose among a wide variety of strategies to plan for listening.

L8P3 Choose among a wide variety of strategies to plan for listening.


b. Predict/learn general vocabulary as well as some specialized terms used in specific situations

c. Role play the anticipated interactions

d. Predict content of message or presentation

e. Use graphic organizer or notes to focus listening (e.g., a KWL chart)


b. Predict/learn general vocabulary as well as some specialized terms used in specific situations

c. Consult English speakers on their experiences with similar interactions

d. Predict content of message or presentation

e. Identify own questions about presentation topic

f. Predict the style and level of formality the speaker might use

g. Use graphic organizer or notes to focus listening (e.g., a timeline)


b. Predict/learn general vocabulary as well as specialized terms used in specific situations

c. Identify own questions and opinions about presentation topic

d. Predict and discuss anticipated content of presentation, film, or lecture

e. Predict style and level of formality

f. Use graphic organizer or notes to focus listening (e.g., a cause/effect chart)


b. Predict/learn specialized terms used in specific situations

c. Seek out alternative perspectives and information on the expected content

d. Predict and discuss anticipated content of presentation, film, or lecture

e. Draw on knowledge of background and perspective of speaker, which may influence information presented or way it is presented

f. Predict style and level of formality

g. Use graphic organizer or notes to focus listening (e.g., a format for noting main ideas, questions, and reactions)







Strand: How English Works (E)

L1E1 Recognize and apply knowledge of basic grammar and common usage.



L4E1 Recognize and apply knowledge of basic and some complex grammar and common usage.

a. Recognize a few basic elements of English grammar (e.g., plural nouns; subject pronouns) as modeled

b. Distinguish and respond to simple statements, commands, and questions as modeled

c. Recognize and use understanding of simple word order (e.g., simple questions) as modeled

a. Recognize and use knowledge of a few basic grammar structures (e.g., personal pronouns; simple present tense)

b. Distinguish and respond to simple statements, commands, and questions

c. Recognize simple word order pattern

a. Recognize and use knowledge of basic grammar and English word order (e.g., subject + verb; question formation; regular past tense; negation; future tense)

b. Understand function of simple parts of speech (e.g., prepositions of time and place; simple conjunctions)

c. Recognize grammatical markers that affect meaning (possessive -s; -ing; past tense -ed)

d. Understand the meaning of common contractions (e.g., s, m, re)

a. Recognize and use knowledge of some irregular and complex grammar structures (e.g., irregular past; present perfect; modals; irregular plural)

b. Understand simple and compound sentences (e.g., connected with and, but, or so)

c. Understand the meaning of contractions, including ll, ve, d

Gra

mm

ar K

no

wle

dge






Level 8 Transition


L5E1 Recognize and apply knowledge of basic and complex grammar and common usage.

L6E1 Recognize and apply knowledge of complex grammar and common/uncommon usage.

L7E1 Recognize and apply knowledge of complex grammar and common/uncommon/formal usage.

L8E1 Recognize and apply knowledge of complex grammar and common/uncommon/formal usage.

a. Recognize and use knowledge of some complex grammar structures (e.g., present perfect; conditionals; adverbial clauses; gerunds and infinitives)

b. Understand some complex sentences (e.g., with dependent clauses connected by when, after, before, while, because, if)

c. Demonstrate awareness of how grammar choices affect meaning (e.g., present perfect vs. past for completed action)

d. Distinguish between standard and colloquial grammar (e.g., aint; I done good)

e. Comprehend comparative and superlative forms of adverbs (e.g., more quickly; most quickly)

a. Recognize and use knowledge of complex grammar structures (e.g., perfect tenses; conditionals; adjective clauses; reported speech)

b. Understand a variety of sentence types (e.g., compound and complex sentences; those with noun clauses or subordinate clauses)

c. Demonstrate awareness of how grammar choices affect meaning (e.g., gerund vs. infinitive after remember or forget)

a. Recognize and use knowledge of complex grammar structures (e.g., perfect continuous tense; passive constructions; embedded questions; relative clauses)

b. Understand a variety of sentence types (e.g., compound and complex sentences; those with embedded questions or relative clauses)

c. Demonstrate awareness of how grammar choices affect meaning (e.g., passive vs. active verbs)

d. Understand the contextual use of standard vs. colloquial grammar (e.g., It doesnt work vs. It dont work.)

a. Recognize and use knowledge of complex grammar structures (e.g., passive constructions; subjunctive tense)

b. Understand a variety of sentence types (e.g., compound and complex sentences; those with embedded questions or relative clauses)

c. Demonstrate awareness of how grammar choices affect meaning (e.g., went vs. had gone)

d. Understand the contextual use of standard and colloquial grammar (e.g., If I had gone vs. If Ida went)







(cont.) Strand: How English Works (E)

L1E2 Use strategies to build and understand vocabulary related to experience and immediate needs.

L2E2 Use strategies to build and understand vocabulary related to experience and needs.

L3E2 Use strategies to build and understand vocabulary related to topics of interest and daily interactions.

L4E2 Use strategies to build and understand vocabulary related to varied topics and contexts.

a. Develop word bank related to basic needs and interests (e.g., simple warnings; objects and activities of daily life)

b. Use understanding of one or two simple suffixes (e.g., the plural -s) to comprehend words

c. Understand the meaning of memorized words and phrases in rehearsed/familiar combinations

a. Develop word bank related to basic needs and interests (e.g., likes; wants; objects; activities of daily life)

b. Use understanding of a few simple suffixes (e.g., negative contractions) to comprehend words

c. Understand the meaning of memorized words and phrases in various combinations

a. Build and understand vocabulary related to various everyday contexts of home, school, work, and community

b. Use understanding of simple prefixes and suffixes (e.g., un-; -ing; -ed) to comprehend words

c. Use knowledge of cognates from the native language to understand personally relevant words (e.g., papa; final; tradition)

a. Learn and draw from a growing vocabulary of descriptive words, phrasal verbs, and collocations (e.g., get ready; sit down; make a mistake)

b. Use understanding of a range of common prefixes and suffixes (e.g., dis-; re-; in-; -ful; -est) to comprehend meaning

c. Understand some common idioms (e.g., sick as a dog)

d. Understand the function and use of common placeholders (e.g., um; uh-huh; Lets see.)

e. Distinguish commonly confused verbs (do and make, say and tell, bring and take)

f. Recognize cognates to predict meaning of new words (e.g., frequency/frequencia)

g. Identify meaning of common homonyms in context (e.g., scene/seen; there/their/theyre)

Wo

rd K

no

wle

dge






Level 8 Transition


L5E2 Use strategies to build and understand vocabulary related to a broad range of general and some specialized/vocational topics.

L6E2 Use strategies to build and understand vocabulary that includes words needed for some specialized, vocational, and/or academic topics.

L7E2 Use strategies to build and understand vocabulary that includes words needed for some specialized, abstract, vocational, and/or academic topics.

L8E2 Use strategies to build and understand vocabulary that includes words needed for specialized, abstract, vocational, and/or academic topics.

a. Learn and draw from vocabulary to understand general and specific terms (e.g., cook vs. fry, steam, boil)

b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out meaning of new vocabulary (e.g., pre-; joy; vis; -ible; -ion )

c. Understand some common slang, idioms and colloquialisms (e.g., whatever; pig out)

d. Recognize common false cognates (e.g., embarrassed)

e. Understand placeholders (e.g., I mean; so) and hesitation techniques (e.g., um; well; like)

f. Identify the appropriate meaning of homonyms in context (e.g., effect/affect, root/route)

a. Learn and draw from topic-specific vocabulary

b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out meaning of new vocabulary (e.g., anti-; cardio-; act; -cracy)

c. Understand a wide variety of slang, idioms and colloquialisms (e.g., come with; head over heels)

d. Recognize false cognates (e.g., ltimamente)

e. Transfer understanding of vocabulary learned previously through reading, discussion, or media

a. Learn and draw from a broad vocabulary, including synonyms and vocabulary that express shades of meaning (e.g., simmer vs. stew vs. broil)

b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out meaning of specialized or academic vocabulary (e.g., pseudo-; quasi-; lect; text)

c. Understand a wide variety of slang, idioms and colloquialisms (e.g., chill; devils advocate)

d. Use understanding of prefixes and suffixes to comprehend words that express abstract concepts (e.g., -ness;-cracy; -ism)

e. Transfer understanding of vocabulary learned previously through reading, discussion, or media (e.g., words from a course text)

f. Comprehend many words on the Academic Word List (AWL)

a. Learn and draw from a broad vocabulary to understand specialized meaning and nuance

b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out meaning of specialized or academic vocabulary (e.g., -ate; -logy; -oid)

c. Understand word play, such as puns and alliteration

d. Transfer understanding of vocabulary learned previously through reading, discussion, or media

e. Comprehend most words on the Academic Word List (AWL)








L1E3 Distinguish English sounds in clearly enunciated, common words.


L3E3 Distinguish English sounds in common words and connected speech.

L4E3 Identify commonly confused sounds and ones own strengths and weaknesses in distinguishing them.

a. Distinguish sounds in familiar words (e.g., initial and final sounds; minimal pairs)

b. Distinguish sounds in familiar words (e.g., initial and final sounds; rhymes)

c. Recognize the role of particular sounds (e.g., the plural -s) in changing the meaning of words.

a. Distinguish between minimal pairs, especially in commonly confused words used in daily life (e.g., live/leave; vote/boat)

b. Start to understand that words can be linked in fast speech, (e.g., gonna or Izzy? for "Is he?")

c. Recognize words and sounds when they are modified by adjacent sounds (e.g., walked and played, walks and plays)

d. Identify word breaks in simple sentences

a. Identify English sounds one has difficulty distinguishing (e.g., r/l; v/w)

b. Understand common reduced speech (wanna; gonna) and linkages (sa-yit; wha-dya)

c. Identify sentence breaks, word breaks, and individual words in simple sentences

L1E4 Distinguish the stress and intonation of modeled common, familiar words, phrases, and simple commands.

L2E4 Distinguish the stress, intonation and rhythm of common, familiar words, phrases, questions, and commands.

L3E4 Recognize the stress, intonation and rhythm of common words, phrases, questions, and commands.

L4E4 Recognize how stress, intonation, and rhythm are used in common spoken English.

a. Understand the stress and intonation of modeled familiar words (numbers, days, months, etc.) and phrases

a. Understand the stress and intonation of familiar words (numbers, days, months, etc.), phrases, and questions

a. Recognize the stress and intonation of common English words that are similar (e.g., THIRty and thirTEEN)

b. Recognize syllables and how words are separated into syllables

c. Understand rising and falling intonation patterns (e.g., the intonation for yes/no and WH Qs)

a. Recognize syllables and be able to separate words into syllables to aid comprehension

b. Recognize the appropriate words that carry the stress within a sentence

c. Understand English intonation patterns and pauses in statements, questions, imperatives, and exclamations

De

cod

e W

ord

s St

ress

an

d In

ton

atio

n






Level 8 Transition


L5E3 Use strategies to address weaknesses in hearing/ distinguishing English sounds.

L6E3 Use strategies to address problems distinguishing particular sounds.

L7E3 Use a variety of strategies to understand diverse speakers and address problems distinguishing particular sounds.

L8E3 Use a variety of strategies to understand diverse speakers and address problems distinguishing particular sounds.

a. Recognize where difficulties in hearing and distinguishing English sounds are interfering with effective comprehension (e.g., identify problem sounds and the words that have them)

b. Recognize that variations in pronunciation exist (e.g., regional dialects; non-native pronunciation)

a. Recognize where difficulties in hearing and distinguishing English sounds are interfering with effective comprehension

b. Comprehend the pronunciation of a variety of speakers (e.g., regional accents)

c. Memorize some academic vocabulary that includes problematic sounds


b. Write what is heard and check the word possibilities later (e.g., using a dictionary)

c. Memorize academic vocabulary that include problematic sounds


b. Recognize the pronunciation patterns of particular speakers, such as instructors

L5E4 Recognize how stress, intonation, and rhythm of spoken English are used to communicate meaning.

L6E4 Recognize how stress, intonation, and rhythm of spoken English are used to communicate meaning.

L7E4 Recognize how stress, intonation, and rhythm of spoken English are used to convey emphasis, mood, and intention.

L8E4 Recognize how stress, intonation, and rhythm of spoken English are used to convey emphasis, mood, and intention.

a. Recognize that syllable patterns affect stress

b. Recognize different meaning changes depending upon shift in word stress (e.g., White House vs. white house or blackbird vs. black bird)

c. Recognize shift in meanings when hearing different emphases in sentence stress (e.g., Where are you going? vs. Where are you going?)

a. Recognize shift in meanings when hearing different emphases in sentence stress (e.g., He is the person I want to meet. vs. He is the person I want to meet.)

b. Recognize different meaning changes depending upon shift in stress (e.g., the verb estimATE vs. the noun ESTimate)

c. Recognize the use of stress, rhythm, and pauses to communicate meaningful thought groups

a. Recognize the use of stress, intonation, and rhythm to convey emphasis and emotion

b. Recognize the use of stress, rhythm, and pauses to communicate meaningful thought groups

a. Recognize the use of stress, intonation, and rhythm to convey nuance, emotion, and implied meaning (e.g.,humor; hyperbole; sarcasm; irony)

b. Recognize the use of stress, rhythm, pauses, and intonation to communicate emphasis and opinion








L1M1 Use knowledge of U.S. culture and context to understand and interpret message.




a. Use one or two listening strategies to respond in familiar situations, relying heavily on non-verbal communication (e.g., gestures such as nodding or shaking head, thumbs up or down, facial expressions)

b. Build and use knowledge to guide participation in daily interactions (e.g., the expected responses to Whats your name?)

a. Use one or two listening strategies to participate in simple conversations, including non-verbal strategies (e.g., gestures; appropriate personal distance)

b. Build and use knowledge to guide participation in daily interactions (e.g., the expected responses to How are you?)

a. Use listening strategies to participate actively in conversation (e.g., turn taking; responding to conversation openers and closers)

b. Build and use knowledge to guide participation in daily interactions (e.g., understanding common topics for chatting)

c. Recognize basic formal and informal social courtesies

a. Use listening strategies to participate actively in conversation (e.g., listening for entry points into discussion; asking follow-up questions)

b. Build and use knowledge to guide participation in daily interactions (e.g., understanding when youre getting a sales pitch)

c. Compare use of register in U.S. and home cultures

Cu

ltu

ral K

no

wle

dge






Level 8 Transition



L6M1 Use knowledge of U.S. history, culture, and context to understand and interpret message.



a. Use a range of listening strategies to actively participate in conversation (e.g., interrupting appropriately; attracting attention)

b. Build and use knowledge to guide participation in daily interactions (e.g., distinguish real invitations from formalities)

c. Recognize and respond to formal and informal language in a range of cultural contexts

a. Select from a range of listening strategies to participate actively in conversation (e.g., asking for explanation)

b. Build and use knowledge to guide participation in daily interactions (e.g., understanding the difference between real and rhetorical questions)

c. Recognize differences in register used in academic formal and informal interactions

a. Select from a wide range of listening strategies to participate actively in conversation (e.g., changing topic; holding the floor)

b. Build and use knowledge to guide participation in daily interactions (e.g., understanding euphemisms around taboo subjects and language)

c. Use knowledge of register, pace, and tone to understand formality or seriousness of the situation and the relationship between speakers

a. Select from a wide range of listening strategies to participate actively in conversation

b. Build and use knowledge to guide participation in daily interactions (e.g., understanding historical and cultural references such as the notion of reverse discrimination)

c. Use broad socio-cultural and contextual knowledge to make inferences and to understand the explicit and implicit meaning of the speaker







(cont.) Strand: Comprehending Meaning (M)

L1M2 Use a couple of simple strategies to understand the main idea or specific information.


L3M2 Use a few strategies to understand a general idea or to extract relevant detail.

L4M2 Draw from a range of strategies to understand information and ideas.

a. Recall prior knowledge to aid in comprehension

b. Read visual cues, body language, and situational context clues to aid comprehension

c. Listen for learned phrases, key words, or numbers

a. Recall prior knowledge to aid in comprehension and as point of reference for new information


c. Listen for learned phrases, key words, or numbers

a. Make connections between new information and prior experience


c. Listen for the main idea or needed information

d. Focus on own listening purpose without trying to understand everything

e. Listen for sequence markers (e.g., first; then; next) to follow organization of message

f. Listen for familiar phrases or predictable, formulaic exchanges

g. Use a graphic organizer to figure out if the information needed has been received

a. Make predictions based on prior knowledge and check the accuracy of predictions as you listen

b. Use knowledge of the context to aid comprehension

c. Identify the main idea and key points

d. Evaluate usefulness and relevance of ideas or information to the listening purpose

e. Listen for organizational markers (e.g., before/now; here/there; at the beginning) to follow coherence of message

f. Take simple notes to aid comprehension and recall

g. Recognize that the organization of information can vary by culture, purpose, or speaker

h. Critically evaluate ideas presented and language used

Co

mp

reh

ensi

on

Str

ate

gie

s






Level 8 Transition


L5M2 Draw from a range of strategies to understand some complex information and ideas.

L6M2 Draw from a wide range of strategies to understand some complex information and ideas.

L7M2 Draw from a wide range of strategies to understand complex information and ideas and explicit and implied meanings.

L8M2 Draw from a wide range of strategies to understand complex information and ideas and explicit and implied meanings.

a. Evaluate prior knowledge and understanding in light of new information, ideas, or perspectives

b. Identify main idea, supporting claims, ideas, and details

c. Paraphrase key points of an explanation or presentation

d. Evaluate usefulness and relevance of ideas or information to the listening purpose

e. Use understanding of rhetorical structures (e.g., chronological order; problem/solution) to follow organization of presentation

f. Take notes to aid comprehension and recall

g. Draw conclusions and make inferences based on context and intent of speaker (e.g., to inform, persuade, accuse)


a. Evaluate prior knowledge and understanding in light of new information, ideas, or perspectives

b. Evaluate usefulness and relevance of ideas or information to the listening purpose

c. Use understanding of rhetorical structures (e.g., cause/effect; narrative structures) to follow organization of presentation

d. Recognize language that establishes coherence (e.g., however; in addition)

e. Distinguish between supported and unsupported claims

f. Identify multiple possible interpretations of a message, depending on context

g. Take detailed notes to aid comprehension and recall


a. Synthesize and interpret what was stated, considering how it fits with prior knowledge

b. Identify the relationships between key ideas

c. Evaluate usefulness and relevance of ideas or information to the listening purpose

d. Evaluate the perspective of the speaker and accuracy of information presented (e.g., by analyzing word choice; what has not been said)

e. Determine and use note-taking strategies and tools appropriate to the purpose

f. Analyze the way the style, structure, and rhetorical devices of a speech support or confound its meaning or purpose

g. Interpret figurative language, such as similes or personification

a. Evaluate what was stated, considering how it fits with what is already known

b. Identify the thesis of a speech in which the ideas may be abstract or theoretical and in which the organization is not necessarily linear

c. Evaluate usefulness and relevance of ideas or information to the listening purpose

d. Distinguish between more and less important details

e. Analyze and evaluate the effectiveness of the style, structure, and rhetorical devices of a speech

f. Evaluate the attitude, bias, and credibility of the speaker

g. Determine relevant interpretation of language that may have multiple meanings

h. Interpret figurative language, such as metaphors








L1M3 Use one or two basic strategies to monitor comprehension and repair misunderstanding.

L2M3 Use a few basic strategies to monitor comprehension and repair misunderstanding.

L3M3 Use a few strategies to monitor comprehension and


L4M3 Use a range strategies to monitor comprehension and repair misunderstanding.

a. Use strategies to check comprehension (e.g., compare ones understanding with others)

b. Use primarily non-verbal cues or some basic words (e.g., eye contact; gestures; nodding; OK; What?; Huh?) to indicate level of comprehension

c. Use strategies to repair misunderstanding (e.g., ask for repetition)

a. Use strategies to check comprehension (e.g., compare ones understanding with others)

b. Use non-verbal cues and some basic words (e.g., eye contact; gestures; nodding; I dont understand) to indicate level of comprehension

c. Use strategies to repair misunderstanding (e.g., ask for slower delivery)

a. Use strategies to check comprehension (e.g., repeat what was heard to see if it makes sense)

b. Use non-verbal and verbal cues (e.g., eye contact; facial expression; gesture; nodding; I understand.) to indicate comprehension or to indicate point(s) at which comprehension breaks down

c. Use strategies to repair misunderstanding (e.g., ask speaker to provide visual or other supports)

a. Use strategies to check comprehension (e.g., compare what was heard to own predictions)

b. Use a variety of non-verbal and verbal cues to indicate comprehension or to indicate comprehension breakdowns

c. Use strategies to repair misunderstanding (e.g., ask for rephrasing or explanation and request adjustments in pace or volume)

d. Manage internal and external barriers to comprehension (e.g., difficulty hearing; distractions)

Mo

nit

or

Co

mp

reh

ensi

on






Level 8 Transition


L5M3 Select from a range of strategies to monitor comprehension and repair

misunderstanding.

L6M3 Select from a range of strategies to monitor comprehension and repair misunderstanding.

L7M3 Select from a wide range of strategies to monitor comprehension and


L8M3 Select from a wide range of strategies to monitor comprehension and repair misunderstanding.

a. Use strategies to check comprehension (e.g., paraphrase what was heard)

b. Use a variety of non-verbal and verbal cues (e.g., eye contact; an appropriate response; Im sorry?; Could you give me an example of that?) to indicate comprehension or comprehension breakdowns

c. Identify points at which comprehension breaks down and use strategies to repair (e.g., identify problematic sounds or words; compare sources of information; take notes for later clarification)

d. Manage internal and external barriers to comprehension (e.g., physical setting)

a. Use strategies to check comprehension (e.g., summarize what was heard)

b. Integrate a variety of non-verbal and verbal cues (e.g., eye contact; an appropriate response; I beg your pardon?, Could you explain that?) to indicate degree of comprehension or to indicate comprehension breakdowns

c. Manage internal and external barriers to comprehension (e.g., ones emotional states)

a. Use strategies to check comprehension

b. Manage internal and external barriers to comprehension (e.g., ones prejudices)

a. Use strategies to check comprehension

b. Manage internal and external barriers to comprehension

c. Ask questions to aid comprehension. (e.g., clarifying relevance of information; "I don't understand how that relates to...")







Strand: Lifelong Applications (A)

L1A1 Comprehend and respond to simple interactions related to basic everyday, personal interactions.

L2A1 Comprehend and respond to simple interactions related to basic everyday, personal

interactions.

L3A1 Comprehend and respond to a variety of everyday short

interactions.

L4A1 Comprehend and respond to a variety of

everyday short interactions.

a. Understand and respond to simple questions and answers

b. Understand simple practiced greetings, courtesies, warnings, instructions, and requests for basic personal information

c. Comprehend relevant names, numbers and letters (address, phone, etc.) for personal needs

a. Understand and respond to simple questions and answers

b. Understand and respond to simple greetings, courtesies, warnings, instructions, and requests for basic information

c. Comprehend relevant names, numbers and letters (address, phone, etc.) for personal needs

a. Understand and respond to simple requests for information (e.g., about symptoms, abilities, family, jobs, etc.)

b. Participate in short social or task-related conversations (e.g., following simple narrative; question and answer sequences)

c. Understand and respond to offers or invitations

a. Understand and respond to instructions, directions, or requests for information (e.g., instructions from a nurse)

b. Understand and respond to short narratives and explanations (e.g., news)

c. Respond to others opinions, experiences, or feelings

L1A2 Use one or two basic language learning strategies to independently develop listening skills.

L2A2 Use a few basic language learning strategies to independently develop listening skills.

L3A2 Use a few language learning strategies to reinforce or continue to independently develop listening skills.

L4A2 Use several language learning strategies to reinforce or continue to independently develop listening skills.

a. Listen to models of simple spoken English

b. Interact with familiar, supportive speakers (e.g., friends; classmates)

c. Practice listening for key words or information

a. Listen to models of simple spoken English (e.g., simplified recordings)

b. Interact with supportive speakers (e.g., teacher; classmates)

c. Practice listening for key words or information

a. Listen to English in varied settings and for varied purposes (e.g., native speakers at work; audio tapes in the classroom)

b. Interact with familiar and some unfamiliar speakers (e.g., cashier or school staff)

c. Practice listening for answers to specific questions

d. Repeat and confirm what was heard to another

e. Review with flashcards

a. Listen to English in varied settings and for varied purposes (e.g., native speakers with varied accents; co-workers; TV)

b. Interact with familiar and unfamiliar speakers (e.g., restaurant staff or receptionists)

c. Practice listening for main ideas and supporting details

d. Build and review word list of new vocabulary

e. Set long- and short-term learning goals

Lan

guag

e F

un

ctio

ns

Lear

nin

g St

rate

gie

s






Level 8 Transition

Strand: Lifelong Applications (A)

L5A1 Comprehend and respond to a variety of medium-length oral communications.

L6A1 Comprehend and respond to some complex types of medium-length

communications.

L7A1 Comprehend and respond to a variety of extended, complex communication tasks.

L8A1 Comprehend and respond to extended presentations of information and complex, multi-party conversations.

a. Understand and respond to opinions, multi-step instructions, suggestions, and advice

b. Follow and make appropriate contributions to conversations and discussions on topics of interest (e.g., cross-cultural comparisons; family; work; community needs)

c. Follow moderate-length narratives or explanations (e.g., from presentations or non-interactive sources)

a. Understand and respond to apologies, praise, criticism, or rejection

b. Understand underlying or implicit meanings in conversations

c. Understand and draw conclusions from narratives or explanations

a. Follow complex instructions to perform a specific role, answer difficult questions or solve challenging problems

b. Given a specific situation, listen actively, negotiate options, and reach resolution (e.g., negotiating a class project)

c. Follow and contribute to discussions that require some synthesis, analysis, or evaluation of ideas

a. Follow complex instructions to perform a specific role in complex tasks, answer complex questions, and solve complex problems

b. Given a specific situation, listen actively, negotiate options, and reach resolution

c. Synthesize, analyze and evaluate information from a variety of sources

L5A2 Select from a range of language learning strategies to reinforce or continue to independently develop listening skills.




a. Listen to English in varied settings and for varied purposes (e.g., gossip at work; an interview on the radio)

b. Interact with unfamiliar speakers (e.g., merchants or library staff)

c. Practice listening for main ideas and supporting details

d. Take and review brief notes to remember information

e. Set long- and short-term learning goals

a. Listen to English in varied settings and for varied purposes (e.g., YouTube; lecture; work meeting)

b. Interact with unfamiliar speakers (e.g., agency or service staff)

c. Practice listening to identify point of view

d. Take and review notes to organize and remember information

e. Set and monitor progress on learning goals

a. Take and review detailed notes to summarize and remember information

b. Teach or explain learning to others

c. Practice listening for stated and unstated conclusions

d. Revisit, evaluate, and revise learning goals

a. Take and review detailed and extensive notes to summarize and remember information

b. Teach or explain learning to others

c. Practice listening for inferences and underlying meanings

d. Revisit, evaluate, and revise learning goals


Key References for the Development of the Listen Actively Framework

Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain, mind, experience. Council of Chief State School Officers (CCSSO) & National Governors Association.

Center for Best Practices (NGA Center) (2010). Common core standards for English language arts & literacy in history/social studies, science, and technical subjects. http://www.corestandards.org/the-standards

Council of Chief State School Officers (CCSSO) & National Governors Association Center for Best Practices (NGA Center) (2010). Common core standards for English language arts & literacy in history/social studies, science, and technical subjects. http://www.corestandards.org/the-standards

EFF Assessment Consortium (2002). EFF/NRS data collection project, 2000-2001. Washington, D.C.: National Institute for Literacy. http://eff.cls.utk.edu/PDF/EFFNRS Interim Report2.pdf

Moss, D. (2003). Second Language Acquisition in Adults: From Research to Practice. Washington, D.C.: Center for Applied Linguistics. http://www.cal.org/caela/esl_resources/digests/SLA.html

Stein, S. (2000). Equipped for the Future content standards: What adults need to know and be able to do in the 21st century. Washington, D.C.: National Institute for Literacy. http://eff.cls.utk.edu/PDF/standards_guide.pdf

U.S. Department Of Education, Office Of Vocational And Adult Education, Division Of Adult Education And Literacy

( 2010). Implementation Guidelines. Measures and Methods for the National Reporting System for Adult

Education. Chapter II NRS Measure Definitions and Data Collection Methods. http://www.nrsweb.org/

foundations/implementation_guidelines.aspx

Van Duzer, C. (1997). Improving ESL Learners' Listening Skills: At the Workplace and Beyond. Washington, D.C.: Center for Applied Linguistics. http://www.cal.org/caela/esl_resources/digests/LISTENQA.html

Listen Actively Framework: SINGLE-LEVEL VIEWS

Appendix A: Single-Level Views

Listen Actively Framework: LEVEL 1 (Beginning ESL Literacy)








Adult learners exiting this level can independently listen actively...

Understanding highly relevant words and phrases in simple questions, statements and high frequency commands

Listen to classmates introduce themselves

Listen for announcement of train arrivals and departures

Listen to a grocery bill total and pay correctly

Follow neighbors directions to where ones child has fallen

Listen to and respond to greetings from coworkers

Listen to and write down a classmates phone number and address in order to carpool



Ran

ge o

f In

pu

t

Ran

ge o

f

Situ

atio

ns

(co

nte

xt, s

etti

ngs

,

task

s)

Flu

ency

(in

pe

rfo

rmin

g th

e

pro

cess

)

Exam

ple

s

Level 1 Description:



Level 1 Benchmarks

PREPARING TO LISTEN (P)




HOW ENGLISH WORKS (E)




L1E4 Distinguish the stress and intonation of modeled common, familiar words, phrases, and simple commands.

COMPREHENDING MEANING (M)



L1M3 Use one or two basic strategies to monitor comprehension and repair misunderstanding.

LIFELONG APPLICATIONS (A)

L1A1 Comprehend and respond to simple interactions related to basic everyday, personal interactions.

L1A2 Use one or two basic language learning strategies to independently develop listening skills.









Benchmarks Sub-Benchmarks





a. Use prior knowledge about the setting/situation to aid comprehension (e.g., how to respond to greetings)

b. Recall and build knowledge of simple non-verbal cues and common discourse patterns (e.g., respond to greetings)




c. Learn a few key words or learned phrases typical for an interaction




a. Recognize a few basic elements of English grammar (e.g., plural nouns; subject pronouns) as modeled

b. Distinguish and respond to simple statements, commands, and questions as modeled

c. Recognize and use understanding of simple word order (e.g., simple questions) as modeled


a. Develop word bank related to basic needs and interests (e.g., simple warnings; objects; and activities of daily life)

b. Use understanding of one or two simple suffixes (e.g., the plural -s) to comprehend words

c. Understand the meaning of memorized words a

LA Framework

Documents

Transcript of LA Framework