ORGANIZATION OF THE
STANDARDS
The Standards Matrix
Don’t Panic:
There will be more detailed training
regarding
Ways to Implement the Standards
and
How to Transform the Elements of a
Sample Performance Indicator.
Language Proficiency in School
•Language proficiency is an outgrowth of cumulative
experiences both inside and outside of school.
•Language proficiency can reflect complex thinking when
linguistic complexity is reduced and support is present.
•Both social and academic language proficiencies are
necessary for school success.
•Academic language proficiency goes in tandem with
academic achievement.
•Academic language proficiency is developed through
sustained content-based language instruction.
Factors in Academic Language Proficiency
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Cognitive:
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Sociocultural:
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Learning strategies
Higher order thinking
Knowledge base
Affective factors
School culture
Native language and culture
Linguistic:

Phonology, grammar, pragmatics, discourse, vocabulary, social and
academic language functions, informal and formal registers
Topic
English Language Proficiency Standards:
Level 1
Level 2
Level 3
Level 4
Level 5
Starting
Emerging
Developing
Expanding
Bridging
Sample Performance Indicator (SPI)
Listening
Speaking
A strand of SPIs
Reading
Writing
Grade Level Cluster
A Sample Performance Indicator
Grade Level Cluster: 4-5
Standard 4 (the language of Science)
Identify –
Language Proficiency Level: 2
Language Domain: Speaking
The
language
function
Identify information in phrases or
short sentences about weather from
charts or tables with text.
Charts or tables –
the type of support
Weather
The topic or
content
Uses for the English Language Proficiency
Standards
The primary use of the English
language proficiency
standards is to guide and
align curriculum, instruction,
and assessment for English
language learners.
Transforming Sample Performance
Indicators (SPIs)
SPIs can be changed to suit instruction
by transforming any of its elements:
– Language function
– Topic
– Domain
– Support or strategy
Example of a change in language function
Grade Level: 1-3 Standard 1
Writing
Explain special
events or
celebrations at
school, home, or
home country
using drawings or
graphic
organizers
Level 4
Compare
special events or
celebrations at
school, home, or
home country
using drawings
or graphic
organizers
Example of a change in content
Grade Level: 4-5 Standard 5
Listening
Match artifacts or
creatures of the
past with their
environments
based on videos,
movies, and oral
descriptions
Level 2
Match
geographic
regions with
their
environments
based on videos,
movies, and oral
descriptions
Example of a change in language domain
Grade Level: PreK-K Standard 4
Writing
Copy or create a
list of materials
(e.g., for growing
seeds) using a
combination of
drawings, letters,
scribble writings,
and words with
invented spellings.
Level 3
Present a list or
enumerate
materials (e.g., for
growing seeds)
with a partner
Example of a change in language domain
Grade Level: PreK-K Standard 4
Writing
Copy or create a
list of materials
(e.g., for growing
seeds) using a
combination of
drawings, letters,
scribble writings,
and words with
invented spellings.
Level 3
Present a list or
enumerate
materials (e.g., for
growing seeds)
with a partner
The English language
proficiency standards are
designed for all educators
working with English language
learners.
Differentiated Instruction
TESOL’s ELP Standards
differentiate instruction
according to language
proficiency.
Differentiated Instruction
When planning for differentiated instruction, there
are four main steps to follow:
Step 1 – Know your students
Step 2 – Have a repertoire of teaching strategies
Step 3 – Identify way/s to assess or evaluate
student progress
Step 4 – Identify a variety of instructional activities
Differentiated Instruction
Planning that includes ELLs
Step 1
Know Your Students
(ability, interests,
behavior issues)
Step 1: Determine EL’s level
of language proficiency.
Ascertain realistic
language expectations
based on the
performance definition
descriptors for the level
of language proficiency.
Research cultural
influences.
Differentiated Instruction
Planning that includes ELLs
Step 2
Have a
repertoire of
teaching
strategies
Step 2: Review researchbased strategies to
scaffold language
development for ELs at
various levels of
proficiency. Be aware of
any cultural issues which
may arise.
Differentiated Instruction
Planning that includes ELLs
Step 3
Identify ways to
assess or
evaluate
student
progress
Step 3: Use SPIs as a guide for
both formative and
summative assessment to
evaluate student progress in
academic language
development.
Differentiated Instruction
Planning that includes ELLs
Step 4
Identify a
variety of
instructional
strategies
Step 4: Identify instructional activities
designed to help ELs develop the
academic language necessary to
access content concepts at the
predetermined level of language
proficiency and across all four
language domains. Suggestions
can be found in the strands of SPIs.