ESL Grades 1-3 Listening

Stage 1 Beginning Stage 2 Developing Stage 3 Emerging Stage 4 Bridging

Students Students Students Students
understand basic understand key understand social understand spoken
spoken English information English, but English in most
presented in highly require contextual contexts
supported contexts support to
in a variety of understand
settings academic language
L1:1Follow simple L2:1 participate in L3:1 Respond to L4:1 Participate in
directions with conversations on discussions and most social and
support from visual familiar topics conversations academic discussions
cues L2:2 Understand key L3:2 Identify key L4:2 Respond to
L1:2 Respond to clear, vocabulary information in complex sentences
short, simple and concepts related to most contexts, with L4:3 Understand age-
questions a the aid of appropriate
L1:3Respond briefly to theme/topic some repetition expressions and
short, simple L2:3 Request L3:3 Respond idioms
stories, songs, and clarification appropriately to body
poems when necessary language, non-verbal
L1:4Respond to L2:4 Respond to direct signals,
familiar questions, tone of voice, pauses,
conversational topics frequently used stress,
using single words and commands, and intonation
short phrases courtesies, and some L3:4 Respond to
L1:5Respond to humor unseen speakers
gestures, courtesies, L2:5 Respond to non- (e.g., over the school
and tones of voice, verbal signals public-address system,
and follow in familiar contexts on
classroom routines L2:6 Begin to respond the radio, on the
to unseen telephone)
speakers (e.g., on the L3:5 Follow a series of
radio, on simple
 the telephone, over the instructions
school
public-address system)
L2:7 Identify main ideas
in visually
supported oral
presentations
containing familiar
vocabulary

Stage 1: Using English for Survival Purposes

Students at Stage 1 are becoming familiar with the sounds,
rhythms, and patterns of English.They try to make sense out of
messages, and they show some limited comprehension of chunks
of language. Their understanding depends on visual aids. They
often respond non-verbally or with single words or short phrases.
 ESL Grades 1-3 Speaking
Stage 1 Stage 2 Stage 3 Stage 4
Students speak Students speak Students Students speak
Englishfor basic Englishwith initiateand English accurately
communication increasing participate in in most situations
spontaneity discussions and
andaccuracy presentationsusing
a variety of
strategies
S1:1 use short, S2:1 ask simple S3:1 initiate and S4:1use most
patterned questions questions maintain language structures
S1:2 share personal S2:2 participate in conversations appropriate to the
information using social discussionsusing S3:2 participate in grade level
short phrases and short phrases and short discussions S4:2 speak with
S1:3 express basic sentences based on classroom fluency and clarity
needs using single S2:3 participate, with themes in group situations
words prompting, in academic S3:3 make short, S4:3 self-correct
S1:4 identify familiar discussions, using short effective common
names objects, and phrases and short oral presentations in grammatical errors
actions sentences an S4:4 make academic
S1:5 speak with S2:4 initiate and academic context presentations
sufficient clarity for maintain face-to-face S3:4 speak with clear S4:5 use idiomatic and
teacher conversations pronunciation colloquial
comprehension S2:5 recount familiar and enunciation language
S1:6 begin to use (with events, stories, and key S3:5 begin to self- appropriately
assistance) subject information correct simple
predicate order, S2:6 give simple grammatical errors
simple verb tenses, directions or S3:6 use voice to
negatives, negatives, instructions and indicate emphasis
plurals, pronouns, communicate simple through pacing,
adjectives, adverbs, observations volume,
common contractions, S2:7 express personal intonation, and stress
and basic prepositions opinions and emotions
of location and S2:8 speak with
direction sufficient clarity and
S1:7 imitate some accuracy for listener
English stress and comprehension
intonation patterns S2:9 speak at almost
S1:8 use everyday the pace of first-
gestures and language speakers,
courtesies to convey showing some control
meaning of stress, timing and
S1:9 participate in rhythm
short role plays and S2:10 express meaning
dialogues with growing
competence, using
present and past verb
tenses when explaining
causes and results,
direction and time.

Stage 2: Using English in Supported and Familiar

Activities and Contexts
Students at Stage 2 listen with greater understanding and use
everyday expressions independently.They demonstrate growing
confidence and use personally relevant language appropriately.
 ESL Grades 1-3 Reading
Stage 1 Stage 2 Stage 3 Stage 4
Students read and Students read for Students Students
comprehend simple specific demonstrate demonstrate
written purposes when increasing control of grade-
English. background independence in a appropriate
knowledge and variety of reading reading tasks.
vocabulary are tasks, with
familiar. ongoing support.
R1:1 recognize the R2:1 use reading R3:1 begin to follow R4:1 respond
alphabet in print strategies to assist written independently
R1:2 know the in deriving meaning instructions to written instructions
direction of from text R3:2 describe story R4:2 recall and retell a
English print (e.g., predicting; components written story
R1:3 read pictures and rereading; (e.g., character, plot, R4:3 figure out
use phonics; recognition of setting) meaning in text
picture clues cueing R3:3 read and that may be
R1:4 begin to use systems, repetition, and understand unfamiliar,
phonetic and word families) grade-appropriate unsupported by visual
context clues and sight R2:3 understand text, context,
recognition to familiar vocabulary with minimal and contain
understand in age-appropriate assistance challenging
simple texts (e.g., stories, R3:4 use grade- vocabulary and
pattern poems, scripts, appropriate resources sentence
books, chart stories, environmental that provide some structures
songs, print, and computer visual or R4:4 read a variety of
chants, rhymes) text contextual support print material
R1:5 recognize familiar R2:4 select main ideas (e.g., R4:5 begin to use
words in short, graphic organizers, independent
and repeated phrases familiar passages from class word research skills in the
in a variety lists, theme-book classroom
plays, poems, stories, of genres collections, and school library
and R2:5 use some correct environmental print, R4:6 choose and enjoy
environmental print phrasing and picture material for
R1:6 participate in rhythm when reading dictionary, table of personal reading
shared reading familiar contents) similar in
activities, choral material aloud scope and difficulty to
reading, R2:6 use the school that
and rehearsed reading library, with being read by peers
in assistance, to find
a small group personal
R1:7 select reading materials for
appropriate reading enjoyment and
materials, with information
assistance

Stage 3: Using English Independently in Most Contexts

Students at Stage 3 speak with less hesitation and demonstrate
increasing understanding. They produce longer phrases and
sentences. They participate more fully in activities related to
academic content areas. They are able to use newly acquired
vocabulary to produce longer phrases and sentences.
 ESL Grades 1-3 Writing
Stage 1 Stage 2 Stage 3 Stage 4
Students begin to Students write in a Students write Students write
write variety of contexts English English
using simple using simple in a variety of for a variety of
English structures. English structures. contexts with purposes using
increasing appropriate
independence and conventions.
accuracy.
W1:1 begin to dictate W2:1 compose short, W3:1 write short W4:1 begin to write
labels, phrases, simple, compositions, competently
and sentences to a patterned sentences making some use of in all subject areas
scribe based appropriate W4:2 contribute to
W1:2 print the English on learned phrases and verb tenses, cooperative
alphabet in classroom discussion prepositions, simple class writing
upper- and lower-case W2:2 write some and compound W4:3 use a variety of
letters common and sentences, and forms
W1:3 copy written personally relevant descriptions, and of writing
information, words beginning to W4:4 write short,
following left-to-right W2:3 use capital letters use new vocabulary original compositions
and and final and idioms using all stages of the
top-to-bottom punctuation W3:2 use conventional writing process
progression W2:4 begin to use basic spelling for W4:5 observe most
W1:4 complete sentence most common and conventions
sentence patterns structures (e.g., personally of punctuation
based on familiar and statements, relevant words
meaningful context questions) W3:3 write to record
and W2:5 use appropriate personal
vocabulary formats to experiences and
W1:5 add words to write for a variety of thoughts,
sentence openers purposes to narrate a story, and
to complete a thought (e.g., lists, signs, labels, to
W1:6 write some captions, convey information
personally cards, stories, letters, W3:4 begin to write
relevant words journals) independently
W1:7 express ideas W2:6 use the writing in all subject areas
through drawing, process, with W3:5 use the stages of
writing in the first assistance (e.g., the writing
language, participate in process, with support
and labeling structured prewriting (e.g.,
W1:8 write personal activities; prewriting, producing
information make some changes drafts,
(e.g., name, address) between and publishing)
W1:9 participate in the initial and final W3:6 write
shared writing draft) collaboratively with
activities in small W2:7 use computers to peers
groups begin to
W1:10 participate in a develop word-
variety of processing skills
prewriting activities
W1:11 begin to use
computers for
writing activities

Stage 4: Using English With a Proficiency Approaching

That of First-Language Speakers
Stage 4 is often the longest in the language-acquisition process. There may
be significant differences between the abilities of students at the beginning
of the stage and the abilities of students at the end of the stage. Students
use a more extensive vocabulary with greater accuracy and correctness.
They are able to use reading and writing skills to explore concepts in
greater depth, even though their proficiency in language specific to
academic program areas is still developing.
 ESL Grades 1-3 Orientation
Stage 1 Stage 2 Stage 3 Stage 4
Students begin to Students demonstrate Students demonstrate Students demonstrate
adapt understanding of and increasing growing awareness,
to the new adaptation understanding of understanding,
environment. to the new and involvement in the and appreciation of
environment. new their own
environment. and others cultural
heritage as part of
the Indian context.
O1:1 find personally O2:1 ask for assistance O3:1 continue to use O4:1 contribute fully
relevant school and and take pride in small,
locations communicate needs in the home language cooperative groups
independently O2:2 continue to use O3:2 understand and O4:2 accept and
O1:2 begin to adapt to and take follow school respect similarities
a variety of pride in the home routines, behaviour and differences
teaching strategies language expectations, between self
used in a O2:3 follow school and emergency and peers
Indian classroom routines, procedures O4:3 demonstrate
O1:3 begin to respond behaviour expectations, O3:3 state basic pride in own
to social and emergency information about heritage and language
situations procedures the neighbourhood O4:4 identify and
appropriately O2:4 interact with O3:4 actively discuss characteristics
O1:4 begin to work peers outside own participate in the of the various cultures
with a partner linguistic or cultural daily life of the school that make up the
on a common group O3:5 respond community
academic task O2:5 participate appropriately to most
O1:5 call some actively in teaching approaches
classmates and staff regular class programs, (e.g.,
by name with modifications active learning, the
O1:6 communicate O2:6 participate in informal
critical needs to controlled, classroom
school staff and peers directed group work atmosphere)
O1:7 develop (e.g., O3:6 show increasing
connections with simple research initiative in
some staff and peers projects) cooperative group
in O2:7 participate in most activities
the school classroom O3:7 teach new
O1:8 follow some and some school arrivals key
classroom and activities locations in the school
school routines and (e.g., field trips, sports,
schedules clubs)
O1:9 rely on the home O2:8 respond
language appropriately in most
and culture to think, social situations
communicate, and
process
new experiences
 ESL Grades 4-6 Listening
Stage 1 Beginning Stage 2 Developing Stage Emerging Stage 4 Bridging
Students Students Students Students
understand understand understand understand
basic spoken key information social English, but spoken English in
English. presented in require most contexts.
highly supported contextual support
contexts in to understand
a variety of academic language.
settings.
L1:1 follow simple L2:1 begin to respond L3:1 respond to L4:1 identify ideas in
directions with to unseen unseen speakers oral presentations
support from visual speakers (e.g., on the (e.g., on the radio, on on a variety of topics,
cues telephone) the using grade-
L1:2 respond to short, L2:2 correctly interpret telephone) appropriate
simple frequently L3:2 participate in vocabulary
questions used verb tenses sustained oral L4:2 respond to
L1:3 respond briefly to L2:3 participate in social discussions and spoken English
short, conversations presentations used in social,
simple stories, songs, on familiar topics in small groups academic, formal,
and L2:4 request L3:3 identify main and informal
poems clarification ideas and situations,
L1:4 respond to when necessary supporting details in including some idioms,
familiar conversational L2:5 respond short relevant
topics using single appropriately to body oral presentations cultural allusions, and
words and short language, tone of voice, L3:4 respond conversational
phrases pauses, appropriately to nuances (e.g., teasing,
L1:5 respond to stress, and intonation formal irony, flattery)
familiar words, L2:6 understand key and informal speech L4:3 take notes from
names, phrases, tones vocabulary L3:5 respond teacher lessons
of and concepts related to appropriately to using a supplied
voice, and basic specific subjects or vocabulary, written
classroom themes statements, outline as a guide
instructions when L2:7 understand main questions, and
spoken ideas in directions
slowly and clearly visually supported oral in the class
presentations L3:6 respond to
containing intonation patterns,
familiar vocabulary such as implied
commands
and tones indicating
surprise,
emotion, etc.
L3:7 follow a series of
instructions
 ESL Grades 4-6 Speaking
Stage 1 Stage 2 Stage 3 Stage 4
Students speak Students speak Students initiate Students speak
English English conversations and English
for basic with increasing participate in accurately in most
communication. spontaneity and discussions and situations.
accuracy. presentations using
a variety of
strategies.
S1:1 use short, S2:1 ask questions S3:1 express opinions, S4:1 use English
patterned questions S2:2 participate in basic needs, appropriately in
to seek information social and and requests clearly in a range of situations
S1:2 share personal academic discussions most (e.g.,
information using short phrases and contexts to describe, narrate,
and experiences short sentences S3:2 use argue,
S1:3 express basic S2:3 recount familiar conversational persuade, summarize,
needs (e.g., events, stories, strategies converse)
related to washroom, and key information such as S4:2 give accurate,
safety) S2:4 rephrase key ideas acknowledgement, detailed
S1:4 identify familiar from written reply, agreement, and instructions and
names, or oral texts, with disagreement directions
objects, and actions support S3:3 participate in S4:3 speak with grade-
S1:5 answer specific S2:5 give discussions appropriate
questions using straightforward based on classroom vocabulary and
single words or short directions themes sentence
phrases and instructions S3:4 make short, structure
S1:6 speak with S2:6 express opinions effective oral S4:4 speak with
sufficient clarity and emotions presentations fluency and clarity
for teacher S2:7 speak with S3:5 begin to self- in a large group
comprehension sufficient clarity correct S4:5 express a point of
S1:7 begin to use (with and accuracy for grammatical errors view and
assistance) listener S3:6 begin to use explain it in some
subjectpredicate comprehension conditionals and detail in
order, simple S2:8 speak at almost adverb and adjective group discussions
verb tenses, negatives, the pace phrases S4:6 self-correct
questions, of first-language S3:7 use appropriate common
plurals, pronouns, speakers, gestures to grammatical errors
adjectives, showing some control convey meaning S4:7 make academic
adverbs, common of S3:8 use voice to presentations
contractions, stress, timing, and indicate emphasis S4:8 use idiomatic and
and basic prepositions rhythm through pacing, colloquial
of S2:9 use (with some volume, language
location and direction accuracy) intonation, and stress appropriately
S1:8 imitate some prepositions of
English stress direction and
and intonation time and common
patterns idioms
S1:9 use everyday
gestures and
courtesies to convey
meaning
S1:10 perform simple
oral presentations
(e.g., rehearsed choral
responses, puppet
dialogues)
 ESL Grades 4-6 Reading
Stage 1 Stage 2 Stage 3 Stage 4
Students read and Students read for Students Students
comprehend simple specific purposes demonstrate demonstrate
written English. when increasing control of grade-
background independence in a appropriate
knowledge and variety of reading reading tasks.
vocabulary are tasks, with
familiar. ongoing support.
R1:1 recognize the R2:1 use reading R3:1 skim and scan for R4:1 analyse
English alphabet strategies to assist key unfamiliar text to
in both print and script in determining meaning information in reading figure
R1:2 begin to apply (e.g., materials with familiar out meaning
sight-recognition, predicting; deducing; vocabulary and R4:2 identify elements
phonetic, predictive, inferring; context of a story
and rereading; phonics; R3:2 summarize a R4:3 use vocabulary-
contextual reading recognition story, acquisition
strategies of cueing systems, identifying the main strategies
R1:3 recognize repetition, idea and some details R4:4 figure out
frequently used and word families) R3:3 read and unfamiliar vocabulary
classroom vocabulary R2:2 understand short, interpret text at a in a familiar context
R1:4 begin to acquire simple phrases grade-appropriate R4:5 use skills in
English and sentences, level, with independent
vocabulary in all instructions, some visual support, research to gather
subject areas and brief notes in a using information
R1:5 begin to identify variety context and (e.g., from library
the main of print media with punctuation resources,
ideas of simple familiar clues, phonics, and community resources,
passages with vocabulary and context recognition print
familiar vocabulary R2:3 identify main ideas of familiar vocabulary media, and computer
and and key and resources)
supporting visual cues information in text word families R4:6 choose and enjoy
R1:6 follow brief R2:4 begin to extract R3:4 choose material
written instructions information, appropriate materials for personal reading
R1:7 use learners and with assistance, from for research purposes similar
bilingual textbooks, from in scope and difficulty
dictionaries resources, and a variety of sources to
R1:8 read simple dictionaries, R3:5 read on a regular that being read by
sentences using headings, margin basis for peers
R1:9 use alphabetical notes, index, glossary, personal enjoyment
order and R3:6 use academic
R1:10 with assistance, graphic organizers vocabulary,
use reading R2:5 begin to show including subject-
materials for some fluency specific
enjoyment and in oral reading language, with
modified school R2:6 choose and read support
projects books, R3:7 use English and
with assistance, for a bilingual
variety dictionaries
of purposes, including R3:8 find and use print
personal enjoyment and media
resources, with some
support
 ESL Grades 4-6 Writing
Stage 1 Stage 2 Stage 3 Stage 4
Students begin to Students write in a Students write Students write
write variety of contexts English English
using simple using simple in a variety of for a variety of
English structures. English structures. contexts with purposes using
increasing appropriate
independence and conventions.
accuracy.
W1:1 produce the W2:1 begin to make W3:1 organize and W4:1 use grade-
English alphabet notes, sequence ideas appropriate
in legible cursive and with assistance W3:2 write messages, vocabulary
printed W2:2 begin to use captions, and (e.g., spell,
form using left-to-right common tenses, short notes, with few understand,
progression and spelling, capitalization, errors and use vocabulary
writing and W3:3 make notes in from all
on the line punctuation, with some some detail on subject areas)
W1:2 copy written accuracy familiar topics W4:2 produce reports,
information W2:3 use conventional produce prose using paragraphs,
accurately spelling appropriate summaries, and notes
W1:3 begin to apply for common and verb tenses, on a
knowledge of personally connectors, and variety of topics, with
common writing relevant words subjectverb few
conventions W2:4 write appropriate agreement, with grammatical or
(e.g., punctuation, responses some accuracy spelling errors
spelling, (using short sentences, W3:4 begin to use W4:3 use the stages of
capitalization) phrases, variety in vocabulary the
W1:4 begin (with or graphic organizers) and sentence writing process
assistance) to to structure W4:4 use verb tenses
use subjectpredicate written questions based W3:5 use paragraphs effectively
order, on when writing W4:5 use word-
simple verb tenses, familiar academic descriptions and processing
adjectives, content narratives and graphics programs
adverbs, and common W2:5 begin to use a W3:6 respond in for publishing
prepositions of variety of forms writing to questions
location of writing (e.g., short W3:7 write short,
and direction journal original compositions
W1:5 write short, entries, notes, on topics of personal
coherent, patterned dialogues, or
compositions (e.g., poems, narratives, academic interest or
short journal reports) knowledge
entries, lists) on W2:6 use the writing W3:8 use the stages of
personally process, with the writing
relevant topics assistance, producing a process, with
W1:6 begin to use final assistance
acceptable edited copy that is
notebook formats changed
appropriate from the first draft
to subject areas, using W2:7 use computers to
titles, begin to
dates, charts, and develop word-
graphs processing skills
 ESL Grades 4-6 Orientation
Stage 1 Stage 2 Stage 3 Stage 4
Students begin to Students Students Students
adapt to the new demonstrate demonstrate demonstrate
environment. understanding of and increasing growing awareness,
adaptation to the understanding of understanding,
new and involvement in and appreciation of
environment. the new their own and
environment. others cultural
heritage as part of
the Indian context.
O1:1 find personally O2:1 ask for assistance O3:1 clearly O4:1 contribute fully
relevant school and communicate needs in small,
locations communicate needs and seek assistance cooperative groups
independently O2:2 continue to use O3:2 continue to use O4:2 understand and
O1:2 begin to adapt to and take and take respect different
a variety of pride in the home pride in the home cultural values
teaching strategies language language O4:3 show pride in
used in a O2:3 follow school O3:3explain school and knowledge
Indian classroom routines, routines, of own culture and
O1:3 begin to respond behaviour expectations, behaviour language
to social and expectations, and O4:4 express interest
situations procedures procedures to new in the cultures
appropriately O2:4 interact with students, and languages of
O1:4 begin to peers outside own in English or a shared peers
demonstrate linguistic or cultural first O4:5 discuss the
awareness group language significance of
of cultural differences O2:5 participate O3:4 state basic some local current
and actively in information about events
show pride in self and regular class program, the neighbourhood, O4:6 learn effectively
culture with modifications municipality, from a variety
O1:5 begin to work O2:6 participate in province, and Canada of teaching
with a partner controlled, O3:5 participate in all approaches (e.g.,
on a common directed group work regular question and answer,
academic task O2:7 respect cultural class activities cooperative/
O1:6 communicate differences O3:6 participate in independent research)
critical needs and show pride in self some school O4:7participate in a
to school staff and and and community variety of school
peers own culture activities and community
O1:7 develop O2:8 respond with O3:7 respond activities
connections with increasing confidence appropriately to most
some to a variety of teaching teaching approaches
staff and peers in the strategies (e.g., by O3:8 show increasing
school expressing initiative in
O1:8 follow key school own opinions) group activities
routines, O2:9 use local stores, O3:9 show sensitivity
behaviour recreation to and
expectations, and facilities, and the public appreciation of diverse
emergency procedures library, with adult languages and cultures
O1:9 rely on the home support
language and O2:10 respond
culture to think, appropriately in most
communicate, social situations
and process new
experiences