ESL Scales Overview

1. ESL SCALES AN OVERVIEW OF THE RESOURCE

2. TABLE OF CONTENTS I. LIST OF RELEVANT READING II. HISTORY OF THE ESL SCALES III. THE RATIONALE FOR THE ESL SCALES IV. THE SIGNIFICANT FEATURES OF THE SCALES V. INVESTIGATION OF THE SCALES VI. APPLICATION OF THE SCALES VII. CONCLUSION

3. LIST OF RELEVANT RESOURCES THIS PRESENTATION IS AN INTRODUCTION TO THE SCALES. I ENCOURAGE YOU TO ACCESS A COPY OF THE FULL SCALES. CURRICULUM CORPORATION (1994) THE ESL SCALES WEBSITE: HTTP://WWW.CURRICULUMPRESS.EDU.AU/

4. HISTORY OF THE ESL SCALES IN 1989, THE AUSTRALIAN EDUCATION COUNCIL (AEC) WERE REVISING GUIDELINES FOR EIGHT CURRICULUM AREAS, INCLUDING ENGLISH, HEALTH AND PHYSICAL EDUCATION, SCIENCES AND MORE. IN 1992, THE CURRICULUM AND ASSESSMENT COMMITTEE (CURASS) OF AEC DECIDED TO SUPPLEMENT THE EIGHT CURRICULUM AREAS WITH A SET OF SCALES TO RECORD THE PROGRESS OF STUDENTS LEARNING ENGLISH AS A SECOND LANGUAGE (ESL). IN 1994, THE CURRICULUM CORPORATION PUBLISHED WHAT IS NOW KNOWN AS THE ESL SCALES, WHICH ARE AN EFFECTIVE GUIDE FOR BOTH ESL AND MAINSTREAM CLASSROOM TEACHERS.

5. RATIONALE OF THE SCALES 1. THE PURPOSE OF THE ESL SCALES IS TO: 1.1. PROVIDE A SET OF BENCHMARKS AGAINST WHICH THE FULL RANGE OF ESL LEARNERS’ ACHIEVEMENTS IN ENGLISH MAY BE SET; 1.2.ASSIST TEACHERS IN MAKING CONSISTENT AND INFORMED JUDGEMENTS; 1.3.HELP IN IDENTIFYING ESL LEARNERS’ ACHIEVEMENT AND THEIR NEEDS SO AS TO ASSIST PROGRAM AND CURRICULUM DEVELOPMENT 2. THE SCALES HELP TEACHERS IDENTIFY ESL STUDENTS’ PATTERNS OF DEVELOPMENT IN LISTENING, SPEAKING , READING AND WRITING.

6. SIGNIFICANT FEATURES OF THE SCALES 1. THE SCALES FOCUS ON THREE CORE SKILL AREAS: 1.1. ORAL INTERACTION (SPEAKING AND LISTENING) 1.2.READING AND RESPONDING 1.3.WRITING 2. IN EACH AREA, THERE ARE GUIDELINES FOR: 2.1. COMMUNICATION SKILLS 2.2. LANGUAGE AND CULTURAL UNDERSTANDING 2.3. UNDERSTANDING OF LANGUAGE STRUCTURES AND FEATURES 2.4. STUDENT’S USE OF STRATEGIES

7. LANGUAGE STRUCTURES AND FEATURES REFERS TO STUDENT’S KNOWLEDGE OF CONVENTIONAL STRUCTURES OF WORDS, SENTENCES AND TEXTS STRATEGIES DOES NOT REFERS TO TEACHING STRATEGIES. IT REFERS TO STUDENT’S EFFECTIVE USE OF STRATEGIES IN READING, WRITING, SPEAKING AND LISTENING COMMUNICATION REFERS TO STUDENT’S ABILITY TO EXPRESS HIM OR HERSELF IN THE GIVEN SKILL AREA LANGUAGE AND CULTURE UNDERSTANDING REFERS TO THE DEGREE TO WHICH A STUDENT DEMONSTRATES AN AWARENESS OF SOCIAL NUANCES AND CONTEXTS OF LANGUAGE USE. OUTCOMES PAGES

18. EACH LEVEL INCLUDES A STATEMENT PAGE. THE STATEMENT PAGES GIVES AN OVERARCHING VIEW OF THE SKILLS A STUDENT SHOULD HAVE IF HE/SHE IS AT THIS LEVEL AN OUTCOME OVERVIEW PAGE FOLLOWS THE STATEMENT PAGE. IT PROVIDE THE GENERAL OUTCOMES FOR THE SKILL AREAS AT THAT LEVEL. A MORE DETAILED ACCOUNT OF OUTCOMES FOLLOWS THESE GENERAL PAGES. THE STATEMENT AND OUTCOME OVERVIEW PAGES ARE HELPFUL IN GUIDING THE TEACHERS OBSERVATIONS. STATEMENT PAGES

24. AT EVERY LEVEL AND IN EACH SKILL AREA, THERE IS A DETAILED ACCOUNT OF THE EVIDENCE/CRITERIA REQUIRED IF A STUDENT IS TO MEET THIS LEVEL. YOU WILL NOTICE THAT THE EVIDENCE IS VERY PRACTICAL (“CAN FOLLOW SIMPLE INSTRUCTIONS, RELYING ON KEY WORDS AND CONTEXT”) BY ASSESSING A STUDENT THROUGH THESE CRITERIA, YOU WILL BE BETTER ABLE TO DISCUSS A STUDENT WITH EXPERIENCED ESL TEACHERS. TOGETHER YOU AND THE ESL TEACHER CAN DEVELOP LESSONS WHICH TARGET STUDENT’S NEEDS WHILST ACKNOWLEDGING STRENGTHS. DETAILED OUTCOME PAGES

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36. Communication:

37. Communication: • LEVEL 1: Gains and shares meaning from hearing and reading short simple texts in structured reading activities

38. Communication: • LEVEL 1: Gains and shares meaning from hearing and reading short simple texts in structured reading activities • LEVEL 2: Reads with understanding short texts based on simple language structures, familiar vocabulary and familiar contexts

39. Communication: • LEVEL 1: Gains and shares meaning from hearing and reading short simple texts in structured reading activities • LEVEL 2: Reads with understanding short texts based on simple language structures, familiar vocabulary and familiar contexts • LEVEL 3:Reads with understanding and learns from controlled familiar and unfamiliar texts containing predictable structures and familiar vocabulary

40. Communication: • LEVEL 1: Gains and shares meaning from hearing and reading short simple texts in structured reading activities • LEVEL 2: Reads with understanding short texts based on simple language structures, familiar vocabulary and familiar contexts • LEVEL 3:Reads with understanding and learns from controlled familiar and unfamiliar texts containing predictable structures and familiar vocabulary • LEVEL 4: Reads for a range of purposes and identifies main ideas and specific information in simple texts.

41. Communication: • LEVEL 1: Gains and shares meaning from hearing and reading short simple texts in structured reading activities • LEVEL 2: Reads with understanding short texts based on simple language structures, familiar vocabulary and familiar contexts • LEVEL 3:Reads with understanding and learns from controlled familiar and unfamiliar texts containing predictable structures and familiar vocabulary • LEVEL 4: Reads for a range of purposes and identifies main ideas and specific information in simple texts. • LEVEL 6: Reads with understanding a range of more complex, authentic texts for varying purposes, making justifiable interpretations beyond the literal level.

43. Language structures and features:

44. Language structures and features: • LEVEL 1: Reads simple texts, using a small repertoire of sight words and knowledge of basic sound/symbol relationships

45. Language structures and features: • LEVEL 1: Reads simple texts, using a small repertoire of sight words and knowledge of basic sound/symbol relationships • LEVEL 2: Reads texts using knowledge of basic conventions of print, a developing sight and oral vocabulary and a developing knowledge of structures of English

46. Language structures and features: • LEVEL 1: Reads simple texts, using a small repertoire of sight words and knowledge of basic sound/symbol relationships • LEVEL 2: Reads texts using knowledge of basic conventions of print, a developing sight and oral vocabulary and a developing knowledge of structures of English • LEVEL 3: Interprets simple texts by recognising key words that connect ideas and by also attending key organisational and language features of text types.

47. Language structures and features: • LEVEL 1: Reads simple texts, using a small repertoire of sight words and knowledge of basic sound/symbol relationships • LEVEL 2: Reads texts using knowledge of basic conventions of print, a developing sight and oral vocabulary and a developing knowledge of structures of English • LEVEL 3: Interprets simple texts by recognising key words that connect ideas and by also attending key organisational and language features of text types. • LEVEL 6: Appraises texts by attending to the specific uses, forms and features of various text types

49. Strategies:

50. Strategies: • LEVEL 1: Relies on code-breaking strategies, structured reading activities (e.g. shared reading) and illustrations to gain meaning from texts

51. Strategies: • LEVEL 1: Relies on code-breaking strategies, structured reading activities (e.g. shared reading) and illustrations to gain meaning from texts • LEVEL 2: Uses support from modeled language and other resources (e.g. dictionaries and thesaurus) to read in English.

52. Strategies: • LEVEL 1: Relies on code-breaking strategies, structured reading activities (e.g. shared reading) and illustrations to gain meaning from texts • LEVEL 2: Uses support from modeled language and other resources (e.g. dictionaries and thesaurus) to read in English. • LEVEL 5: Applies basic text access strategies to enhance comprehension (formulates questions to help identify information, asks others for clarification)

53. Strategies: • LEVEL 1: Relies on code-breaking strategies, structured reading activities (e.g. shared reading) and illustrations to gain meaning from texts • LEVEL 2: Uses support from modeled language and other resources (e.g. dictionaries and thesaurus) to read in English. • LEVEL 5: Applies basic text access strategies to enhance comprehension (formulates questions to help identify information, asks others for clarification) • LEVEL 6: Selects reading strategies appropriate to the nature of text and task

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56. Communication:

57. Communication: • LEVEL B1: Communicates messages through symbols, drawings or attempts at writing

58. Communication: • LEVEL B1: Communicates messages through symbols, drawings or attempts at writing • LEVEL 2: Communicates ideas, events and experiences through simple texts based on familiar spoken and written language

59. Communication: • LEVEL B1: Communicates messages through symbols, drawings or attempts at writing • LEVEL 2: Communicates ideas, events and experiences through simple texts based on familiar spoken and written language • LEVEL 3: Communicates on a number of familiar topics through writing simple creative and informational texts in response to classroom demands

60. Communication: • LEVEL B1: Communicates messages through symbols, drawings or attempts at writing • LEVEL 2: Communicates ideas, events and experiences through simple texts based on familiar spoken and written language • LEVEL 3: Communicates on a number of familiar topics through writing simple creative and informational texts in response to classroom demands • LEVEL 4: Communicates on a range of familiar topics and incorporates language and ideas drawn from different sources in the varying demands of the classroom

61. Communication: • LEVEL B1: Communicates messages through symbols, drawings or attempts at writing • LEVEL 2: Communicates ideas, events and experiences through simple texts based on familiar spoken and written language • LEVEL 3: Communicates on a number of familiar topics through writing simple creative and informational texts in response to classroom demands • LEVEL 4: Communicates on a range of familiar topics and incorporates language and ideas drawn from different sources in the varying demands of the classroom • LEVEL 6: Communicates on a range of topics by employing a variety of well-known text types

63. Language structures and features:

64. Language structures and features: • LEVEL 1: Writes and copies simple short texts, showing some knowledge of basic conventions of written English

65. Language structures and features: • LEVEL 1: Writes and copies simple short texts, showing some knowledge of basic conventions of written English • LEVEL 2: Writes simple coherent texts using basic sentence structures that incorporate features of learned oral and written English

66. Language structures and features: • LEVEL 1: Writes and copies simple short texts, showing some knowledge of basic conventions of written English • LEVEL 2: Writes simple coherent texts using basic sentence structures that incorporate features of learned oral and written English • LEVEL 4: Writes a variety of texts, demonstrating some overall cohesion and coherence

67. Language structures and features: • LEVEL 1: Writes and copies simple short texts, showing some knowledge of basic conventions of written English • LEVEL 2: Writes simple coherent texts using basic sentence structures that incorporate features of learned oral and written English • LEVEL 4: Writes a variety of texts, demonstrating some overall cohesion and coherence • LEVEL 5: Writes a number of coherent texts, demonstrating some flexibility and control over key organisational and language features

68. Language structures and features: • LEVEL 1: Writes and copies simple short texts, showing some knowledge of basic conventions of written English • LEVEL 2: Writes simple coherent texts using basic sentence structures that incorporate features of learned oral and written English • LEVEL 4: Writes a variety of texts, demonstrating some overall cohesion and coherence • LEVEL 5: Writes a number of coherent texts, demonstrating some flexibility and control over key organisational and language features • LEVEL 7: Writes a number of complex texts characterised by a personal style showing consistent control over textual features

69. Strategies:

70. • LEVEL 1: Use a range of basic strategies to Strategies: compensate for a limited knowledge of English and of writing (e.g. using drawings or illustrations to communicate, lists useful words before writing, translate between first language and English using a suitable dictionary)

71. • LEVEL 1: Use a range of basic strategies to Strategies: compensate for a limited knowledge of English and of writing (e.g. using drawings or illustrations to communicate, lists useful words before writing, translate between first language and English using a suitable dictionary) • LEVEL 2: Use a variety of basic writing strategies to create a coherent text (e.g. use repeated formulae for text types, rewrite after conferencing with the teacher, continue writing on same topic and/ or text type to practice expression)

72. • LEVEL 1: Use a range of basic strategies to Strategies: compensate for a limited knowledge of English and of writing (e.g. using drawings or illustrations to communicate, lists useful words before writing, translate between first language and English using a suitable dictionary) • LEVEL 2: Use a variety of basic writing strategies to create a coherent text (e.g. use repeated formulae for text types, rewrite after conferencing with the teacher, continue writing on same topic and/ or text type to practice expression) • LEVEL 3: Draws on knowledge of the writing process to plan, write and redraft texts

73. • LEVEL 1: Use a range of basic strategies to Strategies: compensate for a limited knowledge of English and of writing (e.g. using drawings or illustrations to communicate, lists useful words before writing, translate between first language and English using a suitable dictionary) • LEVEL 2: Use a variety of basic writing strategies to create a coherent text (e.g. use repeated formulae for text types, rewrite after conferencing with the teacher, continue writing on same topic and/ or text type to practice expression) • LEVEL 3: Draws on knowledge of the writing process to plan, write and redraft texts • LEVEL 4: Makes use of discussion and reflection to enhance the writing process

74. • LEVEL 1: Use a range of basic strategies to Strategies: compensate for a limited knowledge of English and of writing (e.g. using drawings or illustrations to communicate, lists useful words before writing, translate between first language and English using a suitable dictionary) • LEVEL 2: Use a variety of basic writing strategies to create a coherent text (e.g. use repeated formulae for text types, rewrite after conferencing with the teacher, continue writing on same topic and/ or text type to practice expression) • LEVEL 3: Draws on knowledge of the writing process to plan, write and redraft texts • LEVEL 4: Makes use of discussion and reflection to enhance the writing process • LEVEL 5: Focuses on planning and editing writing to improve expression

75. APPLYING THE SCALES SAMPLE STUDENT #1 AREA GENERAL SPECIFIC LEVEL - understands unfamiliar topics in familiar language; - understands teacher’s questions on familiar topics; communicates in predictable social situations - participates in casual exchanges with peers in English; oral - demonstrates awareness of basic registers for formal - answers simple open-ended questions (how and why interaction and informal situations questions) 4 - incorporates English into own oral repertoire from a - uses language acquired from new sources (excursions, range of oral and written sources. conversations, and from reading) - reads with understanding and learns from controlled - modifies intonation to differentiate questions, familiar and unfamiliar texts that use familiar vocab; exclamation and dialogue when reading aloud; reading and - understands that written English differs from spoken - compares and contrasts in simple ways, characters or responding English events in different stories; 3 - cues into text organisation; and uses vocabulary - shows an understanding of simple word order (can knowledge to make sense of unfamiliar texts reorder words from a jumbled sequence) - communicates on a number of familiar topics - plans the format of a text according to its intended through writing simple creative and informative texts communicative purpose in response to classroom demands; - discusses the impact of different text formats (poster) writing - awareness of common formats required in class - writes identifiable paragraph topic sentences 3 - draws on knowledge of the writing process to plan, - writes first draft, focusing on meaning rather than write and redraft texts. (strategy) accuracy. (strategy)

76. APPLYING THE SCALES SAMPLE STUDENT #2 AREA GENERAL SPECIFIC LEVEL - follows simple instructions relying on key words and - communicates verbally and non-verbally in routine context oral social and classroom situations, using learnt formulae - indicates non-comprehension, verbally or non-verbally interaction and well-rehearsed patterns - tunes into particulars sounds of English (rhyming) 2 - shows an understanding of simplified English and - relies on assistance of a friend to interpret or uses short utterances elaborate - gains and shares meaning from hearing and reading - reads words from familiar contexts (home & school) short simple texts in structured reading activities; - engages in short reading activities based on simple reading and - reads simple texts, using a small repertoire of sight factual or fictional texts responding words and knowledge basic sounds; - identifies where a sentences begins and ends 1 - relies on code-breaking strategies, structured - reads with or slightly after the teacher reading activities, and illustrations to gain meaning. - guesses some familiar words from initial letters. - communicates using drawings or illustrations - communicates simple messages for classroom - labels pictures with words learnt in class purposes using copied text and well-rehearsed - can write in first language writing language - writes short copied texts 1 - uses a range of basic strategies to compensate for a - uses some basics punctuation limited knowledge of English and of writing in English. - asks for translations into English from first language.

77. TO THE LEFT IS A BRIEF EXAMPLE OF HOW TO MATCH THE ESL SCALES WITH EXPECTED ACHIEVEMENT IN THE ENGLISH CLASSROOM. IF A STUDENT IS IN YEAR 5 AND IS AT ESL SCALE LEVEL 6, THEN THE STUDENT’S LANGUAGE SKILLS ARE CONSISTENT WITH THE SYLLABUS EXPECTATIONS. HOWEVER, THIS IS NOT OFTEN THE CASE WITH NEW ARRIVAL STUDENTS. A STUDENT WHO IS IN YEAR 8 MAY BE AT LEVEL 3 OF THE ESL SCALES. IT IS IMPORTANT THAT ESL TEACHERS RECOGNISE AND WORK WITHIN THE LEVEL OF THE STUDENT. ESL SCALES AND THE ENGLISH CURRICULUM

78. CONCLUSION THE ESL SCALES ARE EFFECTIVE GUIDELINES THAT HELP TEACHERS ASSESS STUDENTS’ DEVELOPMENT IN ENGLISH SKILLS IN LISTENING, SPEAKING, READING AND WRITING. THE SCALES ARE DIFFERENT THAN CURRICULUM ASSESSMENT TOOLS WHICH MAY TEND TO FOCUS ON CONTENT KNOWLEDGE. STUDENTS MAY DEMONSTRATE UNEVEN DEVELOPMENT. THEY MAY EXHIBIT A HIGHER LEVEL OF ORAL INTERACTION THAN WRITTEN SKILLS, OR VISA VERSA. THIS IS VALUABLE KNOWLEDGE WHEN PLANNING PROGRAMING FOR ESL STUDENTS. THE SCALES ALLOW FOR A COMMON LANGUAGE BETWEEN (ESL) TEACHERS WHO CAN CREATE INDIVIDUAL LEARNING PLANS BASED ON THEIR OBSERVATIONS.

79. LIST OF RELEVANT RESOURCES THIS PRESENTATION IS AN INTRODUCTION TO THE SCALES. I ENCOURAGE YOU TO ACCESS A COPY OF THE FULL SCALES. IF YOU ARE CURRENTLY TEACHING ESL STUDENTS, I RECOMMEND YOU PRACTICE USING THE SCALES TO GUIDE YOUR OBSERVATIONS. CURRICULUM CORPORATION (1994) THE ESL SCALES WEBSITE: HTTP://WWW.CURRICULUMPRESS.EDU.AU/

80. THANK YOU

ESL Scales Overview

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