1. Introduction to the Alberta K-12 ESL Proficiency Benchmarks
Time: 5 minutes
Introduce yourself.
If there is a small audience and time for individual responses ask each person to share the following:
Role (Teacher, Administrator)
ESL student population
ESL experience
What they are hoping to get out of the workshop today.
If there is a larger audience ask for a show of hands to answer the following questions:
Teachers
Administrators
Other roles (ask them to share their role)
Percent of ESL in their school: less than 10 %, 25%, 50%, 75%, Bilingual or Immersion setting
Ask for a sliding scale to demonstrate their ESL knowledge and experience. Hand by shoulder – new to ESL, hand by head – some experience, hand in the air – experienced. Ask each person to hold their hand up to represent their personal knowledge and experience at the same time.
The last question is - What are you hoping to get out of the workshop? Ask a few people to share. Summarize each statement and have people raise their hands if that’s the same reason.
Workshop #1

2. Presentation Outline Framework of the Benchmarks
Activating Prior Knowledge
ESL Benchmarks Development
ESL Benchmarks Theoretical Underpinnings
K – 12
Strands of Language
BICS/CALP
Communicative Competence
Framework of the Benchmarks
Listening
Speaking
Reading
Writing
Feedback
TIME: 1 minute
Overview of the Outline

3. Activating Prior Knowledge
Does this picture represent the ESL context?
Why or why not?
Could this picture represent an ESL context?
If so, how?
TIME: 2 minutes
Show the first question and why or why not. Ask people to discuss in pairs or at their tables.
Circulate to hear some of the comments.
Ask for some comments to be shared.
Click to next question and why or why not.
Ask for more comments to be shared

4. Activating Prior Knowledge Debrief
What is different between the two questions?
Does this picture represent the ESL context?
Could this picture represent an ESL context?
TIME: 1 minute
What is the difference between these two questions?

5. Activating Prior Knowledge Debrief
What is different between the two questions?
Does this picture represent the ESL context?
Could this picture represent an ESL context?
TIME: 2 minutes
Easy words but “Does” and “Could” alters meaning. As does “the” and “an”. What’s the difference in what the two questions are asking
Does – is a yes or no question
Could – is an open ended question
Ask about the subtleties of English – what is that like for an ELL?

6. Activating Prior Knowledge Debrief
We all have assumptions based on our own lived experiences and knowledge
Language is powerful; small words change meaning explicitly or with subtlety
ESL is a field with some common understandings and foundational research with many areas requiring further research and innovation.
TIME: 2 Minutes
Challenges assumptions – be open minded, each student is unique, each person’s experience as a Language Learner or working with ELLs is unique
Second picture represents more diversity culturally. Still keep in mind that some of the students may be English only speakers whose families have been in Canada for centuries, others may be new arrivals. Be aware and open minded about the many ways students are diverse: age, gender, grade, prior schooling, prior English, languages/dialects spoken in the home, age on arrival or Canadian born, family traditions, ethnicity, cultural norms and values, etc.

7. Alberta ESL Proficiency Benchmarks Development
Fall 2007
Fall 2008
Spring 2009
Review existing international proficiency standards
Develop Alberta Framework
Develop indicators
Review Alberta Framework, indicators and process
Revise CBE Benchmarks utilizing Alberta development work
Edit Benchmarks with ESL Advisory Committee
Refine Benchmarks
Fall 2009
Publish draft Benchmarks for feedback and field testing.
TIME: 3 minutes
Brief Overview of Important Dates and Actions
In the fall of 2007 a group reviewed approximately 20 internationally recognized proficiency standard documents. The top 6 were selected for a ESL Standards Development Team to work with.
A group of teachers from around the province were nominated by their school boards to work on the ESL Standards Development Team. The group of 26 teachers reviewed the 6 document and developed an Alberta Framework. They began to create descriptors of competencies that English Language Learners would demonstrate for each language proficiency level.
The work continued till the fall of 2008 as the process was a bit slow and labour intensive and the field was showing an increased interest and demand for the document it was decided that a new approach was needed. The CBE ESL Benchmarks were one of the top 6 and widely used or modified by other school jurisdictions and it was decided to modify it. The work of the ESL Standards Development Team was included in the revisions to the CBE ESL Benchmarks. I
In the spring of 2009 the ESL Advisory Committee reviewed and rolled up their sleeves and edited the document. The Benchmarks were refined and edited again in July. In September 2009 a field test and draft version was available online at Alberta Education.

8. Implementation Plan: Benchmarks Draft Feedback
All people who use ESL Benchmarks are encouraged to provide feedback on the draft document
Online Survey will be available in early 2010.
Survey reminders will go out in February and March 2010
Survey will end March 2010
TIME: 2 minutes
Implementation of the Alberta ESL Proficiency Benchmarks for school jurisdictions is voluntary in 2009/2010. The Alberta ESL Proficiency Benchmarks do not carry the authority of a Program of Studies. The ESL Benchmarks were developed as a tool for teachers to help assess student progress and needs and make appropriate and timely programming decisions.
During the 2009/2010 school year jurisdictions and schools have the opportunity to implement the ESL Benchmarks in a way that corresponds to the context of their schools with respect to English Language Learners (ELLs). Schools are encouraged to modify samples in Section 2 and/or develop their own tracking and reporting tools and processes. As the document is in draft form, teachers are encouraged to help improve the benchmarks by providing us with their feedback. A survey for feedback will be available online at .
It is hoped that if it is found to be useful, everyone will eventually begin using the Alberta Education ESL Proficiency Benchmarks, thereby, establishing a common/consistent way of assessing student language proficiency. It is also hoped that the benchmarks will promote collaboration and communication about an ESL student progress and needs among all the student's teachers, and enhance communication between teachers and parents.

9. Implementation Plan: Field Test
Participation in Field Test
gathering feedback of the implementation processes and gathering best practice recommendations for use of Benchmarks in various ESL contexts of Alberta schools
Contact Mike or Kathy to participate
TIME: 1 minute
There is an option for schools that are implementing the ESL Benchmarks for the 2009/2010 school year to participate in a Field Test with Alberta Education.
Distinguishing between the Feedback on the Draft and the Field Test:
ESL Benchmarks Draft; gathering feedback of the ESL Benchmarks document (content, layout etc.)
Field Test: gathering feedback of the implementation processes and gathering best practice recommendations for use of Benchmarks in various ESL contexts of Alberta schools
Contact Mike Ettrich, Manager of ESL at or to learn more.

10. Implementation Plan: Section 2 & Digital Resource
Section 2 released in October
Tracking Sheet Templates
Online Digital ESL Benchmarks Resource
Available October 1,
TIME: 1 minute
Section 2 contains samples of tracking sheets and report card comments.
Each jurisdiction is encouraged to adapt and/or create their own ways of tracking, monitoring and reporting on the Benchmarks.
Encourage participants to go to Learn Alberta to check out the online digital resource.

11. Purpose of ESL Benchmarks
Provide specific language outcomes for each proficiency level
Support initial identification of language proficiency level
Guide appropriate programming for ELLs
Articulate language proficiency to align with ESL Sr. High Program of Studies and other programs of study
TIME: 1 Minute
Participants can read along on page 2 of their Benchmarks document

12. Purpose of ESL Benchmarks
Support teachers in;
Monitoring, tracking and reporting language progress
Planning for explicit language instruction within everyday classroom learning
Communicating with students and parents to;
Develop an understanding of language acquisition
Set appropriate learning goals
TIME: 1 minute
On page 1 in Benchmarks document.
It is hoped that through the Benchmarks, consistency will develop in understanding English Language proficiency which in turn will impact promising practices in assessment, teaching and supporting language learners in a range of Alberta school contexts.

13. Implementation of ESL Benchmarks
Implementation of the Alberta ESL Proficiency Benchmarks for school jurisdictions is voluntary in 2009/2010. The Alberta ESL Proficiency Benchmarks do not carry the authority of a Program of Studies. The ESL Benchmarks were developed as a tool for teachers to help assess student progress and needs and make appropriate and timely programming decisions.
TIME: 1 minute
Background Information which was distributed to the field via the Curriculum Coordinators Meetings in October 2009.

14. Implementation of ESL Benchmarks
It is hoped that if it is found to be useful, everyone will eventually begin using the Alberta Education ESL Proficiency Benchmarks, thereby, establishing a common/consistent way of assessing student language proficiency. It is also hoped that the benchmarks will promote collaboration and communication about an ESL student progress and needs among all the student's teachers, and enhance communication between teachers and parents.
TIME: 1 minute
Background Information which was distributed to the field via the Curriculum Coordinators Meetings in October 2009.

15. Who are the ESL Benchmarks used by?
TIME: 1 minute
Many teachers feel that they are not “ESL Teachers”. This is reasonable as they have been trained to teach a particular division or subject. Some teachers have had training in teaching ESL pedagogy either through their post secondary institution, school board or independently due to their interest in ESL. The focus is shifting from being an ESL Teacher to a teacher of an ELL. Many of our teachers are teachers of ELLs. This document is intended for use by classroom teachers who are teaching ELLs. It is recognized that for some this will be their introduction to English language acquisition and the understanding of the English language development continuum for ELLs.
All teachers of English Language Learners
School Administrators
ESL Designates at Schools
ESL Consultants and Specialists
Resource Teachers

16. When are the ESL Benchmarks used?
Each jurisdiction or school will determine how the benchmarks will be implemented as per the Implementation of ESL Benchmarks on the previous slide.
Ideally,
Intake assessment to establish initial language proficiency, appropriate programming and instructional starting points.
Language proficiency level documented at each reporting period. With comments about areas or growth and those requiring development.
Monitoring of language through ongoing assessment using the tracking document.
TIME: 1 minute
As per the previous Implementation of the ESL Benchmarks – this is not meant to be prescriptive. Each jurisdiction will make individual decisions.
Some examples:
School X will use benchmarks to establish current proficiency at the start of each school year to inform instruction.
School Y will use benchmarks at the start of each school year and at the end of each school year.
School Z will use the benchmarks at each reporting period as part of their regular reporting process

17. Theoretical Underpinnings
Organized by developmentally appropriate divisions
5 Levels of Language Proficiency Levels
Strands of Language
Cummin’s BICS and CALP
Swain’s Communicative Competence
TIME: 1 Minute
Ask participants if they are familiar with the Strands of Language, BICS and CALP or Communicative Competence by raising their hands

18. Division Kindergarten Grades 1-3 Grades 4-6 Grades 7-9 Grades 10-12
TIME: 1 minute
State the 5 divisions:
Kindergarten,
Grades 1 – 3, 4-6, 7-9 and 10 – 12
(Optional)
CBE had Benchmarks for Kindergarten, Grades 1-2 and Grades 3-9
This new divisional boundary is consistent with other provinces and international documents

19. Levels Level 1 – Beginning Level 2 – Developing Level 3 – Expanding
Level 4 – Bridging
Level 5 – Extending
TIME: 2 minute
State the 5 Levels:
1 is the lowest and 5 is the highest.
Rather than use Beginner, high beginner, low intermediate, high intermediate and advanced, adjectives to describe what the ELLs are doing with language were selected
Beginning – Level 1 for those ELLs who are new to English. These learners require modified materials and explicit language instruction.
Developing – Level 2 for those ELLs who are developing their vocabulary and use of English for social and classroom contexts
Expanding – Level 3 for those ELLs who may be increasing their social and basic academic English proficiency. These students need to expand their vocabulary to include academic words, synonymns and antonyms, and affixes. These students also need to learn how to expand their sentences with more detail including the use of adjectives, adverbs, prepositional phrases, and clauses.
Bridging – Level 4 for those ELLs who are increasing their academic language proficiency through connecting or bridging between concepts and contexts. These students are recognizing and using words with multiple meanings, and recognizing metaphors and cultural references.
Extending – Level 5 for those ELLs who are continuing to develop their academic language proficiency by extending their vocabulary including; a range of synonyms, antonyms, homonyms and affixes. They can use words with multiple meanings accurately in a variety of contexts and apply a range of strategies to make meaning of unknown words. These students are learning to create a variety of sentence structures in oral and written text to convey voice, style and tone.

20. Strands of Language Listening Speaking Reading Writing TIME: 1 minute
Share how some ELLs may have a higher oral (Listening and Speaking) proficiency than their literacy (Reading and Writing)
Some ELLs may be higher receptive (Listening and Reading) than productive (Speaking and Writing)
Every student fits a different and unique pattern. The ESL Benchmarks assist in understanding each ELL with respect to strand and competency (which we will learn about shortly).
Optional: Review the Introduction to the Facilitator Guide and find one key aspect for each strand.

21. Cummin’s BICS and CALP BICS CALP 1-2 years 5-10 or more years
Basic Interpersonal Communication Skills
CALP
Cognitive Academic
Linguistic Proficiency
1-2 years
5-10 or more years
Social Language
Academic Language
High Frequency Vocabulary
Low Frequency Vocabulary
Simple Language Structures
Complex Language Structures
Context Embedded
Context Reduced
Concrete
Abstract
Low Pressure
High Pressure
TIME: 3 minutes
Share that this is a summary of BICS and CALP. Participants are encouraged to explore Jim Cummin’s theory further.
Share that BICS and CALP are learned simultaneously – you don’t get BICS and 2 years later you get CALP
Share that while BICS is social and CALP is academic, words and contexts do cross over
Explain that context embedded means to have a lot of environmental supports; visuals, gestures and common experiences
Explain context reduced means that you don’t need to have all the supports to understand and use it in a conversation i.e. extinction
Explain how BICS is usually, but not always concrete in that it’s a familiar topic, experience or object
Explain how many ideas are abstract and are sometimes explained by concrete items or ideas but usually explained by other abstract concepts
Explain that usually BICS occurs in friendly and social situations and is often about low pressure topics or situations – but not always - sometimes there is a significant amount of pressure when first communicating, even about social topics and ideas.

22. Cummin’s BICS and CALP TIME: 1 minute
Language
Level 1
Level 2
Level 3
Level 4
Level 5
Social (BICS)
Academic (CALP)
TIME: 1 minute
This chart shows how BICS and CALP are part of language proficiency development at each ELP (English Language Proficiency) level.
CALP increases from Levels 1 to 5. BICS is required at all levels.

23. Cummin’s BICS and CALP Is the speaker demonstrating BICS or CALP?
I go to store last day.
That theory is debatable.
The leaves have a stem and an apex.
Photosynthesis is the process that uses energy from sunlight to convert carbon dioxide into organic compounds.
Don’t put all your eggs in one basket.
What does it feel like when you volunteer?
TIME:3 minutes
Learning Experience:
At table groups or in partners ask participants to discuss whether the statements are BICS or CALP
Circulate to field questions and listen to how the participants are understanding BICS and CALP

24. Cummin’s BICS and CALP Is the speaker demonstrating BICS or CALP?
I go to store last day.
That theory is debatable.
The leaves have a stem and an apex.
Photosynthesis is the process that uses energy from sunlight to convert carbon dioxide into organic compounds.
Don’t put all your eggs in one basket.
What does it feel like when you volunteer?
Is the speaker demonstrating BICS or CALP?
I go to store last day.
That theory is debatable.
The leaves have a stem and an apex.
Photosynthesis is the process that uses energy from sunlight to convert carbon dioxide into organic compounds.
Don’t put all your eggs in one basket.
What does it feel like when you volunteer?
TIME: 4 Minutes
Learning Experience Debrief
1. BICS – social sharing about the weekend – going to store, vocabulary and syntax are BICS
2. CALP – abstract topic – theory, syntax is BICS
3. BICS – generally high frequency vocabulary – apex is one academic word, stem depending on grade – Both BICS and CALP
Note – BICS and CALP don’t exist in silos – they are connected and appear together in most contexts
4. CALP – low frequency vocabulary, complex sentence – subject specific
5. CALP –syntax and vocabulary are BICS, idiomatic expression makes it CALP
6. BICS – literal question about enjoyment, could be CALP if volunteering is a new concept to someone culturally
No absolutes – just meant to generate discussion and apply knowledge of BICS and CALP

25. TIME: 3 Minutes:
Introduce Communicative Competence – on Page 2 of ESL Benchmarks
explain briefly with some notes from Understanding Communicative Competence in the Facilitator’s Guide
Linguistic Competence is the easiest to identify: it’s the vocabulary, grammar and sentence structure
Discourse Competence is a little trickier, most overtly it’s how text is connected from a simple “and” to “because” to “moreover”
Discourse is more about how ideas are connected differently in different texts; the discourse pattern in a narrative story versus a newspaper article, and how the text is connected in science experiment differs from a friendly letter.
Socio-linguistic Competence comes with time and experience in various contexts to learn idiomatic expressions and develop an understanding of cultural references. It’s about recognizing a formal from an informal situation and its about knowing what polite behaviours are expected and what would be considered impolite.
Strategic Competence differs from a learning strategy in that it is about understanding how to be aware of and use language strategies to communicate and understand.

26. Swain’s Communicative Competence
Knowing a formal from informal situation
Knowing how to close a conversation
Knowing when to use and, or, but, however, if…then, etc.
Knowing when “pitch” means a “tune” or “throw”
Match the statement to the correct communicative competency.
Linguistic
Socio-Linguistic
Discourse
Strategic
TIME: 2 Minutes
Learning Experience
ask participants to match the competence to the statement
Debrief
Answers:
1 = B. socio linguistic
2 = D. Strategic
3 = C. Discourse
4 = A. Linguistic - vocabulary

27. Framework of Benchmarks
Listening
Speaking
Reading
Writing
Discourse
Linguistic
Strategic
Socio-Linguistic
Strand Specific
Auditory Discrimination
Pronunciation
Fluency
Editing
TIME: 1 minute
Found on page 1 of the Benchmarks document
This is the framework for how the Benchmarks are set up.
Each Strand of Listening, Speaking, Reading and Writing has each of the Communicative Competencies.
As well each strand has another competency unique to that strand
Listening has Auditory Discrimination which is about being able to hear the sounds of English: I.e. distinguishing between fifteen and fifty, knowing he’s means he is and the djawanna means did you want to?
Speaking has Pronunciation which is about being able to effectively produces the sounds of English. Accented speech is acceptable: think of all of the dialects of English spoken around the world. The goal is to be understood – it’s okay to have an accent!
Reading has Fluency as it impacts comprehension. There is a distinction made within reading between decoding – the reading of the words and comprehension – understanding of the words.
Writing has editing which is critical and challenging for ELLs as knowledge of word choice, grammar rules, punctuation are specific and contextualized. Editing requires a lot of knowledge about the English language.

28. Framework of Benchmarks
Listening
Speaking
Reading
Writing
Discourse X
Linguistic
Strategic
Socio-Linguistic
Strand Specific
Auditory Discrimination
Pronunciation
Fluency
Editing
TIME: 1 Minute
In this workshop one activity for each strand will be explored.
The areas with the blue Xs are the competencies that will be explored for each strand.

29. Listening Listening involves clarifying what you hear.
Sequence the clarification statements from lowest to highest proficiency.
A. “So we mix these two together?”
B. “I don’t get it”
C. “What would happen if we mixed the acid and base together?”
D. “So A is an acid and B is a base?”
E. No response
TIME: 5 Minutes
Learning Experience
Ask participants in pairs or at table groups to sequence the statements from the lowest to highest proficiency.
Debrief

30. Listening No response “I don’t get it” “So we mix these two together?”
“So A is an acid and B is a base?”
“What would happen if we mixed the acid and the base together?”
“What would happen if we mixed the vinegar, which is the acid with the baking soda which is the base?”
Look at the ESL Benchmarks in Listening (Competency: Strategic)
Look at the grade(s) you are working with
K , pg. 10
Gr. 1-3, pg. 20
Gr. 4-6, pg. 48
Gr. 7-9, pg. 82
Gr , pg. 118
Read through the indicators from Level 1 to 5
Look at the students statements again and match them to the indicator that best describes the student.
TIME: 5 Minutes
Learning Experience Continued
Direct participants to the Benchmarks in the Division they teach. Then direct them to Listening and the competency Strategic - Clarification.
Participants decide on the level for each sample of how a student asks for clarification
Discuss in pairs or at table groups
Answers:
Will vary for each division – the statement and the level.

31. Speaking What do you notice about these statements? Animal eat plant.
Herbivores is animals that eat plants.
Black bears are omnivores because they feed on plant or other animals.
Carnivores hunt herbivores and omnivores in a variety of food chains.
Carnivores, omnivores and herbivores are part of the energy cycle where producers, consumers and decomposers transfer the sun’s energy.
TIME: 2 Minutes
Learning Experience
Ask participants to read the statements and discuss their observations in pairs or at their table groups.
The statements are in order from lowest to highest proficient.
Debrief:
Ask participants to share observations to the whole group.

32. Speaking What do you notice about these statements? Vocabulary
Descriptive
Determiners (a, an, the)
Naming (BICS or CALP)
Sentence length
Grammar
Cohesive devices (and, where, then)
Errors
TIME: 2 minutes
These are most likely the items that were identified.
Expand or add to their list with these items.

33. Speaking Vocabulary, grammar, discourse Animal eat plant.
Herbivores is animals that eat plants.
Black bears are omnivores because they feed on plant or other animals.
Carnivores hunt herbivores and omnivores in a variety of food chains.
Carnivores, omnivores and herbivores are part of the energy cycle where producers, consumers and decomposers transfer the sun’s energy.
TIME: 2 Minutes
This is the statements with the vocabulary highlighted in red, grammar in green and discourse in blue.
Note:
There are grammar errors consistent with ELLs at those levels.
Each word could be vocabulary but plays a role of grammar or discourse. (Nothing is “absolutely” one or the other category)

34. Speaking Look at the ESL Benchmarks in Speaking.
Look at the competency Linguistic (Vocabulary)
K, pg. 12
Gr. 1-3, pg. 29
Gr. 4-6, pg. 52
Gr. 7-9, pg. 88
Gr , pg. 122
Read the across levels 1-5 for the grade(s) you teach
What level is the vocabulary for this sentence?
Black bears are omnivores because they feed on plant or other animals.
TIME: 5 minutes
Learning Experience
Each teacher or group is to level the sentence in the blue box in Speaking – Linguistic (Vocabulary) for the grade they teach.
The find the correct page for their division, then Speaking, then Linguistic Vocabulary and then read the benchmarks.
Then the decide which level the sentence is for vocabulary.

35. Speaking K = Level 5 (content high) Gr. 1 – 3 = Level 4
Revised for K: Black bears eat plants and animals
Black bears are omnivores because they feed on plant or other animals.
TIME: 1 minute
Debrief:
Review the levels by division.
Note:
This is not a particularly relevant example for Kindergarten: We would revise it as per sentence in blue box.
Teachers need to observe a student over multiple contexts. Student samples should be what they say most consistently.

36. Reading Look at the sample of text.
What language features do you notice?
In the spring, the adult lays eggs on a leaf. When the eggs hatch, tiny little caterpillars emerge and begin to eat. This is the larva stage.
TIME: 2 Minutes
Learning Experience
In pairs or table groups the teachers identify the language features again.

37. Reading Vocabulary, grammar, discourse Look at the sample of text.
In the spring, the adult lays eggs on a leaf. When the eggs hatch, tiny little caterpillars emerge and begin to eat. This is the larva stage.
Look at the sample of text.
What is the ESL proficiency level required to read this for the grade(s) you are teaching?
TIME: 2 Minutes
Debrief
This is the sample with the vocabulary identified in read, the grammar in green and the discourse in blue.
Reading is difficult to do an activity for without a student. For this learning experience we will have you think about the teacher’s role in selecting texts for students to read. Based on what the teachers know about the division they teach ask them “What is the ESL proficiency level required to read this text?” (It is approximate).

38. Reading
K = Level 5 (Read aloud)
Gr. 1-3 = Level 4/5
Gr = Level 3
Gr. 7-9 = Level 2
Gr = Level 2
Teachers can scan the text to understand the approximate ELP level needed to comprehend the passage.
Teachers can provide a range of texts to match the ELP of the ELLs in their class.
Why? For comprehensible input.
In the spring, the adult lays eggs on a leaf. When the eggs hatch, tiny little caterpillars emerge and begin to eat. This is the larva stage.
TIME: 2 Minutes
Debrief:
This is the approximate ELP level required for each division to comprehend this piece of text.
By being able to scan a text and approximate the ELP level, teachers can select texts that match the ELP of their ELLs better.
Comprehensible Input is an ESL Learning theory developed by Stephen Krashen. It means to understand the information. ELLs require comprehensible input (CI) to make meaning. CI +1 means to extend a little beyond the known to extend the ELLs vocabulary and concept knowledge.

39. Reading
The Benchmarks make a distinction between decoding and comprehension.
Division
Strategic
Strategic (Context Cues)
Phonological Awareness
Kindergarten NA
Gr. 1-3 X
Gr. 4-6
Gr. 7-9 Gr
TIME: 2 Minutes
This chart shows where decoding and comprehension can be found in the Benchmarks.
Have the participants look under Reading in their division and find the competencies.
For Gr. 1-3 decoding is addressed in phonological awareness and comprehension is addressed in Strategic (Context Cues)
For Gr. 4-6, Gr. 7-9, Gr decoding has a row of indicators within Strategic and comprehension strategies also have a row of indicators within Strategic.
Give the participants time to scan the indicators

40. Reading Learning to Read: Learning how to decode and comprehend
Reading to Learn: Mastery of decoding and a repertoire of reading strategies
Decoding:
Average rate 300 WPM (words per minute) for English at high school and 100 WPM for ELLs
ELLs:
- Need more time
- Require explicit instruction on phonological awareness, word families, blends, affixes, syllabification, fluency etc.
TIME: 1 Minute
For many ELLs they are expected to learn English by reading.
Some ELLs require support and instruction on learning to read especially in the areas of decoding and comprehension.
Be aware that some students are still “Learning to Read” in upper grades.
When students are ready to Read to Learn, they still need explicit strategies on comprehension strategies. ELLs also need comprehensible input, when there are too many new words in a text the reading becomes overwhelming.

41. Reading Comprehension:
Approximate Correlation between ELP and comprehension level for Div 2, 3, 4
Level 5 – grade level -1
Level 4 – grade level -2
Level 3 – grade level – 3
Level 2 - grade level – 4 + (pending grade)
Level 1 – grades level -5 +
ELLs:
Explicit strategy instruction (visual cues, re-reading, read ahead, connecting to prior knowledge, self-correcting, word analysis, syntactical analysis, predicting, inferencing, summarizing, synthesizing etc.)
Increased exposure to a variety of texts
TIME: 2 Minutes
This is an approximate chart based on comparing ESL Benchmarks for reading and Comprehension tests (PM Benchmarks, DRA, Gates McGinitie, Jerry Johns etc.)
Example:
A student in Grade 7 who is ELP 5 usually comprehends at Grade 7 level or Grade level minus 1 – which is Grade 6 level
A student in Grade 7 who is ELP 4 usually comprehends at Grade 5 level
A student in Grade 7 who is ELP 3 usually comprehends as Grade 4 level
A student in Grade 7 who is EP 2 usually comprehends at Grade 3 level or lower
A student in Grade 7 who is ELP 1 usually comprehends at Grade 2 or lower
Students need “just right texts” and instruction!
Optional points to make:
Reminder that reading and truly understanding the text involves;
Understanding overt cultural and literal references
Understanding subtleties of meaning
Reading “between the lines”
Understanding of variety of reasons for reading
Comprehending different kinds of texts
Transferring what they have read to meaningful contexts outside of the classroom

42. Writing
This catarpilr is fat. It eat all the lef. Then it make cokon. It grow to a buttrfli.
The life cycle of a butterfly starts with the egg stage. When it comes out it is a caterpillar. That’s called the larva stage.
Look at the samples of text.
What language features do you notice?
TIME: 1 Minute
Learning Experience
By this time, the participants should be very familiar with this activity.

43. Writing
Find Writing in the Benchmarks in the Division you teach.
Look at the competency Discourse, then Linguistic (Grammar/Syntax), Linguistic (Vocabulary)
What is the ESL proficiency level of these two samples in the grade(s) you are teaching?
This catarpilr is fat. It eat all the lef. Then it make cokon. It grow to a buttrfli.
The life cycle of a butterfly starts with the egg stage. When it comes out it is a caterpillar. That’s called the larva stage.
TIME: 5 Minutes
Learning Experience
Direct the participants to their division and then to Writing
Have them read the competencies; Discourse, Linguistic Grammar/Syntax and then Linguistic Grammar.
Ask them which benchmark the samples are.
Note there may be different levels for each competency. This is normal. Not every student is equal in each competence and the ELP may vary according to competence.

44. Writing
Look at the ESL Benchmarks in in writing for the grade(s) you are teaching:
Read the Benchmarks for the competency: Editing
What editing a challenge for ELLs?
Knowing conventions; spelling, punctuation etc.
Knowing grammar and syntax adjustments
Knowing word choice options to be more succinct, clear or to demonstrate voice or tone.
TIME: 3 Minutes
Learning Experience
Ask the participants to stay in their division in the writing strand and read the competency Editing. Ask them what makes Editing a challenge for ELLs.
Editing is challenging to assess. Teacher’s need to see the student’s rough draft and an edited copy. Also the teacher should be aware of what they have explicitly taught students with respect to editing. During class times when students are editing, the teacher can circulate and observe students to assess their editing proficiency level.

45. Presentation Summary
3 important things you should KNOW after this session!
The Benchmarks are organized by Division and Strand
BICS and CALP and Communicative Competence are the theoretical underpinnings
Basic understanding of English Language Proficiency from Levels 1 to 5
TIME: 1 Minute
Three important things that were covered during the workshop.

46. 1. Benchmarks Organization
Divisions:
Kindergarten
Grades 1-3
Grades 4-6
Grades 7-9
Grades 10-12
Strands:
Listening
Speaking
Reading
Writing
TIME: 1 Minute
Ask the participants to identify the Divisions.
Ask the participants to name the Strands

47. 2. Cummin’s BICS and CALP BICS CALP 1-2 years 5-10 or more years
Basic Interpersonal Communication Skills
CALP
Cognitive Academic
Linguistic Proficiency
1-2 years
5-10 or more years
Social Language
Academic Language
High Frequency Vocabulary
Low Frequency Vocabulary
Simple Language Structures
Complex Language Structures
Context Embedded
Context Reduced
Concrete
Abstract
Low Pressure
High Pressure
TIME: 2 Minutes
First - What did you learn about BICS and CALP today
Prompts:
How does it connect to the proficiency levels?
Can BICS and CALP exist together?

48. TIME: 2 Minutes
Second: What did you learn about Communicative Competence?
Prompts:
How do the competencies connect to the frame of the benchmarks?
How do the competencies develop from level to level?
How do the competencies change from division to division?

49. 3. Understand ELP!
Understanding the English Language proficiency of ELLs will help teachers:
Identify initial proficiency
Set appropriate language goals
Develop appropriate programming
Assess, monitor and report language proficiency growth
GOAL:
Personalize learning through differentiation!
TIME: 2 Minutes
Through the Alberta Education K- 12 ESL Proficiency Benchmarks teachers can better understand language acquisition and support the ELLs they teach.
Most teachers are not ESL teachers but many are teachers of English Language Learners!

50. Implementation of ESL Benchmarks at your school
As each school context is unique, it is recommended that each administrator develop an individual plan for implementing the ESL Benchmarks at their schools.
Some regions have access to school board specialists or regional ESL or Resource staff to assist with individual implementation plans . Additional information can be provided by contacting Kathy Salmon at Alberta Education.
TIME: 1 Minute
Remind all participants that they need to create a plan that is based on their ELL students and educational requirements as well as by where the programs are and where the teachers are in terms of their learning around the ESL Benchmarks, language acquisition and/or ESL pedagogy. Each school needs to start from “where they are at” and progress at a rate that is reasonable for their school.
It is recognized that the ESL Benchmarks are just one of many “things” that teachers are learning and/or incorporating into their regular practice.
It is also recognized that ESL comes with a body of knowledge and that teachers need time, training and support as they are learning about English language acquisition.

51. Feedback
Please provide feedback on the Benchmarks by completing the survey
Please complete the paper evaluation for this session
Thank you for your participation!
TIME: 5 Minutes
Remind participants the Benchmarks descriptors and examples are in draft form. Feeback and input will be gathered until March 30, 2010 and incorporated into document revisions in the spring of Please provide any feedback via the online survey.
An evaluation of this session will help us know what parts were useful and what parts we can improve. Please complete and hand in the paper evaluation form for today’s session.