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English Department

English as a Second Language Services
Curriculum Description

Abridged from MSAD #75 Curriculum to Describe Secondary Program

Why We Teach

The purpose of the ESL program and all ESL instruction in M.S.AD. No. 75 is to help the Limited English Proficient (L.E.P.) student prepare to enter the regular classroom as quickly as possible. Once there, the program is designed to support L.E.P. students in such a way that they become increasingly self-reliant and need fewer hours each week in the ESL program.

Students entering the program will be assigned to a grade level that most closely fits their age and previous school experience. The amount of time per day that the student spends in the regular classroom will be determined using assessment tools designed for evaluating English proficiency (see Appendix A). Changes may be made to a student's schedule if it becomes apparent that they have been inappropriately placed. An effort will be made to place each student with teachers who are flexible and comfortable working with someone from a different language and cultural background.

The time it takes for a newly arrived, non-English speaking student to progress from spending most of the day in the ESL room, to spending one or two hours each week, will depend on the student's age, previous academic experience, home situation and the student's own talents and abilities. Initially, new arrivals who speak no English will remain with the ESL teacher for the better part of the school day. When the student has progressed to the Intermediate level (see Student Level Descriptors) they will gradually participate in more regular classroom activities.

The nature of the program is such that there is only one ESL teacher available for grades K-6 and one for grades 7-12 to provide instruction for varying numbers of students with varying need. This limita tion will also determine how much time the student receives ESL instruction.

It is not possible to anticipate the level of English proficiency or the degree of academic experience new entrants to the ESL program may have. The ESL program must be ready to serve students in grades K -12 who arrive with a wide range of abilities

and proficiency in English. This requires flexibility on the part of all school personnel

involved: teachers, aides, secretaries, guidance counselors and administrators.

In addition to learning a new language, the LEP student is often struggling with problems like: culture shock, parents who are unfamiliar with the system (students often act as interpreters for their par ents), frequent address/school changes and, unfortunately, racism. The ESL teacher, therefore, serves as counselor, student advocate, content area tutor, evaluator, and parent/school liaison, in addition to language teacher.

WHO WE TEACH

Student Level Descriptors

Level A- Beginner (New Arrivals)

Students speak little or no English. Students may have some receptive language skills but no expres sive language skills. Students exhibit minimal comprehension and almost no verbal production and commu nicate with gestures and actions. This level corresponds to Pre-production and Early Production of Second Language Acquisition (see Appendix B).

Instruction should include context clues and comprehensible input. Realia is essential. Vocabulary should be introduced with objects, pictures and/or demonstrated action. Focus on student survival skills and BICS (Basic Interpersonal Communication Skills).

Level B-Intermediate (Sheltered)

Students exhibit good comprehension and will speak in longer phrases and complete sentences with errors in pronunciation and grammar. At this stage, students have an excellent comprehension of everyday speech, but content area language comprehension is much less well developed. This level corresponds to Speech Emergence and Intermediate Fluency of Second Language Acquisition.

Most instruction should include context clues and comprehensible input. Students still depend on realia to determine what is being said and focus on content and increased vocabulary, including figurative language.

Student Level Descriptors

Level C- Advanced (Transitional)

Students have skills in conversational English. They need help acquiring language skills necessary to tackle mainstream reading and content material. Their second language skills require fine tuning and their comprehension of complex language would require some support.

See Appendix D for a grammatical sequence to be used as a guideline for teaching grammar at any level.

At each level of instruction, there will be included elements of speaking, listening, reading and writing. Aspects of American culture, Maine studies and the student's own cultural background will be included in the content of instruction. Students will follow the mainstream curriculum of their grade level as much and as soon as they have sufficient English language proficiency.

WHAT WE TEACH

Curriculum Outline

LEVEL A-BEGINNER

(New Arrivals)

GENERAL SURVIVAL SKILLS

1. Listening and Speaking­ Student will:

  • Greet someone and respond to a greeting

  • Ask and answer questions about personal information (name, country of origin,

  • age , birth date, address, telephone, parents' names)

  • Say good-bye and respond to farewells

  • Ask and answer simple directions (copy, repeat, listen, ask, say, etc.)

  • Express lack of understanding (I don't know; I don't understand)

  • Count to 100

  • Tell time

  • Identify money

  • Count money

  • Know the rooms and furniture in a house

  • Use the telephone ­ Dial a written number

  • Name common foods (fruits, vegetables, meats, drinks, etc.)

  • Express preferences (I like, I don't like)

  • Name items of clothing

  • Identify common illnesses

  • Shop in a supermarket

  • Talk about or describe self and family members

  • Ask for clarification (What does ______ mean? Should I _______? Do I ____?)

  • Follow 2-3 directions given at one time

  • Use variations of time expressions (11:45, 10 after 2, quarter to 12)

  • Add, subtract, multiply and divide numbers

  • Buy a list of items in stores by oneself

  • Take a bus by oneself

  • Buy a stamp and mail a letter by oneself

  • Use a pay phone by oneself

  • Ask for change by oneself

  • Order and pay for food in a restaurant

  • Give directions

  • Make an appointment

  • Call to cancel or change a meeting

  • Cash a check

  • Make a complaint (to teacher, landlord, store manager)

2. Reading and Writing: Student will:

  • Write name, age, address, telephone number

  • Write numbers 1-100

  • Print the alphabet

  • Read simple signs (restroom, men, women, exit, stop)

  • Read prices

  • Write a letter or card in English and address the envelope

  • Read a calendar and write dates

  • Write down a telephone message

  • Find a name in a telephone book

  • Pay bills

  • Fill out a personal information form (job application, etc.

School Survival Skills

1. Library Use: Student will be able to:

  • Locate books, magazines and periodicals

  • Check out and return books

  • Use the card catalog to find materials

  • Ask for help

2. Cafeteria: Student will be able to:

  • Line up for lunch

  • Ask for food wanted

  • Pay for food/use lunch ticket

  • Follow rules in the cafeteria/commons

3. Emergency Procedures: Student will be able to:

  • Ask the school nurse or teacher for help

  • Understand and follow the procedure for fire drills (proper bell signal, leaving build

  • ing, lining up in proper location, etc.)

  • Tell someone in authority (teacher, nurse, administrator) when there is an emergency

4. Geography of School: Student will be able to:

Locate the following rooms:

  • Principal's/Main Office
  • Nurse's office
  • Library
  • Student Affairs' office (Mt. Ararat)
  • Cafeteria/Commons
  • Home Economics rm..(Mt.Ararat)
  • Gymnasium/gym
  • Math lab (Mt. Ararat)
  • Girls' bathroom
  • English office (Mt. Ararat)
  • Boys' bathroom
  • Science office (Mt. Ararat)
  • Locker rooms
  • Guidance office (Mt. Ararat)
  • Classroom numbers
  • Parking lot

5. Classroom Routine: Student will be able to:

  • Name materials such as pens, pencils, paper, ruler, notebook, etc.

  • Put name and date at top of paper

  • Understand report cards, i.e. grading periods, grade designations, progress reports

  • Know when to raise hand before speaking

  • Follow teacher's instructions

  • Get to classes on time (Mt. Ararat)

  • Know how to ask for a pass (Mt. Ararat)

  • Understand procedures for: permission slips, excused absences, early dismissal

6. Test Taking Skills: Student will be able to:

Recognize and understand the following test question formats:

  • true-false
  • essay
  • multiple choice
  • completion
  • film in the blank
  • matching

7. Money: Student will be able to:

  • Name and count coins

  • Name and count bills

  • Make change

  • 8. School Vocabulary: Student will be able to:

  • Identify jobs of different people encountered

  • Name the periods of the day

  • Name after school activities

  • Name teachers (Miss, Ms., Mr., Mrs.)

  • Name grade levels:

    • 7th and 8th = middle school/junior high

    • 9 = freshman

    • 10 = sophomore

    • 11 = junior

    • 12 = senior

    • Elementary

    • kindergarten, first, second, etc.

9. Additional School Vocabulary

  • graduation
  • upstairs
  • downstairs
  • homeroom
  • recess
  • pep rally
  • snack
  • assembly
  • dismissal
  • next to
  • next door to
  • in front of
  • behind
  • in back of
  • across from
  • between

10. Study Skills: Student will be able to:

  • Learn question types, look for key words, apply logic

  • Keep notes on subject material, keep returned work

  • Review familiar work

See Appendix C for the checklist of survival skills that can be used as a record keeping tool.

LEVEL B­ INTERMEDIATE

(Sheltered)

Students will follow established District subject area curricula for specific grade level with modifications, reinforcement and support

Reading:

Increase speed, fluency, comprehension

Reading strategies for different purposes

Skimming, scanning, surveying, pleasure, locating information

Vocabulary

Figurative Language

Writing:

See Appendix E (Analytic Scoring Guide for Writing) which describes areas of instruction.

LEVEL C ­ ADVANCED (TRANSITIONAL)

At this level the student will spend the greater part of the school day in a regular classroom. The student will meet with the ESL instructor for support in content area studies and for refinement of language skills in the areas of speaking, listening, reading and writing.

What follows are outlines of skills and vocabulary necessary for students to participate in the regular classroom in the content areas of math, social studies and science in grades 7-12. A particular student may need to cover vocabulary from an earlier grade level in order to fill gaps in their knowledge.

NECESSARY LITERACY SKILLS FOR CONTENT COURSES 7-12

I. Pre-Math literacy Skills/Content

Numbers

from zero to thousands, names and figures

place values, ones, tens, hundreds, etc.

decimal points and commas

Functions

addition, subtraction, multiplication, division

reading function signs, function equations and formats

lesser than, equal to and greater than

Fraction, Decimals & Percents

reading, comparing, contrasting and comprehending

performing functions with fractions, decimals and percents

Graphs and Charts

chart types, line, bar, etc.

read information contained in charts and graphs

construct, develop and add to charts and graphs

Measurements

length, volume, weight, temperature, etc.

read rulers, scales, thermometers, containers

metric and American units of measurements

abbreviations and prefixes used for units

Geometry

horizontal, vertical, diagonal

line segments, angles, shapes, figures

II. Pre-Science Literacy Skills/Content

Measurements

(see math above)

Apparati

microscopes, lab equipment, protractors

apparatus names, parts and functions

Graphs & Charts

(see math above)

Scientific Method

purpose, hypothesis, findings, conclusion

learn and follow

Safety Rules

comprehend safety concerns and precautions

learn the rules

III. Pre-World Geography Literacy Skills/Content

Directions

north, south, east, west, right, left, up, down

Features

hills, mountains, plains, rivers, lakes, continents, oceans

concepts and specific names

Place Names

local names, cities, countries, states

Maps

local, state, national, world

political, highway, product, altitude

latitude and longitude

map parts, legends, compass rose

Graphs and Charts

(see Math above)

Solar System

planets, satellites, orbits, sun, rotation and revolution

APPENDICES

Appendix A

LAU PLAN

MAINE SCHOOL ADMINISTRATIVE DISTRICT NO. 75

Topsham, ME

ENGLISH AS A SECOND LANGUAGE PROGRAM

This program is designed to identify, to assess the needs of, and to insure equal educational opportunity for students of non or limited English speaking ability. Program personnel consist of a District coordinator and two District teachers, one at the elementary level and one at the secondary. Federal law mandates equal educational opportunity for non or limited English speaking students. M.S.A.D. NO. 75's program is funded by local money.

I. Referral Sources

A. Parents

B. Classroom teachers

C. Students,themselves

D. School Registration form

1. If parent indicates language other than English spoken at home,

ESL program information sheet will be provided to the parent.

2. The tear-off portion of theESL information sheet will be completed by registration personnel and routed to the ESL teacher.

E. Home Language Survey (Department of Educational & Cultural Services):

Each year new students, kindergarten students, returns routed to ESL

teachers, guidance or building principals.

II. Assessment Areas

A. Oral comprehension (listening)

B. Written comprehension (reading)

C. Oral presentation (speaking)

D. Written presentation (writing)

E. Native language literacy (when applicable)

F. School proficiency level (when applicable)

III. Available Testing (to be done by ESL teacher)

A. Formal

1. Language Assessment Battery (LAB)

2. Idea Oral Language Proficiency Test (IDP)

3. Standardized Achievement Test

4. Early Prevention of School Failure (EDSF), if available

B. Informal

1. Listening

a. "directed" oral passages

b. story retelling

2. Speaking

a. oral interview

b. story retelling

3. Reading

a. basic sight word lists

b. informal reading inventory

c. close passages

4. Writing

a. dictation

b. spontaneous writing sample

C. Home visit ­ language background information form

D. Classroom visitation

IV. Programming

A. Elementary Schools

1. Following initial assessment and acceptance into ESL program, appropriate support services will be developed by a team consisting of an ESL teacher, classroom teacher, principal or administrator and parent, if possible.

2. If not in attendance, the parent will receive results of meeting and description of meeting. Personal contact will be made with parent when ever possible.

3. Content areas of the curriculum will be adapted according to the needs of the student.

4. Yearly assessment of ESL student's growth will be documented.

B. Mt. Ararat School

1. Following the assessment, the teacher of ESL students consults with the ESL coordinator and classroom teachers and develops ESL program.

2. Coordination activities relevant to the guidance function will include:

a. scheduling student in courses taught by teachers with

interest and ability in adapting program to student needs following recommendations of ESL teachers

b. makes personal contact with parent (with ESL teacher present) describing program. Seeks approval from parent on entry into program. Informs parent of available ESL instruc tion for adults.

c. scheduling student for ESL support instruction as determined by interviews and assessments of ESL teachers

3. Yearly assessments of ESL student's growth is documented.

V. Records

A. Individual folder on each student may include:

1. Copies of assessment tools with results and interpretation

2. Copies of all communication with classroom teachers, guidance, parents

3. Samples of work

4. Checklist of strengths/weaknesses

5. Standardized test data

6. Copies of any observations done

7. Documentation of year's progress

8. Summary of program at time student exits program

(Note is placed in cumulative folder saying another file is being kept on student, noting its location)

VI. Exit Criteria (successful performance on one or more of the following:

A. Recommendations of classroom teacher

B. Recommendations of ESL teacher

C. Success in mainstream classroom commensurate with traditional English speaking students of same ability as measured by report card grade

D. Score at or above 40th percentile on standardized testing

VII. Budget Procedures

A. K-12 budget will be prepared by the ESL teachers and coordinator and purchase orders routed through coordinator's office

1. Instructional materials, field trips, professional development

2. Consumable supplies made available through the individual schools

3. Purchase orders routed through office of the coordinator

VIII. Resource

A. When necessary other resources are available

1. Literacy volunteers

2. Adult Education ESL

3. Volunteers from the community

Appendix B

STAGES OF LANGUAGE ACQUISITION

Preproduction­ Early Production­

Student Behaviors­ Student Behaviors­

The student­ The student­

·associates sound with meaning ·gives one word responses such as "dog," ·develops listening strategies and comprehension "come," & "yes"

·does not communicate verbally ·omits articles (a,an, the), prepositions (to, on,

·indicates understanding non-verbally between, around, etc.) and other words

·relies on contextual clues with abstract meanings

·gradually acquires ability to understand key ·must feel comfortable, accepted and respected

words

Teaching Techniques Teaching Techniques

The teacher will­ The teacher­

·use total physical response ·asks yes/no questions

·tell/read lots of stories with props (pattern ·asks choice questions: "Do you want a

stories with repetition) chocolate chip cookie or a peanut butter

·objects when possible, pictures, cards, to ·asks completion questions­"Is this a big brown

represent key vocabulary ________?"

·use real situations to model, authentic ·uses a picture file to help explain new

natural language vocabulary words and ideas

Speech Emergence­ Intermediate Fluency­

Student Behaviors­ Student Behaviors­

The student­ The student begins to engage verbal

In the Speech Emergence stage, the child conversations with a high comprehension

speaks in 2-3 word sentences. To the child level, produces the connected narratives

common errors of omission are not important. and begins to interact extensively with

The child begins to hear the other grammatical other native speakers.

elements of the sentence begin to come The student at this stage now reads and writes

naturally. The child is very limited in English- in full sentences and makes fewer errors

language skills and will require extensive in speech.

vocabulary development.

Teaching Techniques­ Teaching Techniques­

The teacher's role is to expand longer The teacher's lessons concentrate on the from the child by beginning to ask questions. responses development of student's speech &

The teacher, at this stage, is requiring should continue to provide comprehension

simple comparisons, descriptions, and input when introducing new vocabulary.

sequencing of events. The teacher A. The teacher, however, is dealing

encourages the child to use simple with students in an academic produce

sentences, using the Language Experience environment, it is expected to concen-

Approach begin reading and writing. trate more on activities in addition to

The teacher allows the child to copy words language.

understood. The teacher reads short narratives B. The position implies that language

and dialogues while the child follows along. fluency develops better when students

have a reason to show themselves

rather than practice in English.

Appendix C

CHECKLIST

Survival Level Student

Can Can't

Great someone and respond to a greeting ___ ___

Ask and answer questions about personal information (name, origin,

age, birth date, address, phone, marital status, no. of children) ___ ___

Say good-bye and respond to farewells ___ ___

Ask and answer simple questions that begin with: Is, are, who, what,

what time and where ___ ___

Follow simple directions (copy, repeat, listen, ask, etc.) ___ ___

Express lack of understanding (I don't know; I don't understand) ___ ___

Count to 100 ___ ___

Tell time ___ ___

Identify money ___ ___

Count money ___ ___

Know the room and furniture in a house ___ ___

Dial a number written on a piece of paper ___ ___

Name common foods (fruit, vegetables, meats, drinks, staples) ___ ___

Express preferences ( I like, I don't like) ___ ___

Name clothes items ___ ___

Identify common illnesses ___ ___

Shop in a supermarket ___ ___

Follow classroom routine ___ ___

Literacy For A Survival Level Student

Can Can't

Write name, address, phone number, age ___ ___

Write numbers 1-100 ___ ___

Print the alphabet ___ ___

Read simple signs (restroom, men, women, etc.) ___ ___

Read prices ___ ___

Beyond Survival Level Student

Talk about or describe self and family members ___ ___

Ask for clarification: What does___ mean? Should I ___?

Do I ____? ___ ___

Follow 2-3 directions given at one time (Go to the bookcase,

get the green book and turn to page 9) ___ ___

Use variations of time expressions (11:45, 15 to 2, quarter

to 12) ___ ___

Add, subtract, multiply and divide numbers ___ ___

Buy a list of items in stores by oneself ___ ___

Take a bus by oneself ___ ___

Buy a stamp and mail a letter by oneself ___ ___

Use a pay phone by oneself ___ ___

Ask for change by oneself ___ ___

Order and pay for food in a restaurant ___ ___

Give directions ___ ___

Translate for another student ___ ___

Make a complaint ( to teacher,landlord, store manager) ___ ___

con't Can Can't

Make a complaint (to teacher, landlord, store manager) ___ ___

Make an appointment ___ ___

Call to cancel or change a meeting ___ ___

Cash a check ___ ___

Literacy For a Beyond Survival Student

Write a letter or card in English and address the envelope ___ ___

Read a calendar and write dates ___ ___

Write down a phone message ___ ___

Find a name in the phone book ___ ___

Pay bills ___ ___

Fill out a job application ___ ___

Appendix D

A Grammatical Sequence

It is important for second language learners to learn correct grammar/syntax usage as well as vocabulary and content. A sequence of appropriate grammar skills is included in this curriculum guide as an outline and checklist. It is not intended that the teacher adhere to this strictly. Often the immediate needs of the student determine which grammatical points must be covered.

The sequence does represent an attempt to proceed one step at a time through the grammar of English in a general progression of "easy and simple" points to "difficult and complex" points. It also represents a se quence that begins with useful and necessary points and leads to less useful and less necessary points. At the very least, the sequence represents dozens of potential grammar lessons that nearly every teacher and student will need to struggle with in a basic English program. Mastery of what this sequence represents, along with commensurate progress in pronunciation and communication skills, would probably mean that the student is capable of functioning independently in an English speaking world.

THE LINGUISTIC ASPECT A GRAMMATICAL SEQUENCE

1. Statement word order with BE I am here

2. Forms of BE Am, are, is

3. Subject pronouns I, you, he, she, it we, they

4. Question word order with BE Is he here?

5. Negative of BE I am not, you are not

6. Plural of regular NOUNS We are students

7. Common irregular NOUN plurals They are women

8. Nationality words I am Swedish, they are Swedish

9. Indefinite article: A/AN I am an American

10. Question word: WHO Who is she?

11. AND in compound sentences He is a teacher and she is a student

12. BUT in compound sentences He is a teacher, but she is not

13. Contractions of BE and NOT I'm not, he isn't

14. Conjugation of verbs other

than BE (3rd person-S) I teach French. She teaches English

15. Questions and negatives with

verbs using DO Do you speak...? I don't speak...?

16. HAVE and HAVE GOT I have..., I have got...

17. Contractions of HAVE I've..., I've got...

18. Question word: WHAT What do you have?

19. Short answers What do you have?

20. Tag questions You have..., don't you? You don't have..., do you?

21. Negative questions Don't you have....?

22. Stative verbs I want....

23. Positive imperative Take a ....

24. Negative imperative Don't take a ....

25. Colors Take a red....

26. Definite and indefinite articles ...a yellow pencil, ...the yellow pencil

27. Polite requests: WOULD, WILL,

COULD, WHY DON'T YOU Would you....

28. Demonstratives: THIS/THAT,

THESE/THOSE This is a ....

29. Count and non-count nouns This is soup, this is a spoon

30. Expletive THERE IS/ARE There's a fly...

31. Expletive HERE Here's a ...

32. Expletive IT It's cold

33. Form and position of modifiers ...green shoes

34. Order of modifiers ...small green tennis shoes

35. Past tense of BE I was...

36. Past tense of regular verbs I studied...

37. Use of DID Did you...? No, I didn't...

38. Irregular past tense forms I taught...

39. Question words as interrogative

adjectives: WHAT, WHICH Which book...?

40. SOME, ANY AND NONE I don't have any...

41. Quantity expressions (HOW)

MUCH/MANY, FEW, LITTLE I have a few...

42. Use of QUITE and ONLY I have quite a few...

43. ONE as a pronoun ...the green one

44. ONE OF/NONE OF He needs one of the...

45. THE OTHER/ANOTHER She likes the other...

46. EACH/EVERY/ALL OF Each student has...

47. Object pronouns ...understand her

48. Direct and indirect objects ...give it to her

49. Adverbs of frequency He always...

50. EVER Do you ever...

51. Question words: HOW OFTEN

WHEN, WHERE How often do you...

52. Cardinal and ordinal numbers The first five...

53. Word order with place and time

adverbials ...here in the morning

54. Prepositions with time

expressions ...at three o'clock on Monday

55. Prepositions with time

expressions ...at three o'clock on Monday

56. DO vs. MAKE ...Do the dishes and make the bed

57. Form and position of adverbs

of manner (-LY) ...speak slowly

58. Irregular adverbs of manner ...talk fast

59. Question word: HOW How does she...?

60. SAY, TELL, TALK, SPEAK Tell me about...

61. Indirect object with TO Explain it to her

62. Indirect object after ASK Ask her a question...

63. Indirect object with FOR Do it for me.

64. Present progressive (continuous) I am ____ing.

65. GOING TO future I am going to...

66. Question word: WHY Why are you...?

67. Question word: HOW COME How come you...?

68. Question word: WHAT...FOR What are you...for?

69. Anticipatory IT It's easy to...

70. LET'S Let's.../Let's not...

71. Idioms with GO Let's go swimming

72. Indefinite YOU You can't go swimming there

73. Question words: WHO vs. WHOM Who/Whom does Mary see?

74. Question word: WHOSE Whose...is this?

75. Possessive Adjectives That's my...

76. Possessive S Mary's ..... is here

77. Possessive OF The leg of the table

78. Possessive pronouns That's mine

79. BELONGS TO That belongs to...

80. BE ABOUT TO future I am about to...

81. Present

82. Modals: CAN, MIGHT, SHOULD

MUST We must go...

83. Modals: OUGHT TO We ought to go...

84. HAVE TO We have to go...

85. Modals in past tense with perfect

aspect We could have gone. We had to go.

86. Future tense with WILL We'll go...

87. Contractions of WILL NOT We won't go...

88. Future progressive We will be going

89. HAD BETTER We'd better go...

90. WOULD RATHER I'd rather be a...

91. WOULD LIKE I'd like to be a ...

92. WAS GOING TO...BUT I was going to...but

93. AND...TOO/EITHER And she does too/And I won't either.

94. Separable and inseparable

two-word verbs Let's call on them/Let's call them up.

95. Adverbials of purpose:

FOR and (IN ORDER) TO He went for some books/to buy some

books

96. Adverbials of means and

instrument: BY and WITH He went by bus. He went with a suitcase.

97. Verbs followed by an infinitive I want to go.

98. Verbs followed by a gerund I enjoy singing

99. Verbs followed by an infinitive

or a gerund I like reading/to read

100. Perception verbs followed by

simple verb instead on -ing I saw him go.

101. VERY, TOO, ENOUGH That's too big

102. Comparison: SAME AS, DIFFERENT

FROM and LIKE That's too big

103. Comparison: THE SAME___

AS, AS____AS Mine is the same color as yours

104. Comparison: -ER THAN,

MORE...THAN It's bigger than his and more useful

than hers.

105. Superlative It's the biggest and the most useful.

106. Past habitual I used to...

107. WOULD as past habitual When we were young we would...

108. BE USED TO I'm used to...

109. Causatives: LET, HAVE, HELP,

MAKE and GET We made him go.

110. Reflexive pronouns He hurt himself.

111. Emphatics He did it himself. He himself did it.

112. Embedded statements I know (that) he's here.

113. Embedded question-word

statements I know where he is.

114. Relative clauses I know the man who did it.

115. WHO/WHATEVER Whoever has....

116. FOR vs. DURING ...during the afternoon for an hour

117. Past continuous He was studying...

118. BEFORE, UNTIL and AFTER He studied before you arrived.

119. Present perfect I have already studied.

120. Irregular past participles She has gone.

121. Participles and modifiers He is boring/bored.

122. STILL, ANYMORE, ALREADY, YET He hasn't studied yet.

123. Present perfect progressive They have been playing...

124. Past perfect They had gone.

125. Reported speech He said she had gone.

126. Past perfect progressive They had been working...

127. Passive voice They were seen by...

128. Adjective-prepostion combinations She is interested in...

129. Subjunctive I suggested that she see...

130. WISH followed by noun clause I wish (that) you were here.

131. WISH and noun clause in past time I wish (that) you had been here.

132. Conditionals If you were here...

133. Subordinators: UNLESS, BECAUSE,

ALTHOUGH, WHETHER,

WHENEVER Unless I am mistaken...

134. Future perfect They will be gone....

135. SO...THAT vs. SUCH...THAT He is so strong that...

136. Nouns as complements We elected him president.

137. Verb-preposition combinations We agreed on that.

Appendix E

ANALYTIC SCORING GUIDE FOR WRITING

____________________________________________________________

TOPIC DEVELOPMENT · the overall effect of the paper

______________________________________________________________________

ORGANIZATION · The degree to which the response is:

1. focused

2. clearly and logically

ordered

______________________________________________________________________

DETAILS · the degree to which the response includes examples

which develop the main points

______________________________________________________________________

SENTENCES · the degree to which the

response includes sentences that are:

1. complete and correct

2. varied in structure and

length

______________________________________________________________________

WORDING · vocabulary

· word choice

· usage

______________________________________________________________________

MECHANICS · spelling

· capitalization

· punctuation

· paragraphing

Works Cited

1. Clark, Raymond C., Patrick R. Moran and Arthur A. Burrows, The ESL Miscellany, Pro Lingua Associates, Brattleboro, Vermont 1981

2. Linse, Caroline, "Bridges to English; an Overview...", New England Multifuntional Resource Center for Language and Culture in Education, Brown University, Providence, R.I.

3. Linse, Caroline, "Stages of Language Acquisition."

4. Maine Department of Education, A Framework For Curriculum Design, Division of Curriculum, Augusta 1987

5. Maine Department of Education, "Maine Educational Assessment," scoring tool, grades 4,8 and 11, n.d.

6. Maine Department of Education, Practical Practices For ESL Teachers, 1991

7. Maine Department of Education, "Tips For Good Teaching," n.d.

8. Nelson, John, " Teaching Literacy to Secondary School Students Through School Content," ESOL/Language Minority Program, Prince Georges County Public Schools; Prince Georges County, MD., n.d.

9. Williams, C.O., "A Guide for Integrating English Language Development (ESL) in the Content Areas (Grades K-8), 1986


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