ESOL AT ISL
The English to Speakers of Other Languages (ESOL) program at The International School of
Latvia (ISL) is committed to the development of communication, comprehension, and writing skills in the
English language. The program serves and identifies students who are English Language Learners (ELL).
The purpose of the ESOL course is to help students further acquire English language (listening, speaking,
reading, pronunciation and writing skills) as well as academic skills in order to achieve in all content
areas. This course combines speaking, listening, reading, writing, vocabulary development, grammar,
cultural awareness, and the learning of specific reading and writing strategies. The courses vary in
structure and academic focus depending on the student’s age, grade level, and academic needs.
The objective of the course is to acquire English, to obtain process, construct and provide subject
matter information in spoken and written forms. Students will be encouraged to:
Use English to communicate in social settings:
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Students will use English to participate in social interactions.
Students will interact in, through, and with spoken and written English for personal expression
and enjoyment;
Students will use learning strategies to extend their communicative competence.
Use English to achieve academically in all content areas:
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Students will use English to interact in the classroom.
Students will use English to obtain, process, construct, and provide subject matter information in
spoken and written forms.
Students will use appropriate learning strategies to construct and apply academic knowledge.
Students are also encouraged to continue the development of their mother tongue(s). For some
students at ISL English may be a third or fourth language. ESOL students in international schools learn
English more quickly and effectively if they maintain and develop their proficiency in the mother
tongue(s). Many skills acquired in the first or second language can be transferred to English. . This is
crucial for cognitive development and maintenance of their cultural identity. Respect for differences
between languages and between dialects is also promoted.
Students who are identified as beginners and low intermediates, in most cases, will need extra English
support outside of school. Especially students who are in the upper PYP and all MYP years. As Latvia is
not an English speaking country students’ exposure to English outside of the classroom is extremely
limited. Parents and guardians are encouraged to include English as part of the students’ daily activities,
whether it be via books, music, cartoons, television and/or movies.
The aims and objectives of the ESOL course are:
Students will understand that reading and writing are a process. Students will read for pleasure and
information with increasing independence. They will read for meaning using a variety of reading skills.
They will be confident about their own reading and will continue to develop a range of reading strategies
to decode and make sense of text. They will acquire vocabulary necessary to discuss stories heard and
read, demonstrate awareness of the role of the characters and plot, and they will respond to the ideas and
feelings expressed. They will begin to use a variety of reference books and dictionaries independently and
in small groups.
Students will write confidently, with developing legibility and fluency. They will write for a variety of
purposes and will develop an understanding of different story structures. They will begin to plan, edit and
review their own writing, showing an increasing ability to spell high-frequency words. They will begin to
use spelling patterns and will continue to use their phonetic skills to spell, especially when constructing
more complex words. As risk-takers, they will demonstrate confidence in attempting to write unfamiliar
words using a variety of strategies.
Students will learn to: read and write for enjoyment, instruction and information; recognise and appreciate
the variety of literary styles, genres and structures such as poetry, plays and stories, creative, informative,
instructional, persuasive and reflective text; understand and apply a variety of structures, strategies and
literary techniques (spelling, vocabulary, sentence structure, grammar, prediction, plot, character,
punctuation, voice).
In the area of oral communication, students will learn to: listen and respond to a range of texts, and to the
ideas and opinions of others; improve fluency and accuracy when speaking; ask and answer questions;
relate and retell; persuade; talk about needs, feelings, ideas and opinions; contribute to discussions in a
range of formal and informal situations; recognise that oral language needs to be appropriate to the
audience and to the purpose.
IDENTIFICATION PROCESS FOR ESOL STUDENTS AT ISL
For new students:
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If English is not spoken at home, or
if the new student had limited instruction in English at their previous school, or
if the student had not been exited from the ESOL programme in their previous International
school, the student will join the ESOL course during Language Block instead of French or
German. They will be given the LAS (Language Assessment System) Placement test to determine
their level of proficiency.
For ISL students:
A teacher has concerns that a student's proficiency level is hindering learning:
The Teacher meets with the ESOL Teacher (with the student’s writing samples and observations notes)
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The ESOL teacher gives the student the LAS Placement test
ESOL AT ISL: EXIT CRITERIA (Only takes place at the beginning or end of the academic year,
students will not be exited mid- year)
Student progress in the expository and receptive areas is documented and reported through observation
notes, assessments, work samples, report writing, parent/teacher conferences, student/teacher conferences,
ESOL teacher/English teacher conferences.
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If the student is consistently producing work at the ‘proficient’ level (see attached benchmarks), the
ESOL teacher will meet with the student’s teacher. If the teachers confirm progress,
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The student will be given the LAS (Language Assessment System) If the result is at the ‘Above
Proficient’ level, the student may exit ESOL and join French or German the next academic year.
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A letter will be sent to parents informing them that the student has fulfilled the ESOL exiting criteria and
may start German or French the next academic year.
ESOL EXITING BENCHMARKS1
Linguistic ESOL Exit Benchmarks for Kindergarten
LISTENING: The student…
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follows simple directions
recalls details in an oral story
makes simple inferences
SPEAKING: The student…
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produces simple sentences with errors that do not interfere with communication.
produces accurate labels for less-common objects in social situations
uses appropriate words and phrases when describing school-related processes
can tell a simple story with mostly correct vocabulary and simple grammar
READING: The student…
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discriminates between beginning and ending sounds
identifies frequently used rhyming words
match words to definitions or descriptions
recall events in a story in a passage read aloud
read simple sentences independently
WRITING: The student…
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uses correct grammar such as singular nouns, subject pronouns, subject/verb agreement
capitalizes beginning of a sentence
writes a complete sentence with few errors that describes a picture.
Linguistic ESOL Exit Benchmarks for Grade 1
LISTENING: The student…
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recalls stated details in an oral story
can make simple inferences
follows simple oral directions by distinguishing the location of an object in relation to another
object
SPEAKING: The student…
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produces simple sentences with errors that do not interfere with communication when making
requests and conduction business in the classroom
Produces accurate labels for less-common objects in social situations
Uses accurate vocabulary to describe the purpose of less-common objects in social situations
can tell a simple story with mostly correct vocabulary and simple grammar
READING: The student…
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discriminates between beginning and ending sounds
identifies less- frequently used rhyming words
match words to definitions or descriptions
recall events in a story in a passage read aloud
read simple sentences independently
WRITING: The student…
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uses correct grammar such as singular nouns, subject pronouns, subject/verb agreement, modal
auxiliary verb construction, and future tense
uses capital letters at the beginning of a sentences as well as appropriate sentences ending marks
writes complete sentence to describe a picture or preference; communication is clear and
complete, though minor errors may occur.
Linguistic ESOL Exit Benchmarks for Grade 2-3
LISTENING: The student…
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follows more complex directions
recalls subtle details in an oral story
determines main idea of an oral story
SPEAKING: The student…
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produces sentences with more sophisticated vocabulary with minor errors in grammar when
providing information, describing social situation, describing a multi-step process, or explaining
reasoning
READING: The student…
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identifies rhyming words written with diphthongs
identifies short and long vowel sounds and less-frequent ending sounds
identifies synonyms of social and academic vocabulary
uses context clues to determine a word’s meaning
recalls implicit details
describes a character
makes inferences with strong context support
transfers concepts learned to a new situation
WRITING: The student…
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uses verb tense agreement and appropriate indefinite articles with minor errors
uses punctuation in dates
writes fluently to describe a picture or to explain a preference; communication is clear and
complete, though it may contain minor errors
Linguistic ESOL Exit Benchmarks for Grade 4-5
LISTENING: The student…
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follows multi-step directions using academic vocabulary
recalls stated details in a classroom discussion and a class lesson
identifies sequences of steps
determines main idea of a class lesson
SPEAKING: The student…
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produces sentences with more sophisticated vocabulary with minor errors in grammar when
providing information, describing social situation, asking questions, and expressing an opinion.
Uses complex sentence structure and accurate vocabulary when describing location and
directions, with minor error.
Minor errors do not interfere with communication in academic situations
READING: The student….
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Divides words into syllables
Uses knowledge lower-frequency prefixes and suffixes
Identifies synonyms of high-frequency social and academic vocabulary
Uses context clues to determine the meaning of less common words
Infers information and draws conclusions in fiction and academic texts
Can determine the organizational structure of a reading passage
WRITING: The student….
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Uses verb tense agreement
Uses object pronouns in complex sentences
Uses capitalization, appropriate end punctuation, commas in series, and apostrophes in
contractions and possessives
Is able to differentiate between sentences and fragments
Correctly places adjectives and adverbs in sentences
Is able to write to describe, explain, compare, persuade, or express, using complex sentences with
accurate vocabulary; errors do not interfere with understanding.
LINGUISTIC ESOL EXIT BENCHMARKS FOR 6th to 8th GRADE
SPEAKING: The student…
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converses easily with native and non-native speakers in both social/interpersonal and academic
situations
expresses feelings, needs and experiences with a richness of language approximating that of a
native-speaking peer
organizes and presents ideas in content areas effectively in oral presentations at a level of ability
appropriate to grade level
asks questions with confidence in the academic environment
participates as a speaker in group activities
speaks clearly so that enunciation and pronunciation of words do not interfere with the listener’s
comprehension of the message.
LISTENING: The student…
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understands all spoken instructions in the school environment, and responds appropriately to
these instructions
understands the spoken language sufficiently well to answer questions in response to teachers’
requests
sustains concentration during lengthy discourse
has sufficient academic vocabulary and structures to understand and be able to participate fully in
lessons
listens to specific information
understands the different meanings that can be conveyed by variations in word and sentence
stress, intonation and gestures
READING: The student…
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comprehends written materials used in the mainstream curriculum well enough to complete
learning activities
reads for a purpose
uses dictionaries and other reference materials effectively
uses printed sources to complete a range of written tasks.
WRITING: The student…
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performs written tasks at grade level, with an appropriate degree of grammatical accuracy and
coherence, for academic and personal purposes
presents written work using appropriate vocabulary, syntax and style
lists, classifies and organizes information
presents written work with clear handwriting, correct paragraph organization, punctuation and
capitalization
LINGUISTIC ESOL EXIT BENCHMARKS FOR 9th to 10th GRADE
SPEAKING: The student…
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converses easily with native and non-native speakers in both social/interpersonal and academic
situations
expresses feelings, needs and experiences with a richness of language approximating that of a
native-speaking peer
organizes and presents ideas in content areas effectively in oral presentations at a level of ability
appropriate to grade level
asks questions with confidence in the academic environment
participates as a speaker in group activities
speaks clearly so that enunciation and pronunciation of words do not interfere with the listener’s
comprehension of the message.
LISTENING: The student…
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understands all spoken instructions in the school environment, and responds appropriately to
these instructions
understands the spoken language sufficiently well to answer questions in response to teachers’
requests
sustains concentration during lengthy discourse
has sufficient academic vocabulary and structures to understand and be able to participate fully in
lessons
listens to specific information
understands the different meanings that can be conveyed by variations in word and sentence
stress, intonation and gestures
READING: The student…
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comprehends written materials used in the mainstream curriculum well enough to complete
learning activities
reads for a purpose
uses dictionaries and other reference materials effectively
uses printed sources to complete a range of written tasks
uses appropriate strategies for discerning the meaning of new words in context
WRITING: The student…
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performs written tasks at grade level, with an appropriate degree of grammatical accuracy and
coherence, for academic and personal purposes
 presents written work using appropriate vocabulary, syntax and style on a variety of topics and in
a variety of genres
 lists, classifies and organizes information
presents written work with clear handwriting, correct paragraph organization, punctuation and
capitalization, with accurate use of simple tenses
1
LAS LINKS INTERPRETATIONS GUIDE. (2006). CBT/MCGRAW-HILL LCC