Level 1 (Kindergarten)
| ELP standard
|
Performance objective | Sample activity | correlating language arts standard(s) |
| 1. Listening and speaking | Learners are expected to use simple key words, phrases and sentences in their speech. | Activities at this level include simple greetings and taking leave of their friends. | Learners share their opinions and information on various topics. |
| 2. Reading | Learners should be able to demonstrate the appropriate way of handling a book.
Phonetics should also be accomplished during this stage. |
Learner can be asked to hold a book in the correct way then turn the pages as required. They should also be able to use picture cues to identify words. | Learners pronounce letter sounds represented by the single-lettered consonants and vowels |
| 3. Writing | Learners should be able to write simple words and letters. | Activities in this stage include writing the down various letters. | Learners create a correlation among the different letters and symbols. |
Source: Arizona Department of Education, (2009)
At kindergarten level, most of the learning takes the form concrete learning where everything is presented in the form of objects. The learners are able to identify the letters and pictures with common objects.
Level 2 (Grade 1-2)
| ELP standard
|
Performance objective | Sample activity | correlating language arts standard(s) |
| 1. Listening and speaking | Learners should be able to describe events and objects using simple sentences and correct tenses. | Story telling and recitation of poems in class. Description of events such as weddings should be carried out. | Learners’ present chronological activities and the tenses are used properly. |
| 2. Reading | Learners should retell a simple story then strive to answer questions related to the story. Phonetics should also be achieved at this level. | Reading a story aloud and then try to identify various aspects of words and sentences. | Increased fluency when reading and the ability to identify the various types of sentences and words. |
| 3. writing | Learners should be able to form grammatically correct sentences. They should also spell out high-frequency words correctly. | Learners should use the correct case to write simple sentences describing events as well as writing friendly letters to each other. | Learners demonstrate sequencing and patterns in sentences they have composed. |
Level two learning is more concerned with the development of simple terms and phrases in English. Most learners at this point are able to express themselves quite well in English (Echevarria and Vogt, 2008).
Level 3 (grade 3-5)
| ELP standard
|
Performance objective | Sample activity | correlating language arts standard(s) |
| 1. listening and speaking | Learners should be able to speak in a manner that the listener can follow when instructions. | Learners may be asked to give directions to the school gate or the canteen. | Learners give and follow multi-step directions. |
| 2. reading | Learners should locate the organizational features of a book given the specific information. | Learners could be asked to identify the author and table of content in a given book then read it aloud. | Locate specific features by using organizational information. |
| 3. writing | Learners should be able to write simple poems while applying the various styles. | Learners may be asked to portray rhyme or rhythm in their poem given a specific topic. | Writing applications and figures of speech are incorporated. |
Learners in level three can be able to hold fluent conversation sand discussion with everyone. Their ability to read and understand materials written in English is also advanced.
Level 4 (grade 6-8)
| ELP standard
|
Performance objective | Sample activity | correlating language arts standard(s) |
| 1. listening and speaking | Learners should be able to distinguish facts from opinions by paraphrasing texts and information. | Learners may work in groups and pairs as they try to identify the facts in given literary work as well as using their own words to express an authors thought. | Criticizing a speakers ideas and information |
| 2. reading | Learners should be able to identify root words, interpret figurative speech and describe the structural elements of poetry. | A poem may be used to gauge learner’s ability to interpret the elements of speech that are used. | Improved comprehension of literary texts. |
| 3. writing | Learners should be in a position to write an essay, narrative or report about an imaginary event or a real one. | Learners should keep a record of their daily activities and after the assigned period they compile the information into a story. | Generate prewriting skills such as the purpose of the text. |
This level promotes a lot of creativity in the learners. It is important to note that this is the stage when learners are known to excel or fail in future English lessons. Thus, teachers should instill proper values concerning the language at this level (Gotlieb, 2006).
Level 5 (grade 9-12)
| ELP standard
|
Performance objective | Sample activity | correlating language arts standard(s) |
| 1. listening and speaking | Learners should be able to initiate class discussion and maintain them. They should also be able to interview their peers and adults on various issues. | Learners may be asked to carry out research on a certain topic or a case study and then present the results to the whole class. | Conducting interviews or research analyzing and summarizing the results. |
| 2. reading | Learners should be able to evaluate the efficiency and adequacy of facts and information presented in a text. | A story or book should be provided to the learners and they criticize the author or information provided. | Evaluate the effectiveness of facts that are used to support an author’s argument. |
| 3. writing | Learners should be able to integrate information and facts from various sources then distinguish the relevant from the extraneous. | The activities in this stage involve analyzing the key findings of their research as well as interpreting the results. | Writing a summary from all sources of information that were used. |
Learners in the fifth level are more or less fluent in English language. This is especially enhanced by the fact that they are requested to communicate in the language when among their peers or in any other set up.
References
Arizona Department of Education (2009), Arizona English Language Learner Proficiency Standards. Retrieved from: http://www.ade.az.gov/oelas
Echevarria, J. and Vogt, M.(2008), 99 Ideas and Activities for Teaching English Learners with the SIOP Model, Published by Allyn & Bacon. Copyright by Pearson Education, Inc
Gottlieb, M. (2006), Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement, Corwin Press, Inc.
