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Teachers can provide more opportunities to engage in meaningful reflection with content that the teacher has presented so reciting opinions, claims, and reasoning can become a natural instinct in the classroom environment.

Teachers can create more discussion time on bigger learning topics as a way to foster student voice and increase thoughtful listening amongst the class community.

Students can engage in guided discussions like Socratic seminars, philosophical chairs, and fishbowls to get them talking/listening more about important issues where they can continuously listen and reflect.

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Students at a level 1-2 have tasks such as identifying, recognizing, and responding first before they can move forward and start explaining, paraphrasing, analyzing, etc. so teachers can begin by asking more relevant and at-level questions.

Students at a level 4-5 will begin to gather and synthesize information from multiple sources, so teachers can model what that looks like.

Doesn't just focus on speaking skills of the student, but how to identify and analyze speakers of a text, source, etc. --- teachers can find relevant sources or articles that relate to students' identities or home life.

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To help prompt a Level 4 language response in Listening, teachers could offer students multiple opportunities to participate in discussions on a range of topics where they both answer questions and summarize what points they have heard.

Students must also analyze another speaker's reasoning and use of persuasive/rhetorical techniques in speeches, and they need to determine whether sufficient evidence has been offered to support a claim.

Students also must have the ability to gather information from credible digital sources that they have evaluated for reliability. Teachers could offer "research days" about a specific topic that they are covering, and then ask students to discuss their findings with each other in order to try to support multiple skills at once.

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Teachers can provide tasks that allow students to analyze text (ie. paraphrasing, asking relevant questions, expressing ideas).

Teachers can provide opportunies for students to use evidence to support/refute arguments.

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Reading strategies improves with levels from very limited (1) for identifying key words to (5) a wide range of strategies to break down themes and text analysis.

Strategies to incorporate include: anticipation guides, choral response, guided readings, word banks, think-pair-share, signal words, etc.

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Lots of good strategies that I can incorporate easily into my lessons. Especially for reading!

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Moving from Level 3 --> Level 4/5, students are expected to take basic writing skills (vocabulary, main ideas, arguments, evidence, details, etc.) and apply them in new contexts.

Complexity of tasks increases; students are expected to construct their own arguments and find/analyze evidence to support their claims, while demonstrating writing mechanics.

There's a lot of blending of skills in the higher levels; the goal is to be using English to communicate an understanding of content in writing using tone, style, purpose, and evidence/reasoning.

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Standard (2): Level 1 is some - who, what, when, where questions. Level 2 removes some. 3 needs to be able to add additional information when responding. 4 incorporates paraphrasing kedy ideas and 5-incorporates content specific words to clearly and persuasivley express own ideas.

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Focusing on more than one central idea in a grade level appropriate (yet approachable) text/task

Use of rhetorical appeals (once they've grasped argumentation and persuasive reading and writing)

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Reading determining the meaning of figurative language, and idiomatic expressions; accurately identifying, summarizing, analyzing, and critiquing key points, main ideas and arguments of others presented in writing; gathering and synthesizing information from multiple written sources, evaluating the reliability of each source.

Writing producing a coherent narrative with details using compound and complex sentences, with complex and varied transitions to link the sections of a text and to clarify relationships among events and ideas; composing informational texts about a variety of topics with relevant details, concepts, examples, and information; expressing ideas clearly and persuasively; introducing and distinguishing a claim from a counter-claim, providing logically ordered, relevant reasons and supporting evidence to refute counter-claim.

Listening determining meanings of idiomatic expressions and figurative language in oral presentations and conversations; determining and summarizing central ideas or themes, analyzing their development and evidence discussed; construct meaning from oral presentations on academic topics and literary texts; inferring, analyzing and critiquing the intent, reasoning and use of rhetoric of a speaker.

Speaking participating in extended conversations and discussions and delivering oral presentations on a range of topics, texts, and issues; asking and answering questions to probe reasoning and claims; summarizing key ideas and evidence; fully developing a claim or topic with relevant details, concepts, examples, and information; analyzing and integrating information into a clearly organized oral text.

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*Student can participate in written topics and provide relevant info

*Provide details, facts and concluding statements

*Express opinions about familiar topics

* Place facts in logical order with beginning middle and end

* Distinguish between claims supported by evidence and those that are not

* Gather info sunmerize and site sources

,* use increased number of content words and phrases that show style and tone

*Engage in conversations answer reinvent questions

*Evaluate reliability of sources

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All skills become more complex with the levels. None of them mention being able to read independently-many times material is given at lower grade level or read aloud but this and will not help English Language Development. Kids have to independently ready on ELPA and post secondary. This is absolutely time consuming and not in the curriculum but we will not raise scores without reading instruction

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Some differences that push students to level 4

--summarize key points of an expressed (rather than just summarizing part of a text)

--determining more than one theme or central idea, with details about how it's developed with evidence

--doing their own research, rather than being provided with sources

--use advanced morphology and other strategies to understand content-specific and figurative words

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Integrate multimedia/graphics

Logically order reasons

Summarize KEY ideas

Gather and evaluate reliability of source/integrate information

Analyze reasoning and rhetoric

Adapt language to audience/purpose and task

Teachers can provide specific resources and frames to assistance students to get appropriate multimedia...provide criteria for how to sequence claim, provide a support defining summary and how to distinguish between general information and key information

provide information about difference between audiences, purposes, and task and language to help students discuss these

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The speaking category seems pretty vast and vague at first glance. Students need to move from communicating simple information in short and simple exchanges to communicating complex themes using advanced strategies. In order to get to a level 4, teachers can implement some scaffolding options. Some easy and quick strategies are making sure that you have wall charts with illustrations and asking questions that elicit choral responses. Some “goal” scaffolding options include graphic organizers and varied presentation formats and allowing note cards prior practice time.

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Level 1 starts with more identify type skills and then as it moves through the levels it goes through apply type skills, and expands out to more complex analysis type skills.