Final Version Febrero 20

English Curriculum for Sierra Flor School 1
English Curriculum for Sierra Flor School
Erika Alexandra Alegría Calderón
Efrén Ernesto Delgado Martínez
Director of Research: Monica Rodriguez Bonces. PhD
In partial fulfillment of the Under-Graduate Diploma
Institución Universitaria Colombo Americana (UNICA)
Bogotá, Colombia
February, 2013
Erika A. Alegría Calderón
Efrén E. Delgado Martínez
ÚNICA
Table of Contents
Abstract ............................................................................................................................. 4
School Background ............................................................................................................5
Problem…………………………………………………………………………………….7
Research Question ............................................................................................................. 9
Theoretical Framework .....................................................................................................9
Review of Literature ......................................................................................................... 14
Language Arts Grade Descriptions from 1st to 13th…………………………………... 42
SIOP Model-Lesson Plan Template for Sierra Flor School............................................62
Assessment of Sierra Flor´s English Curriculum.............................................................70
English Curriculum from 1st to 13th Grade for Sierra Flor School..............................77
Recommendations…………………………………………………………………….....143
Conclusions........................................................................................................................146
References.........................................................................................................................148
Erika Alexandra Alegría Calderón
Efrén Ernesto Delgado Martínez
Abstract
In the field of education, the importance of having a curriculum as the basis of what
students must learn, and what teachers should teach, has been widely demonstrated. However, in
the Sierra Flor Foundation in Ecuador there is nothing in place to guide educators or show grade
expectations. The volunteers who come to the school to teach English work without a specific
program to follow. With the design of this curriculum, we intend to provide the Foundation with
a tool that shows teachers, students, and parents clear goals that students must achieve at
different stages. Most important, students need to acquire and develop certain skills in order to
reach the B2 level according to the Common European Framework of Reference (CEFR). This
document was designed by taking as examples cases in Colombia, New Zealand, and the
Canadian Province of Newfoundland and Labrador. In this research, we explain the importance
of having a curriculum, and steps to follow and the considerations and suggestions for its design.
This curriculum stands out among Ecuadorian curricula because it applies three important
aspects: the implementation of the Sheltered Instruction Observation Protocol (SIOP) in the
planning, the application of authentic assessment in the activities of the class, and the use of
rubrics for students´ work and behavior. Finally, we provide the skills to be developed from
grades one through thirteen, including listening, reading, writing, spoken production, and spoken
interaction. Each skill has different learning outcomes according to the different grade levels. At
the end, students are supposed to reach B2 of the CEFR, superior to the level expected by the
Ecuadorian Government (B1). We hope that Sierra Flor will quickly see improved academic
results when this curriculum is implemented. Thus students will have better opportunities to be
successful and through time, will contribute to the development of the country.
Key words: Curriculum, outcomes, skills, Common European Framework, SIOP model,
assessment, rubrics.
Sierra Flor Foundation Background
The Sierra Flor Foundation (SFF) is located in Ecuador, in South America. Within
Ecuador, it is located in the province of Cotopaxi in the Andes Mountains of the Ecuadorian
sierra.
Figure 1.
Different circumstances were the inspiration for the creation of the Sierra Flor Foundation, which
was officially established through the Ministerial Accord 012802 in the year 2002, as a non-
profit organization. The main reason was that the Sierra Flor Flower Farm wanted to offer the
social services not available in the area, so it founded Sierra Flor Educational Center. In the
Early stimulation Center, (Centro de Estimulación Temprana - CET) children from two months
to six years of age were given a place to be cared for mothers were given a space to breastfeed
their children during working hours. When the children were older than six years, they had to go
to outside schools in the local area that did not provide the same level of formation which they
had previously received. That is why the Unidad Educativa Sierra Flor was created to teach
children from grades one through thirteen.
Approximately 3,500,000 Ecuadorian children live at the poverty level, and of that group,
1,000,000 live in extreme poverty. The majority of the student body which attends the Unidad
Educativa Sierra Flor comes from families whose economic level is within the Lower Tier of the
poverty level. Because they are located in remote rural regions, they have little to no access to
traditional cultural and educational development centers: libraries, art galleries, book stores,
expositions centers, theatres, and cultural centers. Sierra Flor Foundation has tried to provide its
students with those sources. In the Unidad Educativa Sierra Flor, with in its 1800 square meters,
150 children attend classes and are provided with the necessary basic services.
The Sierra Flor Foundation´s social mission is to provide an integral education to boys
and girls of scarce economic resources, and to promote the Objectives of Development of the
Millennium, supported by the United Nations. For this reason we believe in our innovative
project of quality education as a solution to the poor educational system within Ecuador and
especially in the Cotopaxi Province.

The government has designed curriculums for certain subjects, but they are still missing
subjects including physical education, music, art and English. The amount of hours designated
for each subject also varies in intensity for each grade level. Although schools are not required to
have much emphasis on a foreign language, Sierra Flor has decided to do so.
The foundation has emphasis on English as a second language due to the number of
foreign volunteers who speak the language and come to the school offering their services. In this
way the school provides an authentic and natural bilingual environment for the children. In Sierra
Flor the number of hours for the English classes varies according to the number of English
speakers available at the moment.
One of the main goals of Sierra Flor is to have students with an English level higher than
the average of the other Ecuadorian schools. The students in Ecuador are required to have at least
a B1 level of the CEFR (Common European Framework) when they graduate from school, but
Sierra Flor wants to take the challenge of beating that level. The Unidad Educativa Sierra Flor
wants to have students with B2 and C1 levels when they graduate. This will help them access
higher education at the university level. At the end it will benefit their communities, and will
help to bring progress and development to the country.
Problem
However, the school faces several obstacles, most importantly the lack of an English
curriculum for all grade levels. The school lacks personnel with expertise in curriculum design.
Some of the teachers do not know the language, their area of study differs from English, or they
are volunteers who can speak the language but have never studied ESL education. As each
volunteer comes to the foundation and teaches different topics without a sequence, there is some
disorganization in the teaching of the language, and there is no method to keep track of what
previous teachers have taught students. It is of vital importance that teachers have a guide to what
they are supposed to teach to students at each grade. This will provide them with a starting point
and goals for students.
If an English curriculum is set in place, teachers will be able to read through the
expectations for each grade. Then, they will be able to decide what lessons and methods they can
use to help students accomplish the stated goals. Teachers have to be creative and decide what
sources they can use to meet these requirements. They can use songs, rhymes, tales, language
games, stories, fairy tales, novels, articles, etc. It is necessary to include different meaningful
sources that are beneficial for students’ learning. This proposed curriculum has different
expectations for each grade and for the four language skills. The goal is to develop all language-
related skills at the same time and at the same level.
When the proposed English curriculum is carried out by the foundation, the levels of each
student have to be considered. Students who have been in Sierra Flor for a longer amount of time
have developed more abilities in English and thus already have a proficient level of the CEFR.
On the other hand, the new students have not been provided that contact with the English
language in their previous schools, so they are at the beginning level. Some students have
learning problems or difficulties, so it is not possible to expect the same results from all students.
It is necessary to design a schedule in which the English classes are delivered at the same time in
the school. Different teachers will be in charge of a certain level that would go from A1 to B2.
Students must be placed in different CEFR levels according to their capabilities and proficiency
rather than their grade level.
Research question
What are the components of an English curriculum for Sierra Flor Foundation in Ecuador?
Theoretical Framework
The idea of curriculum has been associated with the field of education because there is no
doubt that it is one of the most important components of the education field. There has been an
increasing interest in the problem of curriculum design, although not all people agree on the
definition of this concept, or know what the process of designing one is, what the benefits are,
what elements must be included, and who should be involved in the process.
“Curriculum” has been given different connotations through time. John Franklin Bobbitt
(1918) says curriculum has its origins in the Latin for race-course, referring to all the experiences
children go through in a teaching institution in order to become the successful adults they have to
be in society. In most cases curriculum relates to the content to be taught in a school, the learning
experiences, the objectives, and the appropriate behaviors expected from the students. Tanner
(1980) defines curriculum as “the planned and guided learning experiences and intended
outcomes, formulated through the systematic reconstruction of knowledge and experiences under
the auspices of the school, for the learners’ continuous and willful growth in personal social
competence” (p.13). All of this is in agreement with Sergiovanni and Starrat (1983), who argue
that curriculum is “that which a student is supposed to encounter, study, practice and master”
with the guidance of the school.
Curriculum Design
The team in charge of developing the curriculum must determine what students should
learn; this will help them to be ready to move forward in developing a curriculum design based
on these beliefs. “Curriculum design is concerned with the nature and arrangement of four parts:
Learning outcomes, content, learning experience, and evaluation” (Ornstein and Hunkins, 2009,
182). Learning outcomes guide teachers and students on what is expected upon completion of
the education program. In this curriculum, outcomes from different countries have been taken
into account because there is no Ecuadorian English curriculum that could serve as a guide. The
content is specified in the annual planning of each teacher. The activities and evaluation have
to be included in the weekly planning. They will vary according to the grade, age, background,
previous knowledge of students and proficiency level; when we think about designing a course,
we have to consider the needs of the learners, and how the overall design of the program will
enable students to acquire the defined knowledge, skills and attitudes.
There are three basic curriculum designs used in education: Subject-centered, learner-
centered, and problem-centered (Ornstein and Hunkins, 2009, 206). The subject-centered
design is referred to as textbook-centered, and it has been the favorite of many educational
systems around the world.
In current education, there has been a shift from a “teacher as expert” style of curriculum
towards more learner-centered approaches. In this design the student is the focus of the
curriculum (Ornstein and Hunkins, 2009, 197). Prevedel states that students are involved in
"developing instructional materials that respond to students' interests and respect their culture
and prior learning."
In the curriculum designed for Sierra Flor the students take an active role in their own
learning, and the educators are seen as facilitators who guide them in the construction of their
knowledge. They plan activities that allow active participation, manipulation and mastering of
skills, and application. Educators have to consider that learning can be seen to occur in four
domains (eg. Bloom et al, 1956 and others): cognitive (knowledge and intellectual skills),
affective (feelings and attitudes), interpersonal (behavior and relationships with others) and
psychomotor (physical skills). The outcomes included in the curriculum of Sierra Flor include
many of these skills, with an emphasis on the interpersonal domain. In the format of this
curriculum there is one skill that specifies this: Spoken Interaction. The outcomes included in this
curriculum meet students´ needs by taking learners’ profiles into account through thinking about
age, gender, background and previous experience or education of the learners, and learning
styles.
The problem-centered design method deals with developing critical thinking and
problem solving skills related with current social issues (Prevedel, 2003). In the higher grades of
the Sierra Flor School, high critical thinking skills were included to help students develop their
reasoning. Developing these skills will help them solve problems not just in school, but also in
real life situations. Whichever design is chosen, there always has to be a sequence of learning
and knowledge that students need to acquire before they can move to a higher level.
Pretesting
Before implementing the curriculum it is recommendable to pre-test at least some of the
curriculum that has been developed. It should be tested in the same context in which it will later
be implemented. The curriculum developers of this project included the learning outcomes and
content of the proposed curriculum in their annual planning. Depending on the findings, the
curriculum has been modified as appropriate to meet the needs of the students. Often the paper
curriculum does not work as expected in practice because of unforeseen situations or responses
by students or teachers. As we have been the developers of the curriculum, we have a clear idea
of what we expect and how to implement the curriculum in our classes. Problems could arise in
the future especially if the incoming teachers are not qualified because they are volunteers who
lack teacher training.
In many curricula, including that of Sierra Flor, the choice of teaching and learning
methods is not stipulated. Rather, it is left up to the teacher to select the method most appropriate
to the intended learning. Teachers will define some of their own learning objectives, select
learning resources and decide the sequence and pace of learning. They need to incorporate a
wide variety of instructional materials, provide students with opportunities that have significance
beyond the classroom and avoid that students are passive recipients of knowledge.
The guidelines of Sierra Flor´s English curriculum are shaped by the Common European
Framework. The CEFR is a tool that guides teachers and students. It describes what language
learners should be able to do at different stages of the learning process, and what skills they need
to develop to communicate effectively in the target language. The CEFR proposes a scale of six
language proficiency levels from A1, for those who are at a beginning stage, to C2, for those who
can use language at higher levels of discourse. Since the goal of these curriculum guidelines is
for students to achieve a B2 level of proficiency, a detailed description (taken from the English
guidelines of the Ecuadorian Ministry of Education) of only the first four levels will be provided:
 Level A1: This is accomplished when language learners are capable of understanding
and using everyday expressions that are used frequently to satisfy immediate needs.
 Level A2: This is accomplished when language learners are capable of understanding
frequently used phrases in areas in which they are knowledgeable, such as basic
information about themselves and their family, shopping, and places of interest. At this
level, they are also able to express ideas in simple terms related to their past activities,
surroundings, and immediate needs.
 Level B1: This is accomplished when the language learners are capable of understanding
the main points of readings written in clear, familiar, standard language. These readings
can be related to work, personal life, and leisure activities. They start writing simple, but
coherent essays.
 Level B2: This is accomplished when learners are able (1) to communicate effectively
while traveling in countries that use the target language, (2) they are able to write simple,
coherent essays about familiar topics, personal interest, experiences, events, and desires,
and (3) they are able to justify their opinions and explain their future plans.
In a general sense “curriculum” may refer to the overall courses offered at a school. It has
to be accomplished by all the students in order for them to achieve a higher level. A curriculum
contains most of the things students need to learn in order to be prepared for life. A curriculum is
thus a flexible plan that contains all that is necessary for shaping and reinforcing pupils´
knowledge and behavior so that they will be active members of an evolving society. The
curriculum is a guide that takes the school community through the correct path. It indicates what
students need to learn and is expected of the teachers. It is a way to avoid that each educator
teaches what they want at any moment. Time and relevant information will be saved when a
curriculum is in place. If this tool did not exist, the students will remain at the same point and
will not progress. In Sierra Flor there is an increasing need for qualified teachers who will be
able to successfully carry out this project and accomplish the desired goals.
Review of Related Literature
Designing a curriculum that guides the scholarly community in the effective process of
integrating English in schools is one of the most relevant priorities for principals. As English is
the major language studied in many countries today, governments and educators around the
world recognize the importance of offering students the necessary tools that encourage them to
study and learn English. More and more governments have worked to create plans for raising
students’ level of English over the next several years, helping their societies achieve a better
level of life and communication with more nations.

Despite this desire by many governments, in Ecuador some schools, such as the Sierra
Flor Foundation, do not yet have a curriculum. It is imperative that teachers and students have a
guide which will provide them with a clear understanding of what students must know and the
skills they have to develop in order to achieve a certain proficiency level according to the
Common European Framework of Reference (CEFR); in this case B2. As stated by national
policies in the English guidelines of the Ecuadorian Educational System, English will not be
taught in primary school. Rather, the English language is taught only in the eighth, ninth, and
tenth years of Educación General Básica (EGB) and the first, second, and third years of
Bachillerato.
Levels Of Proficiency: Branching Approach
INDEPENDENT
BASIC USER
USER
A1 A2 B1
A1.1 A1.2 A2.1 A2.2 B1.1 B1.2
PROFICIENCY A1.1: By the end of the 8th year EGB, A1.2: In addition to what was learned in
LEVEL students will be able to: 8th year EGB, by the end of 9th year
EGB, students will be able to:
LANGUAGE
SKILLS
 In simple spoken texts, understand  In simple spoken texts, understand
expressions, words, and sentences expressions, words, and sentences
related to the learner’s personal and related to the learner’s social
educational background (e.g. background (e.g. shopping,
personal information, house, daily entertainment, services, etc.), which
life activities, curricular subjects, is complementary to the personal and
classroom equipment, classroom educational background with which
commands, etc.) in simple spoken they are already familiar.
Listening texts
 Understand speech which is very
 Follow speech which is very slow slow and carefully articulated, with
and carefully articulated, with long long pauses for them to assimilate
pauses for them to assimilate meaning within the public domain.
meaning within the personal and
educational domains.
 Understand and identify very simple  Understand and identify simple
informational texts (e.g. labels, informational, transactional and
messages, postcards, catalogs, etc.) expository texts (e.g. signs, personal
a single phrase at a time, picking up letters, short autobiographies, etc.) a
familiar names, words, and basic single phrase at a time, picking up
Reading phrases and rereading as required. familiar names, words, and basic
phrases and rereading as required.
 Extract the gist and key information
items from simple informational  Extract the gist and key information
texts. items from simple informational,
transactional and expository texts.
 Produce slow, hesitant, planned  Produce slow, hesitant, planned
monologues (i.e. with frequent dialogues (i.e. communication still
pauses to search for expressions, depends on repetition, rephrasing and
backtracking24, errors, etc.) repair, however).
 Interact in a simple way by asking  Interact and participate in brief

and answering simple questions informal discussions, in a simple way
Speaking about the learners’ personal and by asking and answering simple
educational background. questions about the learners’
Communication is highly dependent personal, educational and social
on repetition at a slower rate of background. Communication is
speech, rephrasing, and repair25. dependent on repetition at a slower
rate of speech, rephrasing, and repair.
 Produce very simple informational  Produce informational, transactional

texts that can have little or no detail, and expository texts consisting of a
can have little variety in sentence sequence of simple sentences that
structure, and may have some usage have more detail and show more
writing error. variety in lexical range and sentence

structure
PROFICIENCY A1.1: 8th year EGB A1.2: 9th year EGB

LEVEL
LANGUAGE
SKILL
 Identify the relation between the  Identify and preserve the vowel and
sound and spelling of English words consonant contrasts of the English
within their lexical range. language in their own speech.
 Recognize and distinguish the  Recognize and distinguish the words,

words, expressions, and sentences in expressions, and sentences in simple
simple spoken texts related to the spoken texts related to the learner’s
learner’s personal and educational social as well as their personal and
background. educational background.
 Distinguish phonemically distinct  Distinguish phonemically distinct

Listening words related to the learners’ words related to the learners’ social
personal and educational as well as their personal and
background (e.g. cat, at, not, etc.) educational background
 Recognize syllable, word, and  Recognize basic intonation patterns

sentence stress. (e.g. distinguishing a question from a
statement or exclamation) and
 Understand instructions addressed reduced forms (e.g. didja, gonna).
to them carefully and slowly.
 Follow short, simple directions.
 Understand speech that is clear,
standard, and delivered slowly and  Understand speech characterized by
intentionally. frequent pauses, repetitions, and
rephrasing, which give the listener
enough time to absorb the message.
items from simple informational  Extract the gist and key information
texts. items from simple informational,
transactional, and expository texts.
 Recognize cognate words and loan  Use visual aids and knowledge of
words from their L1. familiar words to guess meanings of
unknown terms.
 Follow single- step written
instructions.  Follow multiple-step written
directions (e.g. to go from X to Y).

 Understand adapted and authentic
texts which are simple and short.  Understand adapted and authentic
texts which are simple but longer than
Reading  Understand and identify short, those in 8th EGB.
simple informational texts (e.g.
labels, messages, postcards,  Understand and identify simple
timetables, etc.) by making use of informational, transactional, and
clues such as visuals, text shape and expository texts (e.g. personal letters,
layout, and reading one phrase at a short biographies, signs, etc.) by
time. making use of clues such as visuals,
text shape and layout).
items from short, simple  Extract the gist and key information
informational texts— especially if items from simple, longer (than those
there is visual support. in 8th EGB) informational,
transactional, and expository texts—
especially if there is visual support—
and with the aid of a dictionary.
Speaking Production Production

 Pronounce words, expressions, and  Pronounce words, expressions, and
statements in their personal and statements in their social as well as
educational repertoire intelligibly, personal and educational repertoire
phonetically differentiating distinct intelligibly, phonetically
words so as to avoid differentiating distinct words so as to
misunderstandings. avoid misunderstandings.
 Place stress on the correct syllables  Use rising and falling intonation
of mono- and polysyllabic words patterns to signal questions as
and sentences in their repertoire. opposed to statements and
exclamations.
 Use simple phrases and sentences to
describe themselves, what they do,  Use more detailed simple phrases and
where they live, what they have, etc. sentences about people and places.
 Read aloud a short set of written  Read aloud a written text which is
instructions which are clear and clearly written in simple language.
simple.
Interaction
 Interaction  Deliver a short, rehearsed
 Deliver a very short, rehearsed dialogue/brief speech on a familiar
monologue (e.g. introduce a speaker topic (e.g. ask how people are and
and use basic greeting and saying react to news).
‘good-bye’ expressions).
 Participate in brief informal

 Participate in short conversations on discussions among friends in a
very familiar topics within the relatively quiet atmosphere and on
personal and educational domains. very familiar topics within the
personal, educational and social
domains.
 Ask and answer simple display
questions26 delivered directly to
them in clear, slow non- idiomatic  Ask and answer display and simple
speech and in areas of immediate referential questions27 delivered
need. directly to them in clear, slow non-
idiomatic speech and in areas of
 Ask people for things and give immediate need.
people things.
 Handle numbers, quantities, cost and
 Ask and answer questions about time.
themselves and other people, where
they live, people they know, things  Indicate time by using expressions
they have. that indicate present and immediate
present.
 Respond with simple, direct answers
given that the interviewer is patient  Make brief contributions, given that
and co-operative. interlocutors are patient and
cooperative.
 Speech is clear at times, though it
exhibits problems with  Speech is generally clear but exhibits
pronunciation, intonation or pacing minor difficulties with pronunciation,
and so may require significant intonation and pacing and may
listener effort. require some listener effort at times.
Writing  Spell personal and educational  Copy familiar words and short
details (e.g. own name, numbers and phrases (e.g. simple signs,
dates, nationality, address, age, date instructions, names of everyday
of birth, school, etc.). objects, shops, and set phrases used
regularly).
 Take down in writing a dictated or  Take simple notes from a dictated or

recorded message within the limits recorded message within the limits of
of their repertoire for the level. their vocabulary for the level.
 Write isolated phrases and sentences  Write sequences of simple phrases

for simple informational texts such and sentences about themselves and
as labels, messages, forms, cards, imaginary people, where they live
etc. by using basic appropriate and what they do for short
punctuation marks (i.e. commas and informational, transactional and
period). expository texts (e.g. flyers, posters,
personal letters, autobiographies, etc.)
 Conduct a correspondence (e.g. by using basic appropriate

email) with a partner, giving and punctuation marks.
eliciting personal and educational
information.  Conduct correspondence (e.g.
personal letter) with a partner, giving
and eliciting information and advice
on personal, educational, and public
issues.
PROFICIENCY A2.1: By the end of 10th year EGB, A2.2: In addition to what was learned in
LEVEL students will be able to: 10th year EGB, by the end of 1st year
COMMUNICATIVE Bachillerato, students will be able to:
COMPETENCE
Linguistic  Have a limited repertoire of  Have a repertoire of basic language
Component short memorized phrases which enables them to deal with
covering predictable survival everyday situations with predictable
situations at the personal and content in the public and vocational
educational level; frequent domain—complementary to the
breakdowns and personal and educational background
misunderstandings occur in non- with which they are already
routine situations. familiar—though they will generally
have to compromise the message and
 Produce brief, everyday search for words.
expressions in order to satisfy
simple needs of concrete types:  Use simple basic sentence patterns
personal and educational details, and communicate with formulaic
daily routines, wants and needs, phrases and groups of few words
and requests for information at about themselves and other people,
home or school. what they do, places, possessions,
etc., in the public and vocational
areas—complementary to the
personal and educational background
with which they are already familiar.
Sociolinguistic
Component  Perform and respond to simple  Socialize in basic yet effective terms
language functions, such as by expressing opinions and attitudes
exchanging information and in a simple way.
requests.
Pragmatic
Component  Adapt and build well-rehearsed  Expand learned and built phrases
simple, memorized phrases to through simple recombinations of

particular circumstances through their elements.
limited lexical substitution.
The communicative competence components are activated through the development of the four
language skills as seen below:
PROFICIENCY A2.1: By the end of the 10th year A2.2: Besides what was learned in the
LEVEL EGB, students will be able to:
10th year EGB, by the end of the 1st
LANGUAGE year Bachillerato, students will be able
SKILLS
to:
 Perceive, memorize, and note  Perceive, memorize, and note down

down words and expressions not words and expressions encountered
previously encountered in the in the public and vocational
personal, educational, and public domains—complementary to the
domains as well as note their personal and educational
situational context and functional background with which they are
value. already familiar—as well as note
their situational context and
Listening  Make use of clues such as stress functional value.
and intonation to identify and
understand relevant information in  Make use of clues such as
orally produced texts within the structurally relevant pauses, tone of
personal and educational domains. voice, stress, and intonation to
identify and understand relevant
information in orally produced texts
within the public and vocational
domains—complementary to the
personal and educational
background they are already
familiar with.
 Understand and identify longer,  Understand and identify longer,

more complex transactional and more complex transactional,
Reading expository texts (e.g. formal expository and informational texts
letters, biographies, etc.) than than those presented in 9th year
those presented in 9th year EGB. EGB texts as well as simple
The texts should contain the procedural and narrative texts (e.g.
highest frequency vocabulary and traveling forms, recipes, short
include a proportion of shared personal stories etc.). The texts

international vocabulary items should all contain the highest
(e.g. hamburger, restaurant, frequency vocabulary, including a
hospital, etc.) proportion of shared international
vocabulary items (e.g. TV,
sandwich, football, etc.).
 Use a series of phrases and  Use a series of phrases and

sentences linked onto a list to sentences linked onto a list to
communicate in simple and communicate in simple and routine
routine tasks within the personal tasks within the public and
Speaking and educational domains. vocational domains—
complementary to the personal and
 Handle very short social educational background with which
exchanges within the personal and they are already familiar.
educational domains even though
they can usually understand  Handle very short social exchanges
enough to keep the conversation within the public and vocational
going themselves. domains even though they can
usually understand enough to keep
the conversation going themselves.
 Produce longer, more detailed,  Produce longer, more detailed,

complex transactional and complex transactional, expository
expository texts (e.g. formal and informational texts than those
emails, imaginary biographies, presented in previous years and
Writing etc.) than those presented in the with more variety in sentence
9th year EGB with more variety in structure and lexical range.
sentence structure and lexical
range.  Produce simple procedural and
narrative texts with some detail and
variety in sentence structure yet
may contain some usage error.
Essential assessment indicators per school year.

Assessment indicators for every skill are given below:
PROFICIENCY A2.1: 10th year EGB A2.2: 1st year Bachillerato

LEVEL
LANGUAGE
SKILLS
 Identify words and expressions  Identify words and expressions

used in a slower, yet natural used in a slower, yet natural
colloquial style, by native colloquial style, by native speaker
speakers and non-native speakers and non-native speakers within the
within the personal and public and vocational domain—
educational domain. complementary to the personal and
educational background with which
 Understand phrases and they are already familiar.
expressions related to areas of
most immediate priority within the  Understand phrases and expressions
personal and educational domains related to areas of most immediate
(e.g. daily life, free time, school, priority within the personal,
etc.), provided speech is clearly educational, public and vocational
and slowly articulated. domains (e.g. shopping, travel,
services, workplaces, etc.),
 Within the personal and provided speech is clearly and
Listening educational domain, deduce the slowly articulated.
meanings of unfamiliar phrases
and words from a context  Within the personal, educational,
containing familiar elements. public and vocational domain,
deduce the meanings of unfamiliar
 In their own speech, recognize phrases and words from a context
some of the principal meaningful containing familiar elements.
contrasts in utterances carried by
stress placement and intonation.  In their own speech and in the
speech of others, understand the
 Catch the main idea in short, clear, principal meaningful contrasts in
more complex texts within the utterances carried by stress
personal and educational domain placement and intonation.
(e.g. weather forecast, school
timetables, etc.).  Catch the main idea in short, clear,
simple announcements given
 Understand and identify the main publicly within the personal,
discussion topic within the educational, public and vocational
personal and educational domain domain (i.e. traffic and tourist
provided that they are conducted information, publicity texts, routine
slowly and clearly. commands, etc.).
 Identify the main idea of recorded

news and interviews reporting on  Understand and identify the main
seasonal festivals, environmental discussion topic within the
issues, food and international personal, educational, public and
customs, climate, weather, etc. vocational domain provided that
they are conducted slowly and

 Identify the main points of clearly.
television news reporting seasonal
festivals, environmental issues,  Identify the main idea and sequence
climate, weather, etc., where the of events of recorded news
visuals support the commentary— reporting public entertainment,
provided technological resources events, accidents, etc.
are available.
  Identify the main point of television
news reporting public
entertainment, events, accidents,
etc., where the visuals support the
commentary—provided
technological resources are
available.
 Deduce the meaning of complex  Deduce the meaning of complex

words composed of elements words composed of elements (bases
(bases and affixes) which are and affixes) which are familiar to
familiar to the learners in the learners in transactional,
transactional and expository texts. expository, informational,
procedural, and narrative texts.
 Correctly interpret the meanings
of international words (e.g. DVD,  Correctly interpret the meanings of
phone, hotel, taxi, etc.) familiar international words (e.g. TV,
from the learner’s native language sandwich, football, etc.) that are
and whose equivalent meaning is familiar from the learner’s native
fully transparent in the text types language and whose equivalent
used for this level. meaning is fully transparent in the
text types used for this level.
 Find specific predictable  Find specific predictable

information in longer information in longer transactional,
transactional and expository expository and informational
material (e.g. formal letters, material (e.g. traveling forms,
biographies, etc.) than those brochures, etc.) than those
presented in the 9th year EGB. presented in previous years as well
as in short procedural and narrative
Reading  Make use of clues such as titles, texts (e.g. recipes and adventure
illustrations, paragraphing, etc., to stories).
information in written texts types  Make use of clues such as titles,
that correspond to the level. illustrations, paragraphing, etc. to
 Understand short descriptions and information in written texts types
media articles when expressed in that correspond to the level.

simple language.
 Understand simple instructions
from recipes or equipment
encountered in everyday life (e.g.
public telephone) as well as more
complex media articles.
Production Production
 Use new words and expressions  Repeat new words and expressions
which occur in conversations in which occur in conversations in the
the personal and educational personal, educational, public and
domains, and make use of such vocational domains, and make use
terms and expressions whenever of such terms and expressions
Speaking appropriate and necessary. whenever appropriate and
necessary.
 Use simple descriptive language to
compare and make brief  Explain their likes and dislikes in
statements about objects and general.
possessions.
 Give short, basic descriptions and

 Give short, basic descriptions of sequencing of everyday events and
everyday events and activities activities within the personal,
within the personal and educational, public and vocational
educational domains (e.g. their domains (e.g. their environment,
family, living conditions, and present or most recent job, etc.).
educational background).
 Describe plans and arrangements,
 Describe plans and arrangements, habits and routines, past activities,
habits and routines, past activities, and experiences within the
and experiences within the personal, educational, public and
personal and educational domains. vocational domains.
 Give a short, rehearsed  Within the corresponding domains,

presentation on a topic pertinent to deliver very short, rehearsed
their everyday life within the announcements of predictable,
corresponding domains. learned content which are
intelligible to listeners who are
 Understand clear, standard speech prepared to concentrate.
on familiar matters within the
personal and educational domains,  Understand clear, standard speech
provided they can ask for on familiar matters within the
repetition or reformulation from personal, educational, public and
time to time. vocational domains, provided they
can ask for repetition or

Interaction reformulation from time to time.
Interaction
 Deal with practical everyday
demands within the personal and Deal with common aspects of
educational domains without everyday living within the personal,
undue effort: educational, public common
 Meeting people (and if strangers, interest (e.g. social life,
making their acquaintance). environment, occupational activities
 Asking and answering questions and interests, everyday goods and
about habits, routines, hobbies and services) as well as briefly giving
past activities, and experiences at reasons and explanations for
home or at school. opinions and vocational domains
without undue effort:
 Exchanging information, feelings,  Exchanging views and expressing
wishes, and concerning matters of attitudes concerning matters of
common interest, particularly
those relating to personal life,  Travel, lodgings, and transport (e.g.
living conditions, leisure, getting all the information needed
educational activities and interests, from a tourist office).
etc.).
 Eating (e.g. ordering a meal).
 Proposing plans/arranging a
course of action and briefly giving  Shopping (e.g. making simple
reasons and explanations (e.g. purchases by stating what is wanted
what to do, where to go, when to and asking the price).
meet, etc.).
 Transactions in shops, post offices,
 Extending invitations and reacting or banks.
to being invited.
 Proposing plans /arranging a course
of action and briefly giving reasons
and explanations.
 Extending invitations and reacting

to being invited.
 Interact with reasonable ease in  Interact with reasonable ease in

structured situations (e.g. an structured situations (e.g. an
interview) and short conversations interview) and short conversations
within the corresponding domains, within the corresponding domains,
provided they are addressed provided they are addressed clearly,
clearly, slowly, and directly. slowly, and directly.
 Answer straightforward follow-up

questions within the personal and  Answer straightforward follow-up
educational domains provided questions within the personal,
they can ask for clarification educational, public and vocational
occasionally and are given some domains provided they can ask for
help to express what they want. clarification occasionally and are
given some help to express what
 When addressed directly in a they want.
formal meeting, say what they
think about issues within the  When addressed directly in a formal
personal and educational domains, meeting, say what they think about
provided they can ask for issues within the personal,
repetition of key points if educational, public and vocational
necessary. domains, provided they can ask for
repetition of key points if
 Follow changes of topic in formal necessary.
discussion, within the
corresponding domains  Follow changes of topic in formal
discussion, within the
 Speech is clear enough to be corresponding domains.
understood despite a noticeable
foreign accent, but conversational  Speech is readily intelligible both to
partners will need to ask for native speakers and to non-native
repetition from time to time. speakers who approximate to
standard norms.
 Write short words that are in their  Write short sentences on everyday
vocabulary with reasonable subjects (e.g. directions: how to get
phonetic accuracy (but not somewhere).
necessarily full standard spelling).
Writing  Write longer descriptions about

their family, living conditions, and  Write about everyday aspects of
educational background. their environment, e.g. people,
places, a job, or study experience in
 Write a series of follow-up linked sentences.
questions for an interview with the
aid of a dictionary.  Write a series of simple phrases and
sentences for product packaging,
 Write short definitions for people, safety notices, brochures, etc.
things, places, etc. by indicating
their features or use.  Complete travelling forms.
 Write short descriptions of events,  Write short ‘how to’ instructions

past activities and personal and recipes.
experiences.
 Write short narratives such as
 Write short, simple formal letters adventure or realistic fiction.
and imaginary biographies.
Exit Profile Level B1
PROFICIENCY B1.1: By the end of the 2nd year B1.2: In addition to what was learned
LEVEL Bachillerato, students will be in 2nd year Bachillerato, by the end of
able to: the 3rd year Bachillerato, students will
COMMUNICATIVE be able to:
COMPETENCE
 Have a repertoire of language
 Have enough language to get which enables them to explain the
by with sufficient vocabulary main points in an idea or problem
to express themselves with with reasonable precision.
some hesitation and
circumlocutions on topics  Have a sufficient range of language
Linguistic such as family, hobbies and to describe unpredictable situations
Component interests, work, travel and and express thoughts on abstract or
current events. cultural topics such as films, books,
and music.
 Handle more unfamiliar
topics and situations with  Use a repertoire of frequently used
lexical limitations that cause routines and patterns associated
repetition and even with more predictable situations
difficulties at times and some unpredictable situations
(especially) when formulating quite accurately; though errors may
more complex thoughts. occur, they do not interfere with the
conveyance of meaning.
 Communicate with reasonable
accuracy in familiar contexts
and generally have good
control of routines and
patterns although there may
be evident L1 influence.
 Be aware of salient politeness  Perform and respond to a wide

conventions of the foreign culture range of language functions, using

Sociolinguistic (i.e. the culture any major country their most common exponents in a
Component where the target language is the neutral register.
L1) and act appropriately.
Pragmatic  Exploit a wide range of simple  Adapt their expression to deal with
Component language flexibly to express much less routine, even difficult
of what they want. situations.
The communicative competence components are activated through the development of the four
language skills as seen below:
PROFICIENCY B1.1: By the end of the 2nd year B1.2: In addition to what was learned
LEVEL Bachillerato, students will be able to: in 2nd year Bachillerato, by the end of
LANGUAGE the 3rd year Bachillerato, students will
SKILLS be able to:
 Understand the main points of  Understand the main points of clear

clear standard speech on familiar standard speech on familiar matters
matters regularly encountered in regularly encountered in the public
the personal and educational and vocational domains (e.g.
Listening domains (e.g. leisure, school, etc.). services, work, etc.).
 Identify both general messages  Identify both general messages and

and specific details within the specific details within the public
personal and educational domains, and vocational domains, provided
provided speech is clearly speech is clearly articulated.
articulated in a generally familiar
accent.
 Understand and identify longer,  Understand and identify longer,

Reading more complex expository, more complex transactional texts
procedural and narrative texts (e.g. job application letters and
than those in 1st year Bachillerato forms) than those in previous years
(e.g. informational reports, as well as simple persuasive texts
experiments, fairy tales, mystery, (e.g. persuasive essays, movie
etc.) with a satisfactory level of reviews, etc.) with a satisfactory
comprehension. level of comprehension.
 Use appropriate interpretation  Use appropriate interpretation

strategies to deal with the strategies to deal with the
corresponding text types (i.e. corresponding text types (i.e.
expository, procedural and transactional and persuasive).
narrative)
 Sustain a straightforward  Sustain a straightforward

description of a (or a variety of) description of a subject or a variety
subject matters within the personal of matters within the public and
and educational domains rather vocational domains rather fluently,
fluently, presenting it as a linear presenting it as a linear sequence of
sequence of points. points.
 Communicate with some  Exchange, check, and confirm

Speaking confidence on familiar routine and information to deal with less routine
non-routine matters related to their situations and explain why a
interests and educational field. problem has occurred and give
possible solutions.
 Enter unprepared into
conversations on topics that are  Enter unprepared into conversations
familiar, of interest, or pertinent to on topics that are familiar, of
everyday life within the personal interest, or pertinent to everyday
and educational domain (e.g. life within the public and vocational
family, hobbies, travel, etc.). domain (e.g. work, current events,
etc.).
 Produce longer, more detailed and  Produce longer, more detailed and
complex expository, procedural complex transactional texts than
and narrative texts than those in those in 1st year Bachillerato (e.g.
1st year Bachillerato (e.g. essays, speeches, curriculum vitae, etc.) as
experiments, fantasy, science well as short simple persuasive
Writing fiction, etc.) by linking a series of texts (e.g. essays, advertisements,
shorter discrete elements into a cartoons, etc) by linking a series of
linear sequence. shorter discrete elements into a
linear sequence.
 Convey information and ideas on
abstract as well as concrete topics
through the text types that  Check information and ask about or
correspond to the level with explain problems through the text
reasonable precision. types that correspond to the level
with reasonable precision.
Essential assessment indicators per school year.

Assessment indicators for every skill are given below:
PROFICIENCY B1.1: 2nd year Bachillerato B1.2: 3rd year Bachillerato

LEVEL
LANGUAGE
SKILLS
 Understand procedures for  Understand detailed directions for

carrying out simple experiments. traveling or building up a CV.
 Follow in outline straightforward  Follow a short lecture or talk within

Listening short talks on familiar topics the public and vocational domain,
within the personal and provided the subject matter is
educational domains provided familiar, and the presentation is
these are delivered in clearly straightforward and clearly
articulated, standard speech. structured.
 Within the personal and  Within the public and vocational

educational domains, follow the domains, follow the main points of
main points of extended extended discussion among native
discussion among native speakers speakers talking around them,
talking around them, provided provided speech is clearly
speech is clearly articulated in articulated in standard dialect.
standard dialect.
 Provided that resources are
 Provided that resources are available, understand the main point
available, understand the main of simple recorded material (e.g.
point of simple recorded material radio news bulletins) or TV
(e.g. radio news bulletins) or TV programs on current affairs or
programs on current affairs or topics of public or professional
topics of personal or educational interest when the delivery is
interest when the delivery is relatively slow and clear.
relatively slow and clear.
 Scan longer expository,  Scan longer expository, procedural,

Reading procedural, and narrative texts narrative, transactional, and
than those in 1st year Bachillerato persuasive texts than those studied
in order to locate desired in previous years to locate desired
information. information from different parts of
the texts.
 Skim to understand the gist of
expository, procedural, and  Skim to understand the gist of
narrative texts. transactional and persuasive texts.
 Recognize significant points in  Recognize the line of argument in

straight-forward media articles on the treatment of the issue presented,
familiar subjects. though not necessarily in detail.
 Identify the main conclusions in

 Identify the main clearly signaled argumentative

conclusions/moral in descriptions, texts.
reports, and stories.
 Understand clearly written,  Understand clearly written,

straightforward descriptions of straightforward descriptions of
procedures, events, feelings and viewpoints and job-related
wishes in the corresponding text language.
types.
 Distinguish fact from comment.
 Identify relevant information38.
 Make use of clues such as
 Make use of clues such as titles typographical devices (e.g. bolding,
and illustrations. italicizing, underlining,
paragraphing).
 Give detailed accounts of  Give detailed accounts of

experiences by describing feelings experiences by describing feelings
and reactions within the personal and reactions within the public and
and educational domains. vocational domains.
 Relate details of unpredictable  Relate details of unpredictable

occurrences (e.g. a real or occurrences (e.g. an accident)
Speaking imaginary event) within the within the public and occupational
corresponding domains. domains.
 Reasonably fluently relate a  Relate the plot of a book or film

straightforward narrative or and describe their reactions.
description as a linear sequence of
points.  Briefly give reasons and
explanations for opinions, plans,
 Briefly give reasons and and actions within the
explanations for opinions, plans, corresponding domains.
and actions within the
corresponding domains.  Connect phrases in a simple way in
order to describe experiences and
 Connect phrases in a simple way events, their dreams, hopes, and
in order to describe experiences ambitions within the vocational
and events, their dreams, hopes, domain.
and ambitions within the
corresponding domains.  Within the public and vocational
domains, deliver short rehearsed
 Within the personal and announcements clearly intelligible
educational domains, deliver short despite some foreign stress and
rehearsed announcements clearly intonation on a topic pertinent to

intelligible despite some foreign everyday occurrences.
stress and intonation on a topic
pertinent to everyday occurrences.  Within the public and vocational
domains, give a prepared
 Within the personal and straightforward presentation—clear
educational domains, give a enough to be followed without
prepared straightforward much difficulty and whose main
presentation—clear enough to be points are explained with
followed without much difficulty reasonable precision—on a familiar
and whose main points are topic.
explained with reasonable
precision—on a familiar topic.
 Within the public and vocational
domains, take follow-up questions,
 Within the personal and but may have to ask for repetition if
educational domains, take follow- the speech too fast.
up questions, but may have to ask
for repetition if speech was too  Speech is clearly intelligible even if
fast. a foreign accent is sometimes
evident and occasional
 Speech is clear enough but a mispronunciations occur.
foreign accent is usually evident;
there are frequent Interaction
mispronunciations, however.
 Follow a native speaker’s clearly
Interaction articulated speech directed at them
in everyday conversation within the
 Follow a native speaker’s clearly public and vocational domains
articulated speech directed at them though will sometimes have to ask
in everyday conversation within for repetition of particular words
the personal and educational and phrases.
domains though will sometimes
have to ask for repetition of  Follow the main points in an
particular words and phrases. informal discussion with
acquaintances and colleagues (real
 Follow the main points in an or imaginary) provided speech is
informal discussion with clearly articulated in standard
friends/peers provided speech is dialect.
clearly articulated in standard
dialect.  Give or seek
acquaintances/colleagues’ personal
 Follow much of what friends/peers views and opinions in discussing
say around them on general topics topics of interest within the
within the corresponding domains, corresponding domains.
provided interlocutors avoid much
idiomatic usage and articulate

clearly.  Follow much of what
acquaintances/ colleagues say
 Use repair procedures39 and use around them on general topics
the language produced by the within the corresponding domains,
interlocutor as a reference for an provided interlocutors avoid much
answer. idiomatic usage and articulate
clearly.
 Make brief comments on
friends/peers’ views.  Repeat back part of what someone
has said to confirm mutual
 Ask for repetition or clarification understanding.
if their friends’/peers’ talk is rapid
or extended.  Make brief comments on
acquaintances/ colleagues’ views.
 Within the personal and
educational domains, make their  Ask for repetition or clarification if
opinions and reactions understood their acquaintances’/colleagues’
as regard solutions to problems or talk is rapid or extended.
practical questions of where to go,
what to do, and how to organize  Within the public and vocational
an event (e.g. an outing). domains, make their opinions and
reactions understood as regard
solutions to problems or practical
 Compare and contrast alternatives questions of where to go, what to
within the personal and do, and how to organize an event
educational domains. (e.g. a meeting).
 Invite others to give their views on

how to proceed in personal and  Compare and contrast alternatives
educational issues. within the public and vocational
domains.
 Intervene in a discussion on a
familiar topic within the personal  Invite others to give their views on
and educational domains by using how to proceed in public and
a suitable phrase to get the floor. occupational issues.
 Maintain and close face-to-face  Intervene in a discussion on a

conversations on topics that are familiar topic within the public and
familiar or of personal interest vocational domains by using a
within the personal and suitable phrase to get the floor.
educational domains (e.g. family,
hobbies, school events, etc.), but  Maintain and close face-to-face
may sometimes be difficult to conversations on topics that are
follow when trying to convey familiar or of personal interest
exact meaning. within the domains the public and
vocational domains (e.g. travel,

 Express the main point they wish work, current public events, etc.),
to make comprehensibly. but may sometimes be difficult to
follow when trying to convey exact
 Express and respond to feelings meaning.
such as surprise, happiness,
sadness, interest, and indifference  Explain the main points in an idea
within the personal and or problem with reasonable
educational domains. precision.
 Express beliefs, opinion, and  Express and respond to feelings

agreement/ disagreement politely such as surprise, happiness,
within the personal and sadness, interest, and indifference
educational domains. within the public and vocational
domains.
 Make a point of view clearly, but
has difficulty engaging in debate  Express beliefs, opinion, and
within the personal and agreement/ disagreement politely
educational domains. within the public and vocational
domains.
 Explain briefly why something is
a problem.  Make a point of view clearly, but
may have some difficulty engaging
 Produce speech comprehensibly in debate within the public and
even though pausing for vocational domains.
grammatical and lexical planning
and repair is very evident,  Express thoughts on cultural topics
especially in longer stretches of such as films, books, music, etc.
free production, resulting in
pauses and even dead ends.  Produce speech effectively and with
relative ease unassisted despite
 Cope with less routine situations some problems with formulation
in shops, post offices, or banks resulting in some hesitation.
(e.g. returning an unsatisfactory
purchase or making a complaint).  Deal with most transactions likely
to arise while traveling, arranging
 Find out and pass on travel/ accommodation, or dealing
straightforward factual with authorities during a foreign
information. visit.
 Describe how to do something  Ask for and follow detailed

giving detailed instructions within directions.
the corresponding areas.
 Obtain more detailed information  Describe how to do something

giving detailed instructions within
within the personal and the corresponding areas.

educational domains.
 Obtain more detailed information
 Exchange, check, and confirm within the public and vocational
accumulated factual information domains.
on familiar routine matters within
the corresponding domains with  Exchange, check, and confirm
some confidence. accumulated factual information on
familiar routine and non-routine
 Summarize and give their opinion matters within the corresponding
about a short story, article, talk, domains with some confidence.
discussion, and answer further
questions of detail.  Summarize and give their opinion
about a short interview,
 Provide concrete information documentary, book, film,
required in an discussion, etc., and answer further
interview/consultation (e.g. questions of detail.
describing symptoms to a doctor)
with limited precision.  Use a prepared questionnaire to
carry out a structured interview,
 Take some initiatives in an with some spontaneous follow-up
interview/ consultation (e.g. questions.
bringing up a new topic) but very
dependent on the interviewer  Carry out a prepared interview
during the interaction. checking and confirming
information though may
occasionally have to ask for
repetition if the other person’s
response is rapid or extended.

 Write accounts of events,  Develop an argument well enough

experiences, (i.e. a real or to be followed without difficulty
imagined recent trip) describing most of the time.
Writing feelings and reactions in simple,
connected text.  Write short, simple advertisements.
 Write very brief reports to  Write a short review of a film,

standard conventionalized format, book, or play.
which pass on routine, factual
information and state reasons for  Summarize, report, and give their
actions. opinion about accumulated factual
 Write a description or narrate a information on familiar routine and

story as a linear sequence of non-routine matters within their
points. fields (Social studies, Science, etc.)
with some confidence.
 Summarize, report, and give their
opinion about accumulated factual  Write short, simple, persuasive
information on familiar routine essays on topics of interest.
matters within their fields (Social
studies, Science, etc.) with some  Use a larger number of cohesive
confidence. devices to link their utterances into
clear, coherent discourse, though
 Write short, simple expository there may be some “jumpiness” in a
essays on topics of interest. long contribution.
 Produce continuous writing which

 Use a limited number of cohesive is generally intelligible throughout.
devices to link their utterances
into clear, coherent discourse Interaction
though there may be some
“jumpiness41” in a long  Take messages communicating
contribution. enquiries and explaining problems
when travelling or at work.
 Spelling, punctuation, and layout
are accurate enough to be
followed most of the time.
Interaction
 Write notes conveying simple

information of immediate
relevance to friends, service
people, teachers, and others who
feature in their everyday life,
getting across comprehensively
the points they feel are important.
This literature review addresses the curriculum implementation in many countries.
Understanding how other nations have created curricula gives insight into what to consider when
designing a curriculum for Sierra Flor Foundation as stated by national policies. Three cases will
be examined: Colombia, New Zealand, and the Canadian province of Newfoundland and
Labrador.
Common European Framework in Colombia
In 2006, the National Ministry of Education of Colombia established the base standards
and competences of English language skills which students should achieve at the end of
secondary school through the National Bilingual Program in partnership with the British Council.
According to the Ministry of Education (2006), the purpose of this program is “make citizens
able to communicate in English, so that they can insert the country in the universal
communication process, in the global economy, and cultural openness, with internationally
comparable standards.” To develop this plan, the Ministry of Education used a regular language
to set up the level proficiency in the language during the different phases of the learning process;
it was based on the CEFR, which describes each of its six levels.
In addition, the Ministry considered it relevant to relate the terminology used by teachers
to describe different grade of performance in second language in relation to the CEFR. The goal
for the students of the eleventh grade is B1 in 2019. Furthermore, the document establishes that
newly graduated teachers must achieve C1. As the Ecuadorian government also desires that
students achieve B1, the format of the Colombian curriculum for English has been taken as a
reference. That is why the curriculum of Sierra Flor contains five different skills; listening,
reading, writing, spoken production, and spoken interaction. Each of these skills specifies the
expectations for each of the stages of the CEFR.
New Zealand English curriculum
In New Zealand, there are eight learning areas: English, the arts, health and physical
education, learning languages, mathematics and statistics, science, social sciences and
technology. As part of those areas, “English gives to the students access to the understanding,
knowledge, and skills they need to participate fully in the social, cultural, political, and economic
life of New Zealand and the wider world” Ministry of Education (2007).
In 1994 the Ministry of Education of New Zealand made a reform in the English
curriculum which replaced the syllabus which had been in use since 1961, “its supplement
Statement of Aims (1986), and English: Forms 3-5: Statement of Aims (1983). It builds on New
Zealand research and curriculum development in English language education, and provides the
basis for English programs in schools from year 1 to year 13; that is, from junior classes to Form
2 in primary schools and from Form 3 to Form 7 in secondary schools” (Ministry of Education of
New Zealand,1994). This curriculum sets out the oral, written, and visual language objectives
that students should achieve through their years of schooling.
According to the Ministry of Education, through exploring, challenging, thinking
critically about, and clarifying their own attitudes and values, students can express their points of
view. This is considered to be the center of all teaching and learning. In 2007, The New Zealand
Association of Teachers of English was contracted by the Ministry of Education, in association
with The New Zealand Qualifications Authority, to arrange the English Standards with the New
Zealand curriculum with the purpose of developing L1-3 standards aligned with the outcome
from curriculum levels 6-8, address any duplication of standards issues, and address any credit
parity issues. Ideas from this curriculum have been considered because this educational system
has some similarities to the ones of Ecuador. For example, they both use a thirteen grade system.
ESL in the Province of Newfoundland and Labrador Canada
Newfoundland and Labrador is a Province of Canada where immigration has increased
since the creation of the Office of Immigration and Multiculturalism in 2007. The Immigrant and
Refugee Protection Act of 2002 and the subsequent “arrival of students from refugee camps,
some of whom have little or no prior schooling has necessitated an increased emphasis on
literacy development in ESL teaching” Department of Education Newfoundland and Labrador
(2011).
The Department of Education of Newfoundland and Labrador has the challenge of
preparing their students to live in the 21st century, including those whose native language is
different than English. For that reason, it has incorporated an English curriculum which offers
students the tools to be able to communicate effectively in order “to realize their educational,
personal, social and career goals” Department of Education of Newfoundland and Labrador
(2012).
This curriculum is presented in several documents which explain the skills that students
must achieve when they end the corresponding course. The first is Guidelines for Delivery of
ESL Services in K-6; here there is an important description of the teacher’s role as a guide for the
newcomers, giving them “ESL support until they have acquired the skills and strategies needed
to continue building language skills through the prescribed curriculum” Department of Education
of Newfoundland and Labrador (2011).
The second document is Senior High English as a Second Language1205.” It describes a
110 hour language arts course for ESL students in the Senior High. This course is appropriate for
students who have at least a transitional literacy level in another language or in English. The
course helps student acquire language skills and strategies for listening, speaking, reading and
writing” Department of Education of Newfoundland and Labrador (2012). Students develop
their communication skills by participating in meaningful activities in different contexts.
Students’ background is taken into account. In this sense, it is similar to the curriculum
developed for Sierra Flor.
The third document is ESL 3205 Curriculum Guide. It explains the guidelines of the high
intermediate advance language course. In this course students improve the English language
skills which are essential for academic and personal success. The course is designed to help
students transition to the independent use of English through finding the balance of literacy and
fluency in the four skills: listening, reading, writing, and speaking.

Examining these documents clearly shows the importance of creating and implementing a
curriculum with clear guidelines for students, teachers, parents, and the community. A
curriculum is an essential tool to facilitate the work of teachers; this is the main purpose of the
curriculum of Sierra Flor. These cases are relevant for consideration because they share similar
characteristics with the English curriculum of the Foundation. Additionally, factors that have
negatively affected the previously mentioned curricula need to be considered in order to avoid
that these failures occur in the proposed curriculum design for Sierra Flor.
Language Arts from First to Thirteenth Grade
Unidad Educativa Sierra Flor
First Grade
Students in first grade will develop the ability to write letters and the ability to represent
short words. They will learn that pictures differ from words because when they begin to write,
they will be shown drawings that represent words. They will learn to read and write from left to
right and top to bottom.
During this year, they will begin to identify some basic sight words, which they will be
able to read and write after recognizing the relationship between the sound and the symbol of
some letters. By the end of the year, they will recognize when someone talks to them in English,
and they will react orally by providing a small amount of information, or non-orally by using
non-verbal language, for instance by nodding.
In first grade students will learn how to communicate their needs in a very brief way.
They will also understand and follow simple two-step oral directions. To help students have a
better understanding, teachers must support spoken information with pictures, gestures and voice
changes.
Second Grade
Students who enter second grade continue to increase their phonological awareness. As
they use letter-sounds to decode simple words, they make some progress in reading. Through
reading and listening students will start building a bank of high frequency words that little by
little will expand their proficiency. At this level, they are not yet able to read and write
independently; they still write basic words or short sentences phonetically, with the teacher’s
assistance. Students will continue developing these skills with the help of habits, routines and
instructions that are daily provided in the classroom. They will also acquire more vocabulary by
reciting songs, very short poems, nursery rhymes, and stories with repeated patterns.
They will react orally or non-orally when someone talks to them, for example when a
teacher instructs them in a class activity. At this point, students will follow the sequence of short
stories supported by images or another kind of visual material. Second graders will better
understand the general ideas communicated by the teacher if these are supported with gestures,
pictures, drawings and voice changes.
When the school year is over they will show evidence of expanded language skills by
answering personal questions, expressing basic personal needs in the classroom, politely calling
the attention of the teacher with phrases, requesting the teacher to repeat a message when they
do not understand it, giving simple two-step oral directions, and retelling stories orally. By this
time, they will be using rules for conversation such as raising their hands, taking turns, and
focusing their attention on whoever is speaking.
Third Grade
In third grade students will follow simple written or oral directions related to games, class
activities and tasks. They will understand sequences related with habits and routines, and
understand what is communicated by the teacher as long as verbal information is supported by
images, gestures and voice changes. They will identify specific information from stories, such as
the names of the main characters, places, and the important events, if these are supported with
images, videos, or another kind of visual material. They will also make predictions by reading
the titles, key words, and by looking at the illustrations of the books.
Third grade students will read common, irregular sight words found in picture books,
alphabet books, number books, rhyming books, and grade-appropriate books. They will begin to
learn that sentences begin with capital letters and end with some type of punctuation. This will
help them read previously taught grade-level texts with appropriate expression in shared reading
and small group guided reading.
With some guidance, third graders will begin to use different types of sentences,
including simple, declarative, interrogative, and exclamatory. They will start doing this when
talking about themselves or familiar topics, when requesting material, when expressing personal
needs, and when talking about their preferences, experiences and routines in oral and written
form.
Their ability to write will improve as they start using simple formats such as invitations
and greeting cards. Students will be encouraged to write more and at the end they will make use
of graphic organizers to represent the main information of short texts and to compose simple
stories. By this time, they will be familiar with different graphic organizers because they will
have participated in their creation in previous lessons.
Third graders will make use of their repertoire when answering questions about
themselves, when expressing basic personal needs in the classroom, when requesting that the
teacher repeat a message, when asking questions to clarify meaning, and when giving multiple-
step oral directions. Their speaking skills will improve when they feel more confident while
talking, when describing their experiences, and when relating important events and stories in an
appropriate sequence. They will participate more in discussions, and will be able to use the five
“WH” questions when asking and responding to questions from teacher and other group
members.
Fourth Grade
Fourth graders will increase their ability to read with greater fluency and comprehension.
They will begin to use dictionary and glossary skills to determine word meanings. They will
extract appropriate and significant information from texts, including problems and solutions.
They will then communicate their findings to the class. In fourth grade they will become more
independent little by little at speaking and at writing. As they will use more graphic organizers to
represent the main information of various sources, they will show an increasing ability to
organize information in a logical way. They will also work productively in group discussions for
a variety of purposes.
Their responses will be more logical because they are expanding their knowledge of the
language, and also because they are learning to distinguish between complete and incomplete
sentences, making use of punctuation, and using complete sentences with correct subject-verb
agreement. Their answers will have more descriptive words, more details, and more elaboration,
which will help them to communicate more effectively.

By the end of fourth grade students will talk about books they have read during the school
year; they will retell in a logical sequence stories they have read, heard, or viewed, using basic
story grammar and relating the sequence of story events by answering who, what, when, where,
why, and how questions.
With some guidance, they will write brief expository descriptions of a real object, person,
place, or event. They will write brief narratives or texts of a length appropriate to address a topic
or tell a story. They will write friendly letters, and will compose simple stories with a clear
organizational structure. All of this will demonstrate their control of basic English usage,
mechanics, spelling, and sentence structure if the topics are familiar to them.
Fifth Grade
By the time students are in fifth grade, they will have developed some independence for
reading rhyming books, fables, short stories, storybooks, fairy tales, chapter books poetry, and
nonfiction texts. They will be able to understand a problem stated in simple oral or written texts,
and will come up with possible solutions. When working in groups, students will begin assuming
different roles in a variety of situations. In their verbal interactions, students will communicate
effectively by speaking in turns rather than all at once during group interaction. They will use a
variety of non-verbal communication techniques. They will make use of established rules for
attentive listening by facing the speaker, not interrupting, asking questions, summarizing what is
said, providing appropriate feedback, and connecting and relating prior experiences, and ideas to
those expressed by the speaker.

In this grade, students will learn to self-monitor comprehension and reread when
necessary for recognizing aspects such as: what, who, when and where, for identifying the
elements of plot, setting, and characters in the story, as well as the story’s beginning, middle, and
ending. It will help them to compare and contrast information, to find cause-and-effect
relationships in text, to make connections between texts or personal experiences. Graphic
organizers will be used to represent this required information. In order to read orally with
fluency, they will apply letter-sound knowledge to decode quickly and accurately, and will use
the dictionary to support textual comprehension.
Fifth grade students will write short texts about familiar topics, and will begin to use
grade-appropriate punctuation and capitalization. They will write legibly in cursive or joined
italics, allowing margins and correct spacing between letters in a word and words in a sentence.
They also will begin to use organizational structures and will make use of the four basic parts of
speech when writing short stories that they imagine.
Sixth Grade
At the end of sixth grade, children will be ready for more complex assignments. They will
use complete ideas, and will retain more information. They will restate and execute multiple-step
oral instructions and directions, and will continue to develop critical listening skills necessary for
comprehension and task completion.

In sixth grade, students will appreciate reading as an important habit of personal and
academic enrichment. They will read and discuss more complex stories, and will begin to make
connections between what they read and their own experiences. Moreover, they will read with
increasing fluency and confidence from a variety of texts. Pacing, intonation, and expression will
improve throughout the year. While mastering their reading skills, they will analyze the plot
structure of narratives, including identifying the main problem and determining how it is
resolved. They will have to generate questions before, during, and after reading. They will use
different techniques to find requested information faster about the plot, setting, and character
within text for comparing these elements among texts. If necessary, they will infer meaning from
common root words, common prefixes and common suffixes for a better understanding of the
reading.
They will make major developments in writing and they will show more focus and
organization. Writing will become more independent for sixth graders, as they are more
conscious about revising their works. They will begin to write to demonstrate understanding, and
will express and support their opinions. They will expand sentences, and will learn new sentence
structures, and will be more aware of the conventions of language. They will use regular plurals,
irregular plurals, and use past, present, and future verb tenses properly in writing. They will
begin to use mechanics, correct usage, and correct sentence structure. In order to capture the
reader’s interest they will use concrete sensory details to present and support unified impressions
of people, places, things, or experiences. At the end of each writing project they will revise first
drafts for clearer meaning, correct capitalization, and punctuation.

When interacting with classmates, sixth graders will ask and answer about familiar topics.
They will participate in everyday communicative situations; they will clarify, illustrate, or
expand upon a response; and they will ask classmates for similar elaborations. Sixth graders will
volunteer contributions and responses when directly solicited by the teacher or by the discussion
leader for group work. They will display appropriate turn-taking behaviors, and will divide labor
to achieve the overall group goal efficiently.
Seventh Grade
Seventh graders will continue developing their English skills. As listeners, they will be
able to understand oral descriptions, questions about people, places or things, and long messages
related with their environment and personal interests. They will be able to make inferences, and
paraphrase ideas and information presented orally by others. They will follow multi-step oral
instructions to perform single tasks, to answer questions, and to solve problems.
Through the reading of different texts, they will expand their abilities to determine the
meaning of unknown words on the basis of context. Seventh graders will become skilled in
extracting general and specific information from texts written in simple language. This skill is
useful not just in English, but in any other subject. As an important part of their learning process,
students will increase their proficiency in the interpretation of information from illustrations,
diagrams, charts, graphs, and graphic organizers. Seventh graders will recognize and understand
basic literary terms (e.g., simile, metaphor, setting, point of view, alliteration, onomatopoeia).
They will begin to use these terms orally and in writing.

In this grade, students will express thoughts using complete ideas. When interacting with
their peers, seventh graders will discuss different sources used in the classroom. They will be
able to respond to questions about familiar topics with appropriate information, and will
participate in everyday communicative situations by requesting favors, apologies, and
acknowledge. Finally, they will begin to make oral presentations using appropriate props for
enhancement.
Eighth Grade
As listeners, eighth graders will be able to follow multi-step oral instructions necessary to
develop academic activities, to complete or create a simple product. They will understand the
general idea of oral texts, even if they do not understand all the words. Paraphrasing accurately
ideas and information presented orally by others will be one of their skills. In this way, they will
demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and
task completion necessary for this grade.
When reading, students will identify sensory details and figurative language used by the
authors. In relation with the media, eighth graders will build critical knowledge to analyze media
productions as sources for information, entertainment, persuasion, interpretation of events, and
transmission of culture. With practice, students will improve their proficiency to read aloud
narrative and expository text fluently, accurately, and with appropriate pacing, intonation, and
expression. When reading, students will be able to build vocabulary as well as to be able to
determine the meaning of unfamiliar words by using word, sentence, and paragraph clues. They
will also enrich their skills to make inferences and draw appropriate conclusions from texts.
Eighth graders will be able to complete personal information in formats and documents,
and will be able to write narratives about personal experiences and facts around them. To aid
comprehension, students will begin to use specific sensory details, relevant examples, facts,
anecdotes, strong verbs, and adjectives, simple, compound, complex, and compound-complex
sentences, avoiding fragments and run-ons. For writing, students will consider planning,
organizing, and self- correcting their own works before presenting the final version.
Throughout eighth grade, students will interact with their classmates and teachers in order
to make decisions about specific topics that are familiar to them. Students will enrich their
vocabulary by listening to literature and participating in discussions. They will use different
voice levels and speech patterns in formal and informal situations.
Ninth Grade
Through daily interaction, ninth graders will be able to understand the general ideas
expressed in oral texts, descriptions, or narrations related by their teachers and their classmates
without repetition. Based on simple real-life conversations and oral texts, students will be able to
deduce explicit information identifying people, situations, places, and topics. At the end of the
year, ninth graders will have expanded critical listening skills essential for being able to follow
multi-step oral instructions, for task completion, for answering questions, for comprehension, for
evaluation, and for problem solving.

Ninth graders will acquire tools that will help them differentiate the organizational
structure of descriptive, narrative, and argumentative texts. They will start to recognize sound
devices in poetry and will identify figurative language in context. Students will incorporate some
of these new words into their oral and written works. Throughout the course, students will take
advantage of different resources to determine the pronunciation, and spelling, and meaning of
different words.
During the course, ninth graders will write different kind of works, including friendly
letters, journal entries, and reports. They will be able to compose complete narratives with
complete sentences and appropriate details. In persuasive pieces, students will demonstrate
critical thinking by stating a clear position. Moreover, they will improve coherence and
progression by adding, deleting, and consolidating while editing and revising drafts.
Through performances, students will express their opinions, likes, and preferences about
different daily, personal or familiar topics. Students will look for strategies that help them to
enrich their vocabulary. This will aid them in their interactions. They will give better oral
presentations by taking into account the correct use of technology or other memory aids to
support the structure of the content and conclusion of the presentation.

With reference to team work, ninth graders will participate when making decisions about
specific topics that they know. Contributions of individuals will be acknowledged and valued by
the team. During the course, students will be able to compare elements of different cultures with
their own.
Tenth Grade
In tenth grade, students will achieve a good level of understanding in listening, without
repetition of the messages transmitted by the teacher or the classmates. When students are
familiar with the topic, they will easily identify key information and comprehend the general
idea. By listening to long conversations and speeches, they will expand their abilities to identify
relevant information, the thesis statement and main points.
In reading, tenth grade students will comprehend the general idea of texts, and will
distinguish the structures of various text genres. Their critical thinking will be shown when
formulating and defending their opinions, when contrasting different versions of stories,
examining recurring themes across works, and when relating a literary work to historical events
of the period. They will improve their ability to use different sources to understand the meaning
of words in texts.
As writers, they will apply the elements of the writing process: planning, editing,
revising, correcting and publishing. Students will also cooperate with each other by editing each
other’s papers to provide more ideas for the topic. In these papers, students will include strong
verbs, figurative language, and appropriate vocabulary and grammar usage to distinguish
between formal and informal language depending on the target audience. Tenth graders will also
write fictional narratives in which they will employ proper strategies for this genre. Finally, they
will create different type of essays, and will sometimes freely choose essay topics.
Tenth graders will interact with their classmates by expressing, explaining, asking, and
answering questions. While doing so, they will make correct use of the parts of the speech and
corresponding tenses. Additionally, students will make oral presentations in which they will
organize ideas in the most effective order, taking into account the use of relevant items such as
volume, pitch, phrasing, pace, modulation, and gestures. In their daily routines, tenth grade
students will be able to sustain and end conversations about known topics. They will share with
their classmates and teachers their future plans as well as their ambitions, wishes, and hopes,
expressed in simple language.
Eleventh Grade
During the course students will become more confident in their listening skills. They will
use their previous knowledge to understand what is said by the teacher and classmates. Their
abilities at this age will include identifying relevant information of speeches, and participating in
group discussions by asking clarifying and elaborating questions in different levels. They will
improve at analyzing people, situations, places, connectors, tone, mood, and emotion in oral
communication, radial information or oral expressions by paraphrasing a speaker’s purpose and
point of view.
By this time, eleventh graders will continue to improve their ability to identify the
meaning of words, compound words, contractions, and common abbreviations in different kinds
of texts using diverse strategies and sources. They will recognize and analyze the point of view
of the authors, and the techniques authors employ to influence readers’ perspectives. When
reading literature, students will continue to progress through the analysis of poetry, drama,
fiction and nonfiction. Also, they will begin to compare traditional literature and mythology from
different eras and cultures. Later in the year they will compare and contrast motivations and
reactions of literary characters. Students will take advantage of technology to read and represent
information and to conduct research.
In order to continue with their writing process, eleventh grade students will create graphic
organizers or charts or diagrams. They will become more careful about their use of the parts of
speech, language structure, punctuation, spelling, adequate vocabulary, use of prepositional
phrases, appositives, independent and dependent clauses, and use transitions and conjunctions to
connect ideas to make their writings more articulate. Through their papers, eleventh graders will
demonstrate their knowledge and understanding about several topics. During this writing process
they will get better at revising, editing, adding, deleting, consolidating, clarifying, and
rearranging words and sentences. They will use their peers and teacher as resources.
Eleventh graders will make personal presentations using appropriate grammar, word
choice, enunciation, and pace. They will be able to recite poems using clear diction, tempo,
volume, and phrasing. In addition to this, they will interact with their teacher and classmates by
expressing, supporting, clarifying their own opinion, plans, and projects about different topics. In
eleventh grade, students will be able to maintain conversations in the classroom using
appropriate structures to communication well. Students need to understand the importance of
taking turns to speak; they will listen with civility to the ideas of others, and will participate in a
team by seeking consensus or following the majority.
Twelfth Grade
By the time students reach this grade, will have developed a variety of skills that allow
them to understand and analyze at a higher level the structure of speeches, dialogues, general
information, and oral texts. They will be able to make inferences and recognize the purpose of
details. In media presentations they will recognize the purpose of the mass media to inform,
persuade, entertain, and transmit culture.
Twelfth graders will take advantage of Greek and Latin affixes to understand unfamiliar
vocabulary and interpret words with multiple meanings. Regarding literature, twelfth graders will
analyze the characteristics of subgenres used in poetry, prose, plays, novels, short stories, essays,
and other basic genres. They will continue studying elements of literature, focusing on sound and
figurative language. They will read, interpret, compare and contrast information from real life to
explain a situation or decision or to solve a problem. Students will be able to use textual evidence
to explain how the theme of a given selection represents a view or comment on life.
Twelfth grade students will continue improving their skills for planning their writing.
Graphic organizers will be used as tools for creating better papers. Students will produce texts
while taking into account different purposes and audiences. Their points of view, ideas,
judgments and evidence will maintain an appropriate organizational structure that engages the
reader by establishing a context, creating a speaker’s voice, and otherwise maintaining the
reader’s interest.
When writing, students will cite sources through correct use of quotations and by
paraphrasing information in a bibliography. Furthermore, students will continue exploring their
abilities to edit their papers by applying the steps studied in previous years, revising appropriate
organization, consistent point of view, and transitions between paragraphs, passages and ideas. In
their writing students will take into account an appropriate style manual such as American
Psychological Association and others. They will use the correct format requirements, including
pagination, spacing, and margins, and integration of source material with appropriate citations.
Twelfth graders will be more fluent in their use of language. They will begin to prepare
speeches for different purposes, in which they will apply proper skills such as good eye contact,
clear enunciation, effective speaking rate, volume, and natural gestures. They will be able to
create descriptions with concrete sensory details, and engage the audience with appropriate body
gestures. In group work, they will contribute by volunteering useful information making
suggestions, helping to solve problems, and assuming their role and responsibilities in the team.
Thirteen Grade
By this time, thirteenth graders will listen to oral poetry in order to identify sound
devices, figurative language, and some other conventions of verse in oral poetry. As they will
continue giving speeches, they will have a clear idea of how speeches are structured. They will
also understand the thesis of a speech in which the main idea may be explicitly or implicitly
stated. Concepts may be more abstract, and extended metaphors may be used.
There will be cases in which they will identify differences among the voice, tone, and
diction used in media presentations and informal speech about different issues. Additionally, the
students will analyze the effectiveness of the strategies employed by the speaker, and will make
inferences about the impact of the material presented. Most of all, thirteenth graders will research
the life of a particular person as it is represented in a variety of texts in order to compare the
representation of single events and experiences in different sources. In this way they will contrast
the ways in which media genres cover the same event and will study what affects credibility,
impressions and opinions.
As readers, they will show a higher proficiency in their language skills. In this grade they
will understand the implicit information in texts related to their interests. There will be occasions
in which they will identify the purpose of different texts, and will analyze the ways language and
order of events or structures of the text are used to accomplish these purposes.
Through the year, they will read novels and will demonstrate comprehension through
different projects. They will also analyze the way in which a work of literature is related to the
themes and issues of its historical period. They will find out what makes these works significant
and memorable by relating them to contemporary context or historical background. They will
thus evaluate the philosophical, political, religious, ethical, and social influences of the historical
period that shaped the characters, plots, and settings.
When writing, they will demonstrate the correct use of commas, colons, semicolons,
underlining and italicizing, quotation marks, apostrophes, hyphens, and end marks; they will
have already discovered that punctuation contributes to effective writing. In thirteenth grade,
they will demonstrate knowledge of correct sentence structure by correcting run-on sentences
and sentence fragments.
Having developed writing skills throughout previous grades, in their written work they
will employ details, reasons, examples, precise language, action verbs, sensory details,
descriptions, anecdotes, appropriate modifiers, and active rather than passive voice. Written
productions will anticipate and answer reader concerns and counter-arguments. Their writing will
be planned in order to create an organizing structure that is appropriate to the needs, values, and
interests of a specific audience. Students will use graphic organizers, charts, or diagrams as
organization aids that will contain useful information for the topic to be developed.
After various revisions, they will edit their works, taking into account spelling rules,
adequate vocabulary and grammatical structures. Finally, they will produce final drafts that
demonstrate accurate spelling and the correct use of punctuation and capitalization. In this grade,
students are to produce works in which they apply the different strategies they have acquired in
previous grades. Drawing on these skills will help them produce cohesive and coherent final
products that engage the interest of readers.
Regarding their conversational techniques, students will make use of creative strategies
for expressing ideas clearly and effectively in a variety of oral contexts. They will be able to
describe with concrete sensory details the sights, sounds, and smells of a scene, and the specific
actions, movements, gestures, and feelings of the characters, and use interior monologue to
depict the characters’ feelings.
Students will engage in group discussions in various formats, including roundtables and
Socratic seminars. Through these activities they will demonstrate their understanding, and
contribute to meet the goals of the group. Collaboration will be maintained by ensuring that all
appropriate ideas and contributions are respectfully acknowledged and valued by the team. The
most appropriate behaviors for participating productively in a team need to be considered and
used by students.
Sierra Flor´s English curriculum
SIOP model-lesson Plan Template
The model proposed for the English teachers to implement in the classroom is the Sheltered
Instruction Observation Protocol (SIOP). It is a research-based model that has been considered to
meet the needs of English language learners, and whose effectiveness has been studied and
proven. It was developed by Center for Research on Education, Diversity & Excellence
(CREDE) researchers Jana Echevarria, MaryEllen Vogt and Deborah J. Short. The SIOP Model
contains eight interrelated components that are considered the best practices teachers must
consider when teaching. The components are:
1. Lesson Preparation:
 Clearly define content objectives

 Clearly define language objectives
 Choose content concepts for age appropriateness and fit with educational background of
students
 Use supplementary materials to make lessons clear and meaningful
 Adapt content to all levels of student proficiency
 Provide meaningful and authentic activities that integrate lesson concepts with language
practice opportunities
2. Building Background
 Explicitly link concepts to students’ background experience
 Make clear links between students’ past learning and new concepts
 Emphasize key vocabulary
3. Comprehensible Input
 Speak appropriately to accommodate students’ proficiency level
 Clearly explain academic tasks

 Use a variety of techniques to make content concepts clear
4. Strategies
 Provide ample opportunities for students to use strategies
 Consistently use scaffolding techniques throughout lesson
 Employ a variety of question types
5. Interaction
 Provide frequent opportunities for interaction and discussion

 Group students to support language and content objectives
 Give ample opportunities for clarification for concepts in L1
6. Practice And Application

 Supply lots of hands-on materials
 Provide activities for students to apply content/language knowledge
 Integrate all language skills into each lesson
7. Lesson Delivery
 Clearly support content objectives

 Clearly support language objectives
 Engage students 90-100% of the lesson
 Appropriately pace the lesson to students’ ability level
8. Review And Assessment
 Provide comprehensive review of key vocabulary

 Supply comprehensive review of key content concepts
 Regularly give feedback to students on their output
 Conduct assessment of student comprehension and learning
This lesson plan format is the one that teachers must consider when planning their classes
with the English curriculum of Sierra Flor. As the goals of this institution are to teach English
through the content of the subjects and to aid professional growth, this model is the appropriate
for meeting these requirements.
The model can even be applied for other content subjects because its components are
essential for all teaching practices. Before the implementation of this English curriculum, this
lesson plan format was used by the designers of the Sierra Flor´s English curriculum. When the
curriculum was used, learners' academic performance improved. This model makes content
comprehensible. However, it is the responsibility of the instructor to adapt the lessons and
activities to ensure that all students are engaged in the learning process. Two different templates
of this model were used, template three for primary school, and template one for high school.
SIOP® Lesson Plan Template 1
Week/Date: ___________ Grade: _______ Class: __ _______________

Subject: ___________
Content Objective(s): Language Objective(s):
Key Vocabulary Supplementary Materials
SIOP® Features
Preparation Scaffolding Grouping Options

___ Adaptation of Content ___ Modeling ___ Whole class
___ Links to Background ___ Guided practice ___ Small groups
___ Links to Past Learning ___ Independent practice ___ Partners
___ Strategies incorporated ___ Comprehensible input ___ Independent
Integration of Processes Application Assessment

___ Reading ___ Hands-on ___ Individual
___ Writing ___ Meaningful ___ Group
___ Speaking ___ Linked to objectives ___ Written
___ Listening ___ Promotes engagement ___ Oral
Higher Order Questions:
Time Lesson Sequence
Note:
STANDARDS:
THEME:
LESSON TOPIC:
OBJECTIVES:
Language:
Content:
LEARNING STRATEGIES:
KEY VOCABULARY:
MATERIALS:
MOTIVATION:
(Building background)
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and application, feedback)
REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
EXTENSION:
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008.
Making Content Comprehensible for English Learners: The SIOP® Model.)
© 2008 Pearson Education, Inc.

Topic: Class: Date:
Content Objectives: Language Objectives:
Key Vocabulary: Materials (including supplementary and adapted):
Higher Order Questions:
Time: Activities
Building Background
Links to Experience:
Links to Learning:
Key Vocabulary:
Time: Student Activities (Check all that apply for activities throughout lesson):
Scaffolding: Modeling Guided Independent
Grouping: Whole Class Small Group Partners Independent
Processes: Reading Writing Listening Speaking
Strategies: Hands-on Meaningful Links to Objectives
Review and Assessment (Check all that apply):
Individual Group Written Oral
Review Key Vocabulary:
Review Key Content Concepts:
(Developed by John Seidlitz. Used with permission.)© 2008 Pearson Education, Inc.
Assessment of Sierra Flor´s English Curriculum
Assessment is an ongoing process aimed at understanding and improving student
learning. It involves making expectations explicit and public; setting appropriate criteria
and high standards for learning quality; systematically gathering, analyzing, and
interpreting evidence to determine how well performance matches those expectations and
standards, and using the resulting information to document, explain, and improve
performance.
Angelo, T. (1995) Thomas A. Angelo, "Reassessing (and Defining) Assessment" AAHE
Bulletin, 48(3): 7.
Assessment is not just about the finished product. Rather, it is an ongoing process in
which students learn most effectively through interactive experiences where all skills are
related. Students can speak about what they hear and write about what they read, and vice
versa. In this way students learn how to apply their skills to any project or task in real-
world contexts. Students will benefit if teachers use a wide variety of activities for
assessing progress, including journals, videos, interviews, role plays and presentations.
They will have a good time while they are learning in meaningful ways. They will see the
results of their work in the rubrics provided by the teachers. These rubrics should specify
what children are expected to do and in what degrees.

Oral Language Assessment
Assessment of oral language should focus on a student´s ability to interpret and
convey meaning for authentic purposes in interactive contexts. Thus teachers need to use
assessment tasks that are as authentic as possible in a classroom setting by providing
opportunities to use language, cooperative learning activities and real-world tasks.
Assessment should be instructive, challenging, engaging, enjoyable and focus on both
communicative and academic language functions including, for example, oral interviews,
picture-cued descriptions or stories, radio broadcasts, video clips, information gap, story or
text telling, oral reports and debates. Teachers can keep records of the activities by
observing, by using anecdotal records, and with oral language portfolios in order to inform
students, parents and teachers of the student’s performance.
In many classrooms teachers are the only people who play an active role. They
lecture students and ask them to repeat what has just been said. What children really need is
to become active learners; they need to have the opportunity to receive meaningful input. It
will be easier for students to understand, learn and provide good output if they are given the
necessary opportunities to practice language and apply acquired knowledge. The only way
to help children is through assessment. Although assessment requires substantial effort
from teachers and students, once they become accustomed the process will be easier for
everyone. Rubrics decrease the time spent on assessments; teachers only have to make the
necessary adjustments for the different projects or tasks. Children really enjoy activities
where they play any role in real life contexts or where they have to interact with others.
These kinds of activities push them to produce language. Many methods can be used to
encourage children to use the second language, including asking them to talk about their
backgrounds, their experiences, likes and dislikes any topic with which they identify; in this
way they will not feel that we are trying to impose a different language on them or that their
primary language is inferior.
Reading Assessment
Students transfer reading concepts or strategies of the first language to the second
language. Readers construct new knowledge from the interaction between texts and their
own background knowledge. Assessing reading should include both decoding skills and
reading comprehension strategies. There are some challenges in reading comprehension,
such as inappropriate or missing schemata. In order to improve reading comprehension it is
necessary to provide students with a choice of reading selections, ensure that students are
reading texts of optimal difficulty which challenge them but do not discourage them,
encourage re-reading of texts, allow students to discuss what they read with others to
encourage social negotiation of meaning, activate and assess prior knowledge. Teachers
should also provide students with necessary background knowledge, teach students how
texts are organized and how to use text structure to increase comprehension, and teach
children reading strategies that will help students bring meaning to the text.
When planning assessment activities for reading, teachers have to be careful
because they can discourage children in many ways. Students need to be taught through
topics related to their lives and to their previous knowledge. Thus it will be easier for them
to relate what they know with the information they are learning. They will see that different
cultures and languages have many things in common. Many teachers make the mistake of
giving students ELL books or texts that have nothing to do with students’ schemata, with
the result that texts are meaningless for students. It is confusing for them to learn about
something completely new and because they do not know the concepts that are represented
with strange words. Thus students become frustrated with the process of learning a second
language. Our mission as teachers is to know the children we teach, to be interested in their
lives and previous experiences in order to build a strong knowledge that will help them to
acquire the second language. Children know about many things, but they do not all have the
same amount of background knowledge about a particular topic. It is worthwhile to assess
a child’s relevant background knowledge before expecting a child to be able to accomplish
a task. If we do not assess them in a useful way, they are not going to progress.
Writing Assessment
Students write to accomplish a variety of purposes and use a variety of genres to
convey messages. Students´ writing ability can vary depending on the intended purpose, the
topic, or the background knowledge needed. The purpose defines the genre and determines
the style and the decisions about language and organization. Students can use any type of
genre to accomplish the task. Different genres include essays, stories, journals entries,
biographies, newspapers reports, letters, manuals and research papers. Each genre requires
a different use of language and structure.
Teachers usually evaluate writing with a focus on spelling, capitalization and
punctuation. These criteria place more of an emphasis on grammar than on content. Writing
assessments should evaluate more than just mechanics and grammar. To this purpose, it is
important to monitor students in the pre-writing, while-writing and post-writing stages.
Direct observation and conferencing with students are both good ways to collect
information about students’ writing processes and progress. Another useful technique is to
collect samples of student work that represent different levels of effective writing. Students
should know in advance on what criteria their papers will be evaluated. The scoring of
authentic assessment should always be defined before the exercises and procedures are
developed. Three types of rating scales generally used in scoring writing are holistic,
primary trait and analytic scoring.
When students write, they learn to manipulate information by analyzing previous
and new information in order to consolidate their understanding. The writer takes ideas
from his background knowledge to build something new. Accordingly, this process
becomes easier when students are able to make connections between previous and new
information. To create a high-quality written piece, students need opportunities for practice
writing. They can start by writing about things they like, and they can also write about past
experiences in order to become familiar with the procedures for writing. In order for
students to progress and meet class expectations, they need to understand the task, the steps
needed to accomplish the activity, and their progress through the writing process. We can
help students make progress in many ways, such as, for example, self-assessment and
conferences with students to talk about their work. The feedback they receive will help
them correct and improve their work. They will learn through their mistakes and acquire
language in meaningful ways.
Content Area Assessment
Content area assessment is used for three main purposes. The first is to monitor
students´ progress in meeting objectives, the second is for reclassification, and the third
purpose is for accountability. ESL and content teachers should work together to plan
instruction and assessment. They must use special instructional approaches appropriate for
ELL students that scaffold learning content area language and concepts, including use of
visuals, demonstrations, realia, graphic organizers, cooperative learning and learning
strategies.
There are three general procedures for adapting content area assessment to the needs
of ESL students. First, rather than separating language from content, teachers can reduce
the language demands by scaffolding through manipulatives, semantic maps and other
visuals. Second, teachers can use differentiated scoring, which provides separate scores on
written passages for language conventions and for content knowledge. A third approach is
to use visible criteria to provide students with information on how their work will be scored
before the assessment is given. Specific forms of assessment in the content areas are use of
prior knowledge, developing thinking skills, and the processes by which students solve
problems and reach solutions.
Assessment in content areas is not easy because not everybody can effectively teach
content and language at the same time, and these topics are thus often taught separately.
Students become confused and do not understand all the information of the subject. The
unfamiliar terms and concepts of content areas such as science, mathematics and social
studies require specialized instruction. They cannot just be taught without any support. We
cannot continue teaching vocabulary merely by asking students to look in their dictionaries
and come up with a simple definition or by giving them a burden of concepts which they
have to remember.
To integrate language and content students can be asked to complete an assignment
both orally and in writing. Teachers can easily scaffold the information through a variety of
techniques such as using visuals, manipulative, and graphic organizers. They can also
model or demonstrate how to carry out the activity. The end product will show students´
understanding of vocabulary and concepts. It is necessary to use any type of activity that
requires bringing background knowledge. This is essential because new information in
content areas is learned most effectively by building on prior knowledge. The results of
these activities will help us in planning future instruction. If students really understand the
topics, they will be able to use the concepts and the information learned in a variety of
contexts.
English Curriculum from First to Thirteenth Grade
First Grade
Listening Reading Writing Spoken Spoken Interaction

Production
1) I recognize 1) I can read basic 1) I can write basic 1) I express my 1) I answer to
when someone one-syllable words used in the feelings and mood greetings and
talks to me in words. classroom. in a simple way. farewells.
English, and I
react orally and
F non-orally.
2) I understand 2) I can recognize 2) I can write 2) I begin to 2) I answer to
I when someone the relationship some sight words. pronounce some questions about my
greets or says between the sound words used in the personal information
R goodbye to me. and the symbol of classroom. (name, age, the place
some letters. where I live).
S 3) I understand 3) I can read from 3) I can write 3) I can name the 3) I use non-verbal
simple questions left to right and some of my basic numbers from one language when I
T about me, my top to bottom. personal to ten and the cannot answer
family and my information. colors. questions orally
environment. about my
preferences, for
G instance by nodding.
4) I follow the 4) I can name
R sequence of a very some animals and
short story fruits.
A supported by
images, gestures
D and voice
changes.
E 5) I begin to use 5) I can name

appropriate some objects of
listening skills the classroom.
(e.g., do not
interrupt, face
speaker, ask
questions for
clarification).
6) I understand 6) I can name
and follow simple some shapes.
two-step oral
directions.
Second Grade

Production
1) I recognize when 1) I read simple 1) I use left-to- 1) I express my 1) I use nonverbal
someone talks to and high- right pattern of feelings and mood communication
me in English, and I frequency words writing. in a simple way. when I cannot
react orally and (i.e., sight answer questions.
S non-orally. words).
E 2) I understand 2) I read from 2) I can write basic 2) I recognize and 2) I answer to

when someone left to right and words or short produce rhyming greetings and
C greets and says top to bottom. sentences words. farewells.
good bye to me. phonetically.
O
3) I follow 3) I understand 3) I write high 3) I can name the 3) I can greet
instructions related words that are frequency words parts of a book. according to the time
N
with class activities made up of one that I understand of the day, naturally
proposed by the or more and use in the and appropriately.
D
teacher. syllables. classroom.
4) I understand 4) I recognize 4) I make new 4) I can describe 4) I express basic

sequences related written words by words using myself using a personal needs in the
G with habits and the beginning, common word word or a short classroom.
routines. middle and families (e.g., b-at, sentence.
R ending sounds. p-at, c-at).
A 5) I show 5) I use letter- 5) I spell correctly 5) I give simple 5) I can politely call
understanding of sound matches to one-syllable words two-step oral the attention of my
D simple questions decode simple that have blends, directions. teacher with a short
about me, my words. contractions, phrase or sentence.
E family, and my compounds,
environment. orthographic
patterns.
6) I understand the 6) I distinguish 6) I recite very 6) I request the
general idea initial, medial, short poems, teacher to repeat a
communicated by and final sounds rhymes, songs, and message when I do
the teacher when it in written words. stories with not understand it.
is supported with repeated patterns.
images, gestures
and voice changes.
7) I identify 7) I use a picture 7) I retell a story 7) I ask and accept
positional words dictionary to orally, or through apologies in a polite
(e.g., inside, determine word pictures. form.
outside, beside, meaning.
between).
8) I use appropriate 8) I arrange three 8) I spell words 8) I answer to
listening skills (e.g., items or events in used in the personal questions
do not interrupt, sequential order. classroom. about my name, age,
face speaker, ask nationality.
questions).
9) I follow the 9) I read picture 9) I begin to 9) I use rules for

sequence of a short books, alphabet connect life conversation (e.g.,
story supported by books, number experiences to take turns, and focus
images. books, and read-aloud text. attention on
rhyming books. speaker).
10) I recognize 10) I can predict 10) I retell the
words that have the a story by routines used in
same beginning, reading the title, the classroom.
middle, or ending and by looking at
sounds. the illustrations.
11) I understand 11) I follow the 11) I read aloud

songs, nursery sequence of a with appropriate
rhymes, and I simple story. grade level audio-
demonstrate my books.
understanding
through gestures
and movements.
12) I memorize and 12) I orally answer

follow the lyrics of questions before
popular songs. reading, while
reading and after
reading.
13) I identify the 12) I sing nursery
name of the main rhymes.
characters and the
important events of
a story which is
supported with
images, videos, or
another kind of
visual material.
Third Grade

Production
1) I recognize when 1) I read simple 1) I use left-to- 1) I express my 1) I use nonverbal
someone talks to and high- right pattern of feelings and mood communication
me in English, and I frequency words writing. in a simple way. when I cannot
react orally and (i.e., sight answer questions.
S non-orally. words).
E 2) I understand 2) I read from 2) I can write basic 2) I recognize and 2) I answer to

when someone left to right and words or short produce rhyming greetings and
C greets and says top to bottom. sentences words. farewells.
goodbye to me. phonetically.
O
3) I follow 3) I understand 3) I write high 3) I can name the 3) I can greet
instructions related words that are frequency words parts of a book. according to the time
N
with class activities made up of one that I understand of the day, naturally
proposed by the or more and use in the and appropriately.
D
teacher. syllables. classroom.
4) I understand 4) I recognize 4) I make new 4) I can describe 4) I express basic

sequences related written words by words using myself using a personal needs in the
G with habits and the beginning, common word word or a short classroom.
routines. middle and families (e.g., b-at, sentence.
R ending sounds. p-at, c-at).
A 5) I show 5) I use letter- 5) I spell correctly 5) I give simple 5) I can politely call
understanding of sound matches to one-syllable words two-step oral my teacher’s
D simple questions decode simple that have blends, directions. attention with a short
about me, my words. contractions, phrase or sentence.
E family, and my compounds,
environment. orthographic
patterns.
6) I understand the 6) I distinguish 6) I recite very 6) I request the
general idea initial, medial, short poems, teacher to repeat a
communicated by and final sounds rhymes, songs, and message when I do
the teacher when it in written words. stories with not understand it.
is supported with repeated patterns.
images, gestures
and voice changes.
7) I identify 7) I use a picture 7) I retell a story 7) I ask and accept
positional words dictionary to orally, or through apologies in a polite
(e.g., inside, determine word pictures. form.
outside, beside, meaning.
between).
8) I use appropriate 8) I arrange three 8) I spell words 8) I answer to
listening skills (e.g., items or events in used in the personal questions
do not interrupt, sequential order. classroom. about my name, age,
face speaker, ask nationality.
questions).
9) I follow the 9) I read picture 9) I begin to 9) I use rules for

sequence of a short books, alphabet connect life conversation (e.g.,
story supported by books, number experiences to take turns, and focus
images. books, and read-aloud text. attention on
rhyming books. speaker).
10) I recognize 10) I can predict 10) I retell the
words that have the a story by routines used in
same beginning, reading the title, the classroom.
middle, or ending and by looking at
sounds. the illustrations.
11) I understand 11) I follow the 11) I read aloud

songs, nursery sequence of a with appropriate
rhymes, and I simple story. grade level audio-
demonstrate books.
understanding
through gestures
and movements.
12) I memorize and 12) I orally answer

follow the lyrics of questions before
popular songs. reading, while
reading and after
reading.
13) I identify the 12) I sing nursery
name of the main rhymes.
characters and the
important events of
a story which is
supported with
images, videos, or
another kind of
visual material.
Fourth Grade
Listening Reading Writing Spoken Spoken

Production Interaction
1) I memorize the 1) I recognize 1) I write the name 1) I spell familiar 1) I express
lyrics to popular sentences about of places, and words. personal needs in
songs. known items. elements that I the classroom.
F recognize in an
illustration.
O 2) I participate in 2) I read long 2) I answer 2) I express with 2) I request the
games and sentences. “when” and complete sentences teacher to repeat a
U activities by “where” questions things about message when I do
following if they refer to myself. not understand it.
R instructions when familiar topics.
they are showed
T in a clear way.
3) I identify the 3) I participate in 3) I write to 3) I use complete 3) I politely call my
H people who games of unknown describe familiar sentences to teacher’s attention
participate in a search words. people, places, express what I can using complete
conversation. objects, or or cannot do. sentences.
experiences.
G 4) I identify 4) I identify words 4) I describe the 4) I speak about the 4) I answer to
objects, people, that are opposites personal features activities that I personal questions
R and actions in a (antonyms) or have of the people of usually do. about my name,
short descriptive similar meanings my environment. nationality, address
A text read by the (synonyms). without too much
teacher. repetition.
D 5) I understand 5) I follow simple 5) I use commas in 5) I give three- and 5) I work
information about directions in a short a series of items. four-step oral productively in
E topics related informational text. directions. group discussion

with my daily for a particular
activities and my purpose (e.g.,
environment. respond to
literature, solve a
problem, and plan a
project).
6) I identify 6) I begin to use 6) I use 6) I describe the
someone from an dictionary and appropriate end characteristics of
oral physical glossary skills to punctuation animals, places,
description. determine word (period and things and weather.
meanings. question mark)
and correct
capitalization of
initial words and
common proper
nouns (e.g.,
personal names,
months).
7) I follow the 7) I distinguish 7) I begin to use 7) I describe myself
sequence of between complete common rules of and other people
stories supported and incomplete spelling. taking into account
by any visual sentences. age and physical
material. features by using
simple but
complete sentences.
8) I identify the 8) I arrange four or 8) I print legibly 8) I describe with
name of the main more items or and space letters, complete sentences
characters and the events in sequential words, and my daily routine.
important events order. sentences
in a story appropriately.
supported by
images, videos,
or another kind of
visual material.
9) I identify the 9) I read and 9) I illustrate 9) I can talk about
sequence of understand simple written works with quantities, and I can
actions. texts about events simple drawings. count objects until
related to cultural one thousand.
traditions that are
well known to me
(birthday,
Christmas,
Halloween, etc.)
10) I distinguish 10) I begin to add 10) I spell three-

between descriptive words and four-letter
declarative, and details to short-vowel words
exclamatory, and writing. and grade-level-
interrogative appropriate sight
sentences. words correctly.
11) I participate in 11) I begin to use 11) I spell
shared reading and organizational frequently used,
small group guided structures irregular words
reading. (beginning, correctly (e.g., was,
middle, end). were, says, said,
who, what, why).
12) I can predict a 12) I recognize 12) I recite simple
story by reading and use the correct tongue twisters,
the title, key words, word order in rhymes, or I sing
and by looking at written sentences. songs.
the illustrations.
13) I recognize 13) I write in 13) I use complete
plot, setting, and complete and coherent
character within sentences with sentences when
texts, and begin to correct subject- speaking.
compare these verb agreement.
elements among
texts.
14) I identify 14) I form 14) I paraphrase
actions in a short contractions information that has
sequence of events. correctly. been shared orally
by others.
15) I recognize in a 15) I write 15) I talk about
short narrative text postcards. books read during
aspects such as the school year.
when, what, who,
and where.
16) I choose the 16) I use capital 16) I understand
most specific word letters correctly and spell basic
to complete (i.e., in the first words that sound
sentences. word of a the same but are
sentence, first and spelled differently
last names, and have different
pronoun I, proper meanings
nouns, dates, city (homophones, e.g.,
and state, and hair, hare; to, too,
titles of books two).
correctly).
17) I confirm 17) I write 17) I retell stories

predictions about congratulation using basic story
what will happen cards or invitation grammar and
next in a text by messages. relating the
identifying key sequence of story
words (i.e., events by
signpost words). answering who,
what, when, where,
why, and how
questions.
18) I extract 18) I use letters 18) I communicate
appropriate and and phonetically effectively when
significant spelled words to relating experiences
information from a write about and retelling stories
text, including experiences, read, heard, or
problems and stories, people, viewed.
solutions. objects, or events.
19) I understand 19) I brainstorm 19) I begin to do
that a sentence is a ideas with teachers oral presentations.
group of words that and peers use
has a subject and a graphic organizers
verb and expresses (e.g., webs, charts,
a complete thought. diagrams).
20) I identify parts 20) I write brief 20) I talk about
of a book (e.g., narratives (e.g., fairy tales.
front cover and fictional,
back cover, table of autobiographical)
contents, index, describing an
glossary, title page, experience.
author, and
illustrator).
21) I write brief
expository
descriptions of a
real object, person,
place, or event.
22) I write a
friendly letter
complete with the
date, salutation,
body, closing, and
signature.
23) I begin to
demonstrate
control of basic
English usage,
mechanics,
spelling, and
sentence structure.
24) I create legible
documents for
reading by the
following: forming
uppercase/lowerca
se letters; writing
from left to
right/top to
bottom; and
tracing/reproducin
g letters and words
correctly.
25) I compose
simple stories with
a clear beginning,
middle, and end.
26) I write book
reports.
27) I start doing
creative writing.
Fifth Grade

Production Interaction
1) I participate in 1) I relate an 1) I demonstrate 1) I spell sight 1) I participate in
games and illustration with its knowledge of the words. everyday
activities by written description. basic structures of communicative
F following long English. situations such as
instructions. requiring favors,
I apologies, and
acknowledgement.
F 2) I understand 2) I identify the 2) I write texts that 2) I describe myself 2) I make use of
and follow actions in a describe my mood and other people by interactive
T specific sequence of events. and preferences. complete sentences, behaviors that are
instructions. taking into account appropriate for
H age and physical group activities
features. (i.e., taking turns,
behaving
courteously,
G not interrupting,
listening, remaining
R on task).
3) I identify 3) I participate in 3) I describe 3) I express 3) I respond
A someone by the games of unknown personal features information about appropriately to
description of search words. of the people of myself. comments and
D his/her physical my environment. questions.
attributes.
E 4) I understand 4) I read rhyming 4) I use commas 4) I speak about the 4) I volunteer
questions and books, storybooks, (e.g., in a series, in activities that I contributions and
oral expressions fairy tales, and dates, after a usually do. respond when
referring to me, nonfiction text. friendly letter directly solicited by
my family, my greeting, in a teacher or
friends, and my friendly letter discussion leader.
environment. closure, and
between cities and
states), and
periods after
grade-appropriate
abbreviations.
5) I understand 5) I begin to 5) I capitalize 5) I express in 5) I participate in
information about distinguish geographical different ways what work teams and
topics related between names, holidays, I like or dislike. group discussions.
with my daily fiction/nonfiction historical periods,
activities and my and fantasy/reality. and special events
environment. correctly.
6) I identify 6) I understand 6) I identify and 6) I describe with 6) I display
objects, people, descriptions about use pronouns, simple sentences appropriate turn-
and actions that known people, adjectives, my routines and taking behaviors.
are known to me places and actions. subjects and verbs those of other
in descriptive oral that are in people.
texts. agreement.
7) I understand 7) I identify in a 7) I spell correctly 7) I can talk about 7) I use a variety of
and follow multi- short text important high-frequency high quantities. non-verbal
step directions places and events. and commonly communication
(e.g., follow misspelled words techniques (e.g.,
directions for a appropriate to gestures, facial
game). grade level. expression, posture)
8) I interpret a 8) I use the 8) I write texts 8) I recount
variety of non- dictionary to about me, my experiences in a
verbal support the family, my logical sequence.
communication comprehension of a friends, my
techniques (e.g., text. environment, and
gestures, facial familiar facts.
expression,
posture).
9) I interpret a 9) I read and 9) I write legibly 9) I use complete
speaker’s verbal understand texts in cursive or and logical
and nonverbal about events joined italics, sentences when
messages, related with allowing margins talking.
purposes, and cultural traditions and correct
perspectives. that I know spacing between
(birthday, letters in a word
Christmas, and words in a
Halloween, etc.) sentence.
10) I listen 10) I recognize in 10) I use 10) I retell stories,
attentively by narrative text organizational including
facing the aspects like: what, structures characters, setting,
speaker, asking who, when and (beginning, and plot.
questions, and where. middle, end, and
summarizing sequence of
what is said. events).
11) I use 11) I recognize 11) I arrange 11) I participate in
established rules cause-and-effect events in a logical
creative and
for attentive relationships in and sequential expressive
listening (e.g., do text. order when responses to text
not interrupt, ask writing. (e.g., choral
questions, reading,
provide discussion,
appropriate dramatization, oral
feedback). presentations, and
personal
experiences).
12) I summarize 12) I self-monitor 12) I identify and 12) I recite grade-
information comprehension and correctly use appropriate tongue
presented orally reread when contractions (e.g., twisters, rhymes,
by others. necessary. isn’t, aren’t, can’t, and I sing songs.
won’t) and
singular
possessive
pronouns (e.g.,
my/mine, his/her,
hers, your/s) in
writing.
13) I identify the 13) I identify and 13) I compare and 13- I identify and
main idea and describe the contrast correctly use
supporting details elements of plot, information and contractions (e.g.,
of informational setting, and ideas. isn’t, aren’t, can’t,
text heard. character(s) in a won’t) and singular
story, as well as the possessive

story’s beginning, pronouns (e.g.,
middle, and ending. my/mine, his/her,
hers, your/s) in
speaking
14) I connect and 14) I apply letter- 14) I begin to use 14) I report on a
relate prior sound knowledge a variety of topic with
experiences, to decode quickly resources (picture supportive facts and
insights, and and accurately. dictionaries, details.
ideas to those of a Internet, books)
speaker. and strategies to
gather information
to write about a
topic.
15) I retell, 15) I use titles, 15) I identify and 15) I begin to use
paraphrase, and tables of contents, correctly use oral language for
explain what has chapter headings, adjectives (i.e., different purposes:
been said by a glossaries, and descriptive), nouns to inform, to
speaker. indexes to locate (i.e., singular and persuade, and to
information in text. plural, possessive), entertain.
pronouns (i.e.,
substitution for
nouns), and verbs
(i.e., tense,
subject-verb
agreement).
16) I recognize 16) I abbreviate
grade appropriate words correctly.
words with
multiple meanings.
17) I begin to 17) I use four
distinguish basic parts of
between first and speech (adjective,
third person points noun, verb, and
of view. adverb).
18) I read fables, 18) I write short
folk tales, fairy stories that I
tales, nonfiction, imagine.
short stories, and
chapter books.
19) I comprehend 19) I revise my
the main ideas and drafts to add
supporting details details, and edit to
of informational make corrections.
texts.
20) I begin to read 20) I use graphic

with fluency and organizers to
accuracy. represent the
relevant
information of a
text.
21) I make
connections
between texts
and/or personal
experiences.
22) I begin to
recognize that the
purpose of media is
to inform,
persuade, and/or
entertain.
Sixth Grade
Listening Reading Writing Spoken Spoken interaction

production
1) I understand 1) I understand 1) I write stories 1) I express 1) I make questions
information about written instructions that I imagine. reactions, about different
topics related necessary to personal grade-level topics.
S with my daily develop daily experiences, and
activities and activities. opinions orally.
I with my
environment.
X 2) I understand 2) I participate in 2) I describe with 2) I describe 2) I give complete
complex oral games of unknown complex sentences myself and other answer to questions
T questions or search words. people, places, people using about familiar
expressions things, or facts complex topics.
H referring to me, relate with familiar sentences and
my family, my topics and taking into
friends, and situations. account his/her
environment. age and physical
features.
G 3) I understand 3) I understand 3) I write long texts 3) I can talk about 3) I participate in
long messages long descriptions about me, my quantities. everyday
R related with my about known family, my friends, communicative
environment and people, places and my environment, situations like
A personal interests. actions. and about facts that requiring favors,
are familiar to me. apologies, and

D acknowledge.
4) I understand 4) I use the 4) I revise first 4) I express in 4) I use clear and
E and follow dictionary to drafts for clearer complex ways specific vocabulary
punctual support the meaning, correct what I like and to communicate
instructions. comprehension of a capitalization, and dislike. ideas and establish
text. punctuation. the tone.
5) I understand an 5) I identify in texts 5) I begin to write a 5) I narrate or 5) I clarify,
oral description the places and response to describe familiar illustrate, or expand
about a person, events that take literature that events and on a response when
place or thing. place in a particular demonstrates activities. asked to do so, and
situation. understanding of the ask classmates
text and expresses for similar
and supports an expansions.
opinion.
6) I follow 6) I read and 6) I use appropriate 6) I describe a 6) I display
instructions given understand simple capitalization and person, a place, a appropriate turn-
in class in order texts about events punctuation thing that are taking behaviors.
to perform related with (periods, question familiar to me,
academic cultural traditions and exclamation even if I have to
activities. that I know marks) at the end of rely on my notes
(birthdays, sentences or my teacher.
Christmas, (declarative,
Halloween etc.). interrogative, and
exclamatory; simple
and compound).
7) I determine the 7) I recognize in 7) I capture a 7) I develop 7) I volunteer
meaning of narrative texts reader’s interest by fluency and contributions and
unknown words aspects like: what, writing a personal accuracy when respond when
on the basis of who, when and story in first or third talking. directly solicited by
context. where. person consistently. teacher or
discussion leader.
8) I continue to 8) I can extract 8) I write 8) I participate in 8) I participate in
develop critical general and fantasy/imaginary recitations of work teams and
listening skills specific stories. assigned/self- group discussions.
necessary for information from selected passages.
comprehension texts.
and
task completion.
9) I appreciate 9) I identify and 9) I participate in 9) I divide labor to
reading as an correctly use regular creative responses achieve the overall
important habit of plurals (e.g., -s, -es, to text (e.g., group goal
personal and -ies) and irregular choral reading, efficiently.
academic plurals (e.g., fly/ discussion,
enrichment. flies, wife/wives). dramatization,
oral
presentations).
10) I identify the 10) I identify and 10) I make brief
setting, characters, use past, present, narrative
and events in and future verb presentations.
narrative texts. tenses properly in
writing.
11) I identify the 11) I write 11) I confirm
beginning, middle, descriptions that use understanding by
and end in a concrete sensory paraphrasing the
narrative text. details to present adult’s directions
and support unified or suggestions.
impressions of
people, places,
things, or
experiences.
12) I recognize and 12) I capitalize 12) I restate and
apply the correctly sentence execute multiple-
appropriate usage beginnings, proper step oral
of homophones, nouns and instructions and
homographs, adjectives, titles, directions.
antonyms, and abbreviations,
synonyms. quotations, and
parts of friendly and
business letters.
13) I generate 13) I combine
questions before, simple sentences
during, and after into compound
reading. sentences.
14) In simple texts, 14) I arrange ideas
I identify cultural by using graphic
elements such as organizers (e.g.,
customs and listing, clustering,
celebrations. story maps,
webs).
15) I use titles, 15) I use and
tables of contents, identify correct
and chapter mechanics (end
headings to locate marks, commas for
information series,
quickly and capitalization),
accurately and to correct usage
preview text. (subject and verb
agreement in a
simple sentence),
and correct sentence

structure
(elimination of
sentence fragments).
16) I recognize 16) I produce
plot, setting, and technical writing
character within (friendly letters,
text, and compare thank-you notes,
and contrast these poems,
elements among instructions).
texts.
17) I analyze text 17) I select the most
that is organized in appropriate method
sequential or to correct a run-on
chronological sentence (i.e.,
order. conjunctions,
semicolons, and
periods to join or
separate elements).
18) I identify and 18) I use simple,
infer meaning from compound, and
common root compound-complex
words, common sentences, and use
prefixes (e.g., un-, effective
re-, dis-, in-), and coordination and
common suffixes subordination of
(e.g., -tion, -ous, - ideas to express
ly). complete thoughts.
19) I read with 19) I use correctly
increasing fluency defined and
and confidence undefined articles in
from a variety of my writings.
texts (e.g., paired
readings, shared
reading, choral
reading, teacher-led
reading, reading
from
tapes/CDs).
20) I read aloud
narrative and
expository text
fluently and
accurately and with
appropriate
pacing, intonation,
and expression.
21) I analyze the
plot structure of a
narrative (story),
including
identifying the
problem (conflict)
and determining
how the problem is
resolved.
Seventh Grade
Listening Reading Writing Spoken Spoken interaction

production
1) I understand 1) I choose the 1) I verify the 1) I spell correctly 1) I answer with
questions and correct order of a set spelling of the high-frequency long sentences
oral expressions of instructions. words that I and commonly questions about
referring to me, to frequently write. misspelled words familiar topics.
my family, appropriate to
friends, and grade level.
environment.
S 2) I understand 2) I determine the 2) I use 2) I express in 2) I participate in
long and complex meaning of unknown capitalization complex everyday
E messages related words on the basis ofcorrectly (e.g., sentences what I communicative
with my context. titles, friendly and like and dislike. situation such as
V environment, and business letters, requesting favors,
personal interest. quotations, proper apologies, and
E adjectives). acknowledge.
3) I follow multi- 3) I identify the 3) I vary the 3) I narrate and 3) I make complex
N step oral speaker of a poem or sentence structure describe events questions about
instructions to story and recognize by kind and activities that familiar topics.
perform single the difference (declarative, are familiar to me.
tasks, to answer between first- and interrogative,
questions, and to third-person imperative,
G solve problems. narrations. and exclamatory
sentences and
R functional
fragments), order,
A and complexity
(simple,
D compound).
4) I understand an 4) I understand 4) I form and spell 4) I describe with 4) I respond to

E oral description written instructions correctly complex questions with
about a person, necessary to develop contractions, sentences people, appropriate
place or thing. daily, personal, and plurals, and places, or things information.
academic activities. possessives. that are familiar to
me, by relying on
my notes or my
teacher.
5) I begin to 5) I can extract 5) I compare and 5) I confirm 5) I clarify,
paraphrase general and specific contrast two understanding by illustrate, or expand
accurately ideas information from a people, places, paraphrasing the on a response when
and information short text written in things, or ideas. adult’s directions asked to do so, and
presented orally simple language. or suggestions. ask classmates for
by others. similar expansions.
6) I make 6) I appreciate 6) I write a long 6) I clarify and 6) I discuss with
inferences or reading as an text about myself, enhance oral classmates
draw conclusions important habit of family, friends, presentations similarities and
based on an oral personal and environment and through the use of differences in
report. academic familiar events. appropriate props events and/or
enrichment. (e.g., objects, characters, using
pictures, charts). evidence cited in
two or more texts.
7) In complex texts, 7) I describe with 7) I engage the
I identify cultural long sentences audience with
elements such as people, places, appropriate verbal
customs and things, or facts cues and eye
celebrations. relate with familiar contact.
topics and
situations.
8) I identify the 8) I complete basic 8) I give reasons
setting, characters, personal in support of
and events in information in opinions
narrative texts. formats and simple expressed.
documents.
9) I identify the 9) I write a 9) I establish
beginning, middle, response comparisons
and end of a to/reflection of involving
narrative text. interactions with characters, places,
others. and things.
10) I comprehend 10) I use colons 10) I begin to
basic plots of after the salutation differentiate
traditional fairy in business letters, between
tales, myths, semicolons to summarizing and
folktales, legends, connect paraphrasing.
and fables. independent
clauses, and
commas when
linking two
clauses with a
conjunction in
compound
sentences.
11) I demonstrate 11) I select an 11) I use logic to
strategies for appropriate title make inferences
determining that reflects the and to draw
meaning while topic of a written conclusions in a
reading (e.g., selection. variety of oral
formulate clarifying contexts.
questions, predict
outcomes, create a
mental image).
12) I interpret 12) I identify 12) I deliver an
information from unnecessary oral report that
illustrations, information in a demonstrates a
diagrams, charts, paragraph. gathering of
graphs, and graphic information.
organizers.
13) In a narrative 13) I use print and 13) I create and
text, I identify the non-print materials deliver an oral
main problem or along with prior presentation on an
conflict of the plot knowledge to assigned topic
and explain how it is provide (e.g., book
resolved. background for reports,
writing. demonstrations,
science/social
studies projects).
14) I analyze text 14) I demonstrate
that uses the cause- the correct use of
and-effect quotation marks in
organizational conversation,
pattern. including their use
with capitalization,
end marks, and
explanatory
material.
15) I locate scenes 15) I capture a
and incidents in reader’s interest by
specific places. setting a purpose
and developing a
point of view.
16) I relate a 16) I use

sequence of events appropriate
and communicate language structure
the significance of in oral and written
the events to the communication
audience. (e.g.,
subject-verb
agreement in
simple and
compound
sentences, correct
word order within
a sentence, correct
placement of
detailed words and
phrases).
17) I use text 17) I link phrases
features to locate and sentences
information and using connectors
make meaning from that express
text (e.g., headings, sequence and
key words, captions, addition.
footnotes).
18) I recognize basic 18) I identify and
parts of a sentence correctly use
(subject, verb, direct adjectives (i.e.,
object, indirect descriptive,
object, comparative,)
predicate noun, nouns (i.e.,
predicate adjective). common and
proper, singular
and plural,
possessive),
pronouns (i.e.,
substitution for
nouns), and verbs
(i.e., past and
present tense,
action and linking,
regular and
irregular, subject-
verb agreement).
19) I contrast the 19) I create a

actions, motives single paragraph
(e.g., loyalty, by developing a

selfishness, topic sentence, and
conscientiousness), by including
and appearances of simple supporting
characters in a work facts and details.
of fiction and
discuss the
importance of the
contrasts to the plot
or theme.
20) I recognize basic 20) I revise drafts
literary terms (e.g., to improve the
simile, metaphor, coherence and
setting, point of logical progression
view, alliteration, of ideas by using
onomatopoeia). an established
rubric.
Eighth Grade

production interaction
1) I follow multi- 1) I define and 1) I complete 1) I make simple 1) I interact with
step instructions to recognize word personal descriptions about my classmates and
complete or create synonyms, information in daily facts of my teacher in order to
a simple product. antonyms, and formats and environment. make decisions
E homonyms. documents. about specific
topics that I know.
I 2) I follow oral 2) I recognize 2) I arrange events 2) I express my 2) I participate in a
instructions incomplete and run- in a logical and opinions, likes, conversation when
G necessary to on sentences. sequential order and preferences my interlocutor
develop academic when writing. about topics gives me time to
H activities. studied in class. think about my
answers.
T 3) I make 3) I derive meaning 3) I edit to correct 3) I begin to 3) I ask relevant
inferences and while reading (e.g., errors in spelling, include relevant questions.
H draw conclusions use metacognitive punctuation, etc. examples, facts,
while listening to and self-monitoring anecdotes, and
non-print media. reading strategies to details appropriate
improve to the audience.
G comprehension
(reread, ask for
R help, draw on earlier
reading).
A 4) I paraphrase 4) I make inferences 4) I recognize and 4) I recognize 4) I ask questions

accurately ideas and draw edit incomplete usage errors (e.g., that seek
D and information appropriate sentences and run- double negatives, information not
presented orally by conclusions from on sentences. troublesome word already discussed.
E others. text. groups:
{to/too/two,
their/there/they’re,
its/it’s, sit/set,
lie/lay}).
5) I understand the 5) I arrange multi- 5) I recognize 5) I use logic to 5) I actively solicit
general idea of an paragraph work in a usage errors make inferences another person’s
oral text, although logical and coherent occurring within and draw comments or
I cannot order. context (i.e., conclusions in a opinions.
understand all the double negatives, variety of oral
words. troublesome contexts.
words: to/too/two;
their/there/they’re)
.
6) I identify key 6) I determine the 6) I demonstrate 6) I talk to my
information in meaning of appropriate classmates and
short dialogues unfamiliar words by comma and teachers about past
taken from real using word, semicolon usage experiences and
life situations. sentence, and (compound and future plans.
paragraph clues. complex
sentences,
appositives, words
in direct address).
7) I demonstrate 7) I check for 7) I identify and 7) I understand the
critical listening understanding after write simple, purpose for
skills essential for reading (e.g., compound, working as a team
comprehension, identify the author’s complex, and and work according
evaluation, purpose; compound- to that purpose.
problem solving, locate information complex
and task to support opinions, sentences,
completion. predictions, and avoiding
conclusions). fragments and run-
ons.
8) I derive meaning 8) I logically 8) I build
while reading (e.g., arrange ideas and vocabulary by
express reactions group related ideas listening to
and personal in ways that literature and
opinions to a enhance the topic. participating in
selection, make discussions.
inferences, draw
conclusions based
on evidence
gained).
9) I arrange and 9) I identify the 9) I use different
follow multi-tasked correct use of voice levels and
instructions in adjectives (i.e., speech patterns in
informational and common/proper, formal and
technical texts (e.g.,
comparative/superl informal situations.
follow directions forative, adjective
a scavenger hunt, clauses) and
complete assembly adverbs (i.e.,
instructions). comparative and
superlative forms)
within context.
10) I identify 10) I choose the
sensory details and correct use of
figurative language. quotation marks,
commas (i.e., in
direct quotations,
with explanatory
material within the
quote, proper use
with end marks)
and colons (i.e., in
business letters,
preceding a list of
items).
11) I use knowledge 11) I write
of the situation and narratives about
setting and of a personal
character’s traits experiences and
and motivations to facts around me.
determine the
causes for that
character’s actions.
12) I analyze media 12) I continue to
as sources for add descriptive
information, words and details
entertainment, to writing.
persuasion,
interpretation of
events, and
transmission of
culture.
13) I read aloud 13) I use grade-
narrative and appropriate words
expository text with multiple

fluently and meanings.
accurately and with
appropriate pacing,
intonation, and
expression.
14) I build 14) I begin to use
vocabulary by specific sensory
reading from a wide details (e.g., strong
variety of texts and verbs, adjectives)
literary genres. to enhance
descriptive effect.
15) I represent in 15) I create
charts information paragraphs by
that I find in texts developing a topic
that compare and which includes
contrast things, simple supporting
animals, and people. facts and details.
16) I analyze a 16) I compose first
character’s traits, drafts using the
emotions, or appropriate parts
motivations and of the writing
give supporting process with an
evidence from the emphasis on
text(s). planning,
organizing, and
self- correcting.
17) I understand 17) I identify and
established use regular and
relationships by irregular verbs,
considering words adverbs,
such as; and prepositions, and
(addition), but coordinating
(contrast), first, conjunctions in
second, (temporary writing.
order), in simple
statements.
18) I identify the 18) I recognize
correct use of that a word
adjectives (i.e., performs different
common/proper, functions
comparative/superla according to its
tive, adjective position in the
clauses) and adverbs sentence.
(i.e., comparative
and superlative
forms) within
context.
19) I analyze and 19) I write texts of
explain the a length
structures and appropriate to
elements of address the topic
nonfiction works or tell the story.
such as newspaper
articles and
editorials, magazine
articles, journal
articles, and/or other
informational texts.
20) I distinguish 20) I combine
common forms of short, related
literature (e.g., sentences with
poetry, drama, appositives,
fiction, nonfiction). participial phrases,
adjectives,
adverbs, and
prepositional
phrases.
21) I compose and
respond in writing
to original
questions and/or
problems from all
content areas.
22) I provide a
context to enable
the reader to
imagine the world
of the event or
experience.
Ninth Grade

1) I understand 1) I summarize text 1) I write 1) I make short 1) I participate in a
what is being told content. narrations about performances conversation when
to me by my personal about daily and my interlocutor
teacher and my experiences and personal topics. gives me enough

classmates in daily facts around me. time to think about
interactions inside my answers.
N the classroom
without repetition.
I 2) I identify key 2) I distinguish fact 2) I effectively fill 2) I express my 2) I interact with
information in from opinion. in formats with opinions, likes, my classmates and
N short dialogues personal and preferences teachers in order to
taken from real information. about topics make decisions
T life situations. studied in class. about specific
topics that I know.
H 3) I identify 3) I compare ideas 3) I answer in 3) In a narrative 3) I talk to my
people, situations, and points of view written form presentation I tell classmates and
places, and topics expressed in questions related the listener what teachers about past
of simple broadcast and print to texts that I have happens. experiences and
conversations. media. read. future plans.
G 4) I show 4) I differentiate the 4) I organize ideas 4) I make logical 4) I participate in
respectful and organizational into a topic predictions of teams for work and
R tolerant attitude structure of paragraph with future events in discussion.
when I listen to descriptive, complete and text.
A others. narrative, and coherent
argumentative texts. sentences.
D 5) I understand 5) I represent in 5) I determine 5) I evaluate how 5) I maintain
the general idea of charts information how, when, and the sounds, collaboration by
E an oral text, a that I find in texts whether to images, and words ensuring that all
description, and a that compare and incorporate used in television, appropriate ideas
narration although contrast things, graphics into radio, film, and the and contributions
I cannot animals, and people. written work. Internet are used are
understand all the to support the respectfully
words. purpose of the acknowledged and
production. I valued by the team
evaluate the and follow a
effectiveness of prescribed process
the techniques. for accomplishing
the task (e.g., list
every idea in a
brainstorming
session before
criticism is
allowed).
6) I make use of 6) I understand 6) I write to 6) I clarify word 6) I ask thoughtful
the body language established describe, entertain, meanings through questions and
of the speaker in relationships by and inform. the use of respond to relevant
order to considering words definition, questions with
understand better such as: and example, appropriate
what he/she is (addition), but restatement, or elaboration

saying. (contrast), first, contrast. in oral settings.
second, (temporary
order), in simple
statements.
7) I construct a 7) I use a variety of 7) I write in 7) I narrate short 7) I recognize
summary of a pre-reading response to stories by properly elements of foreign
speech. strategies (e.g., literature (e.g., linking my ideas. cultures and I relate
organize prior create a new them to my own
knowledge using a ending to a story, culture.
graphic organizer, and summarize a
explore significant story), compose a
words to be variety of written
encountered, relate works (e.g.,
text to prior friendly letters,
personal journal entries,
and historical reports, experience
experiences and stories) and begin
current events). to compose
narratives (with a
beginning, middle,
and end).
8) I identify verbs 8) I recognize sound 8) I write a simple 8) I make long 8) I use idioms
(i.e., devices in poetry research report descriptions about taught in class.
action/linking, (e.g., alliteration, that demonstrates different daily
regular/irregular, rhythm, rhyme, a gathering of topics from my
agreement, tenses) repetition, information. environment.
within context. onomatopoeia).
9) I follow multi- 9) I identify similes, 9) I write 9) I relate a clear,
step oral metaphors, narratives that coherent incident,
instructions to personification, and provide a context event, or situation
perform tasks, to hyperbole in within which an by using well-
answer questions, context. action takes place chosen details.
and to solve by including well-
problems. chosen details to
develop the plot
and by providing
insight into why
the selected
incident is
memorable.
10) I demonstrate 10) I read narrative 10) I write a 10) I summarize
critical listening and expository text persuasive piece and paraphrase
skills essential for aloud with grade- that states a clear essential
comprehension, appropriate fluency position. information from
evaluation, and accuracy the input of others,

problem solving, and with appropriate and clarify points
and task pacing, intonation, of agreement and
completion. and expression. disagreement.
11) I make and 11) I use complete 11) I reveal the
confirm predictions sentences. significance of,
about text by using Idevelop a logical, and the subject’s
prior knowledge coherent attitude about, the
and ideas presented paragraph with a incident, event, or
in the text itself, topic sentence, situation.
including supporting details,
illustrations, titles, and a concluding
topic sentences, sentence.
important words,
and foreshadowing
clues.
12) I use word 12) I write poems, 12) In a narrative
origins to determine stories, and essays presentation, I
the meaning of based upon establish a
unknown words. personal situation, plot,
reflections, point of view, and
observations, setting with
and experiences. descriptive words
and phrases.
13) I read a variety 13) I demonstrate 13) I plan and
of texts and appropriate present dramatic
incorporate new comma and interpretations of
words into oral and semicolon usage experiences,
written language. (compound, stories, poems, or
complex, plays with
and compound- clear diction,
complex pitch, tempo, and
sentences, split tone.
dialogue, and for
clarity).
14) I identify and 14) I use 14) I connect ideas
analyze sensory traditional using a variety of
details and structures for transition
figurative language. conveying strategies that
information (e.g., signal the addition
chronological of information and
order, cause and relationships
effect, similarity between ideas
and difference, (e.g., use listing
and posing and words such as
answering a first, in addition,

question). but, and however).
15) I identify and 15) I create an 15) I organize oral
analyze the author’s organizing presentations
use of dialogue and structure incorporating a
description. appropriate to a relatively simple
specific purpose, three-part
audience, and structure,
context. previewing the
content of
presentation in
introduction,
offering ideas with
supporting details,
and providing a
brief summary or
conclusion.
16) I distinguish 16) I quote or 16) I use
between primary paraphrase technology or
(i.e., letters, information other memory aids
interviews, diaries, sources, citing to structure a
newspapers) and them presentation.
secondary (i.e., appropriately.
reference books,
periodicals, Internet,
biographies)
sources.
17) I comprehend 17) I edit and
and interpret revise selected
quantitative, drafts to improve
technical, or coherence and
mathematical progression by
information adding, deleting,
presented in maps, consolidating, and
charts, graphs, time rearranging text.
lines, tables, and
diagrams.
18) I explore how 18) I use
the author reveals appropriate
character (e.g., what structures to
the author tells us, ensure coherence
what the characters (e.g., transition
say about him or elements).
her, what the
character does, what
the character says,

what the character
thinks).
19) I identify events 19) I identify
that advance the within context a
plot and determine variety of
how each event appropriate
explains past or sentence-
present action(s) or combining
foreshadows future techniques
action(s). (i.e., comma used
with coordinating
conjunctions,
introductory
words,
appositives,
interrupters).
20) I analyze a work 20) I form singular
of literature, and plural
showing how it possessives using
reflects the heritage, apostrophes
traditions, attitudes, correctly.
and beliefs of its
author.
21) I interpret a 21) I identify
character’s traits, topics; ask and
emotions, or evaluate questions;
motivations and develop ideas
give supporting leading to inquiry,
evidence from a investigation, and
text. research.
22) I use printed 22) I edit writing
and electronic to improve word
dictionaries, choice, grammar,
thesauruses, and punctuation, etc.
glossaries to
determine the
pronunciation,
spelling, and part of
speech of words; to
clarify meaning and
improve
understanding of
words and to
distinguish
among contextually
appropriate
synonyms and
definitions.
23) I describe with 23) I understand
concrete sensory and acquire new
details the sights, vocabulary and
sounds, and smells use it correctly in
of a scene and writing.
the specific actions,
movements,
gestures, and
feelings of the
characters; use
interior monologue
to depict the
characters’ feelings.
24) I connect ideas
using a variety of
transition
strategies that
signal addition of
information and
relationships
between ideas
(e.g., use listing
words such as
first, in addition,
but, and however).
25) I write to a
school, local, or
government
official a letter that
uses a reasoned
argument to
support or refute
an opinion and/or
call for action on
an issue of school,
local, state, or
national
importance.
Tenth Grade

1) I show a 1) I identify key 1) I answer in 1) I express my 1) I am capable of
respectful and words in a text that written form opinion about beginning, keeping
tolerant attitude help me questions related public or issues of and ending a
when I listen to comprehend the with texts that I general interest. conversation about
T others. general idea. have previously known or familiar
read. topic.
E 2) I understand 2) I can differentiate 2) I effectively fill 2) I explain and 2) I actively
what is said to me the organizational in formats with my justify my plans, participate in a
N by my teacher and structure of personal actions, and conversation, even
classmates in daily descriptive, information. projects. if the speaker does
T interactions narrative and not provide me
without the need argumentative texts. enough time to
H of repetition. think about the
answers.
3) I identify 3) I recognize the 3) I use a variety 3) I use details, 3) I talk with my
specific and author’s purpose. of resources to examples, teachers and
general ideas in research and share anecdotes, or classmates about
G oral texts, if I am information on a experiences to past experiences
familiar with the topic. explain or clarify and future plans.
R topic and information.
vocabulary used.
A 4) I understand 4) I use knowledge 4) I construct 4) I identify the 4) I take advantage
instructions to of prefixes (e.g., un- graphic organizers correct use of of my previous
D perform daily , re-, pre-, bi-, mis-, to group ideas for nouns (i.e., knowledge in order
activities. dis-) and suffixes writing (e.g., common/proper, to actively
E (e.g., -er, -est, -ful) webs, charts, singular/plural, participate in
to determine the graphs, diagrams). possessives) and conversations
meaning of words. pronouns (i.e., about interesting
agreement, topics for me by
subject, object) using simple and
within context. complex language.
5) I identify key 5) I identify the 5) I write long 5) I identify the 5) I describe in oral
information in audience for which narrations about correct use of form my ambitions,
brief conversations a text is written. personal verbs (i.e., action, wishes, and hopes
taken from real experiences and linking, by usingsimple
life situations. facts around me. regular/irregular, language.
agreement) within
context.
6) I identify 6) I formulate and 6) I write 6) I identify the 6) I actively solicit
connectors in a defend an opinion expositive texts correct use of another person’s
conversation. about a text. about topics of adjectives (i.e., comments or
interest to me. common/proper, opinions.

comparative
forms)
and adverbs (i.e.,
comparative
forms) within
context.
7) I understand the 7) I revise to clarify 7) I write texts in 7) I make a report 7) I evaluate my
general idea of a and refine ideas; to order to explain about a book or own and other
description in a distinguish among my preferences, text that I read, people’s written
narration. important, decisions and supporting ideas work through small
unimportant, and actions. and details. group discussion
irrelevant and shared work.
information; and to
enhance word
selection.
8) I identify 8) I determine the 8) I write different 8) I identify the 8) I recognize
people, situations, problem in a story, types of text with a correct use of elements of a
places and topic in discover its simple structure conjunctions (i.e., foreign language
long solution, and (letters, notes, coordinating and and I relate them
conversations. consider alternate messages, emails, subordinating) and with my own
solutions. etc.) and include interjections culture.
the date, proper within context.
salutation, body,
closing, and
signature.
9) I consider the 9) I sequence the 9) I differentiate 9) I analyze the
speaker´s body events of a selection between influence of
language in order from beginning to independent and setting on the
to understand end, determining subordinate problem and its
better what he/she how the clauses. resolution.
says to me. incidents are
connected and lead
to a
solution/conclusion.
10) I utilize 10) I identify and 10) I evaluate my 10) I explain how
images and describe main and own and other visual and sound
information of the minor characters, person’s written techniques and
context in order to considering the work. design elements
understand better importance of their (e.g., special
what I hear. actions, motives, effects, camera
and appearances. angles, lighting,
and music in
television/film or
layout, pictures,
and typeface in
print materials) in
various media
carry or influence
messages.
11) I identify the 11) I develop an 11) I write for a 11) I relate a clear,
thesis and main awareness of the variety of purposes coherent incident,
points of a speech. effects of media and to a variety of event, or situation
(e.g., television, audiences. by using well-
print materials, chosen
Internet, magazines, details.
cell phones, iPods)
on daily life.
12) I distinguish 12) I compare and 12) I understand 12) I use notes,
among summaries, contrast different and use a variety multimedia, or
paraphrases, and versions/representati of sentence other memory aids
critiques. ons of the same structures. to structure a
stories/events that presentation.
reflect different
cultures.
13) I identify the 13) I identify 13) I know and 13) I narrate in
type of conflict similarities and apply the steps of detail facts or
(i.e., person vs. difference between the writing stories about my
person, person vs. the characters or process: and others'
self, person vs. events and theme in brainstorm interests.
environment, a literary work and prewriting,
person vs. the actual drafting, revising,
technology) experiences in an editing,
represented in a author’s life. evaluating, and
non-print medium. publishing.
14) I use letter- 14) I write 14) I narrate
sound knowledge to creative, stories by
decode written imaginative, and appropriately
English and use a original responses linking my ideas.
range of cueing to literature (e.g.,
systems (e.g., poems, raps,
phonics and context stories).
clues) to determine
pronunciation and
meaning.
15) I determine 15) I include 15) I analyze the
word meanings sensory details and effect of the
within context. concrete language qualities of the
to develop plot, character (e.g.,
setting, and courage or
character (e.g., cowardice,

vivid verbs, ambition
descriptive or laziness) on the
adjectives, and plot and the
varied sentence resolution of the
structures). conflict.
16) I relate a literary 16) I create 16) I organize
work to historical multiple-paragraph ideas in the most
events of the period. narrative effective order for
compositions by an oral
establishing and presentation.
developing a
situation or plot,
by describing the
setting, and by
presenting an
ending.
17) I identify and 17) I create 17) I make brief
analyze the multiple-paragraph presentations
elements of setting, expository about daily or
characterization, compositions personal topics.
plot, and the where I: a.
resolution of the Establish a topic,
conflict of a story or important ideas, or
play: events in sequence
a. internal/external or chronological
conflicts order.
b. character b. Provide details
conflicts, characters and transitional
vs. nature, expressions that
characters vs. link one paragraph
society to another in a
c. clear line of
antagonist/protagoni thought.
st. c. Offer a
concluding
paragraph that
summarizes
important ideas
and details.
18) I read with a 18) I correct run- 18) I use volume,
rhythm, flow, and on sentences (e.g., pitch, phrasing,
meter that sounds use punctuation, pace, modulation,
like everyday conjunctions, or and gestures
speech (prosody). other means to appropriately to
separate the enhance meaning.

elements of a run-
on) and sentence
fragments (i.e.,
supply the missing
sentence
elements).
19) I identify 19) I use strong 19) I deliver
messages and verbs and informative
themes from books figurative presentations
in all subject areas. language (e.g., about an important
metaphors, idea, issue, or
similes) for event.
emphasis or
creative effect as
appropriate to the
purpose.
20) I use printed 20) I use 20) I shape content
and electronic appropriate and organization
dictionaries, vocabulary, according to
thesauruses, and sentence structure, criteria for
glossaries to and grammar importance and
determine word usage to impact rather than
pronunciation, distinguish according to
spelling, and part of between formal availability of
speech; to clarify and informal information in
meaning and language. resource materials.
improve
understanding of
words (including
connotation and
denotation); and to
distinguish among
contextually
appropriate
synonyms and
definitions.
21) I make 21) I revise 21) I clarify and
distinctions about writing to improve defend positions
the credibility, organization and with precise and
reliability, word choice after relevant evidence,
consistency, checking the logic including facts,
strengths, and of the ideas and expert opinions,
limitations of the precision of quotations, and
resources, including the vocabulary. expressions of
information commonly
gathered from accepted beliefs
websites. and logical
reasoning.
22) I recognize that 22) I analyze and 22) I use language
print format varies use simple, cues to indicate
according to compound, different levels of
purpose and genre complex, and certainty or
(e.g., prose, poetry, compound- hypothesizing
newspaper/magazin complex sentences (e.g., “What if. .
e, letters, dramas, correctly, .”; “Very likely. .
technical manuals, punctuate .”; “I’m unsure
textbooks). properly, and whether. . .”).
avoid fragments
and run-ons.
23) I identify and 23) I write
analyze recurring fictional or
themes across autobiographical
works (e.g., the narratives, where I
value of bravery, develop a standard
loyalty, plot line (having a
and friendship; the beginning,
effects of conflict, rising
loneliness). action, climax, and
denouement) and
point of view.
24) I identify the 24) In a fictional
effects of syntax, narrative, I use a
sound, form, range of
figurative language, appropriate
and structure of strategies (e.g.,
poems as these dialogue;
elements relate to suspense; naming
meaning. of specific
a. sound: narrative action,
alliteration, end including
rhyme, internal movement,
rhyme, consonance, gestures, and
assonance expressions).
b. form: lyric poem,
narrative poem,
fixed form poems
(i.e., ballad, sonnet)
c. figurative
language:
personification,
imagery, metaphor,
simile, hyperbole,
symbolism.
25) I create a
thesis statement
and include
relevant facts,
details, reasons,
and examples that
support the thesis.
26) I compose an
essay that
compares and
contrasts the
relative merits of
different ideas
(e.g., perspectives
on a current issue
in the news, in
history, or on an
issue relevant to
students [e.g.,
school dress
codes, curfews]).
Eleventh Grade

1) I use my 1) I identify the 1) I answer 1) I narrate stories 1) I participate in
general knowledge meaning of words in questions related by linking my conversations
of the world in a dictionary with texts that I ideas in an about topics of my
order to make according to the have previously appropriate way. interest using
sense about what I context. read. complex
listen to. vocabulary.
E 2) I understand 2) I identify key 2) I utilize 2) I express my 2) I describe in oral
what my teacher words in a text in adequate opinion about form my ambitions,
L and classmates order to vocabulary to general or public wishes, and hopes
communicate in comprehend the make my writings interest issues. using complex
E daily interactions general idea. more coherent. language.
inside the
V classroom without
the need of
E repetition.
3) I identify 3) I determine the 3) I write texts in 3) I explain and 3) I respond
N specific and correct which I express justify my plans appropriately to
general ideas in meaning/usage of my preferences, and actions. comments and
T oral texts, if I have multiple meaning decisions and questions.
prior knowledge of words within actions.
H the topic and context.
vocabulary used.
4) I identify key 4) I recall explicit 4) I use graphic 4) I support my 4) I ask relevant
information in facts and infer organizers, charts opinions, plans questions that
conversations implicit facts. or diagrams in and projects. move the team
G taken from real order to develop toward its goals
life situations. my writings. and contribute to
R the topic of
discussion.
A 5) I understand 5) I use self- 5) I identify and 5) I narrate in a 5) I clarify,
instructions correction when correctly use detailed way, illustrate, or
D necessary to subsequent reading prepositional experiences, facts, expand on a
perform every day indicates an earlier phrases, or stories about response when
E activities. miscue (self- appositives, and my and others’ asked to do so.
monitoring and self- independent and interest.
correcting dependent clauses.
strategies). I use transitions
and conjunctions
to connect ideas.
6) I show a 6) I read with a 6) I structure 6) I clarify and 6) I use appropriate
tolerant and rhythm, flow, and coherent support spoken language structure
respectful attitude meter that sounds paragraphs by ideas with in oral
when I listen to like everyday taking into account evidence and communication
others. speech (prosody). formal elements of examples. (e.g., subject-verb
the language like agreement in
punctuation and simple and
spelling. compound
sentences, correct
syntax, correct
placement of
modifiers).
7) I identify 7) I identify and 7) I create a thesis 7) I can give my 7) I take advantage
people, situations, analyze the statement and opinion about the of my previous
places and the characteristics of include relevant style of life of knowledge to
topic in a poetry, drama, facts, details, people of other actively participate
conversation. fiction and reasons, and cultures with the in a conversation.
nonfiction. examples that support of written
support the thesis. and oral texts
previously studied.
8) I identify 8) I identify 8) I appreciate 8) I deliver oral 8) I consult and

connectors in a compound words, writing as a mean summaries of reference texts or
conversation that contractions, and to express my articles and books other resources as
make sense of it. common thoughts and that contain the sources for ideas or
abbreviations within ideas; who I am main ideas of the to support ideas
context. and what I know event or article under group
about the world. and the most discussion.
significant details.
9) I use the body 9) I evaluate the 9) I write 9) I recite brief 9) I recognize
language of the author’s use of summaries and poems (i.e., two or elements of a
speaker as a various techniques reports that three stanzas), foreign language
resource to (e.g., appeal of demonstrate my soliloquies, or and I relate them
understand better characters in a knowledge and dramatic with my own
what he/she says. picture book, logic understanding dialogues, using culture.
and credibility of about topics of clear diction,
plots and settings, other fields. tempo, volume,
use of figurative and phrasing.
language) to
influence readers’
perspectives.
10) I recognize 10) I evaluate the 10) I plan, revise 10) I select a 10) I gain the floor
common structural elements and edit my focus, in orderly ways,
organizational of the plot (e.g., writings using to organizational taking turns when
structures of subplots, climax), my teacher and structure, and speaking and
speeches (e.g., plot classmates as a point of view for listening with
sequential, development, and resource. an oral civility to the ideas
chronological, the way in which presentation. of others (without
problem-solution, conflicts are (or are interrupting).
comparison- not) addressed and
contrast, cause- resolved.
effect).
11) I identify the 11) I identify the 11) I produce texts 11) I use letter- 11) I summarize
tone, mood, and point of view or with different sound knowledge and paraphrase
emotion conveyed perspective of the functions to decode written essential
in the oral author of a text. (describe, narrate, English and use a information from
communication. argument) about range of cueing the input of others,
personal topics systems (e.g., and clarify points
related with other phonics and of agreement and
subjects. context clues) to disagreement.
determine
pronunciation
and meaning.
12) I analyze oral 12) I distinguish 12) I pre-write to 12) I use the eight12) I understand
communication by between primary generate ideas, parts of speech the responsibilities
paraphrasing a and secondary develop a rough (e.g., noun, of various roles
speaker’s purpose sources, defining draft, reread to pronoun, verb, within the team,
and point of view, the characteristics of revise, and edit to adverb, either assigned or
and ask relevant each and evaluating correct. adjective, determined by the
questions each for their conjunction, group (e.g.,
concerning the benefits and preposition, reporter, recorder,
speaker’s content, limitations. interjection). information
delivery, and gatherer, leader,
purpose. timekeeper).
13) I identify the 13) I analyze 13) I avoid 13) I use 13) I come to
main topic and the characterization as plagiarism. appropriate agreement by
relevant details in delineated through a grammar, word seeking consensus
a conversation, character’s choice, or following the
radial information thoughts, words, enunciation, and majority,
or oral speech pace during formal depending on the
expressions. patterns, and presentations. ground rules for
actions; the decision making.
narrator’s
description; and the
thoughts, words,
and actions of other
characters.
14) I listen 14) I make 14) I know and use 14) I employ 14) I utilize
actively in group inferences using the appropriately the presentation skills strategies in order
discussions by information found meaning, forms, such as good eye to begin, keep and
asking clarifying in a text. and functions of contact, clear end a conversation
and elaborating nouns (singular enunciation, about topics of my
questions and by and plural, effective speaking interest.
managing internal common and rate and volume,
barriers (e.g., proper, verbs and natural
emotional state, (including action gestures.
prejudices) and and linking,
external barriers regular and
(e.g., physical irregular forms,
setting, difficulty tenses, agreement
hearing, in person and
recovering from number with
distractions) to aid simple and
comprehension. compound
subjects),
adjectives
(including proper
comparison forms,
articles), pronouns
(including subject,
object, and
possessive;
singular
and plural, and
adverbs (i.e.,
proper comparison
forms, negatives).
15) I understand a 15) I edit and 15) I provide an

variety of revise manuscripts effective
informative texts of to improve the conclusion that
different sources. meaning and focus reinforces the
of writing by focus of the
adding, deleting, presentation.
consolidating,
clarifying, and
rearranging words
and sentences.
16) I analyze 16) I use 16) I provide an
descriptive, appropriate effective
narrative and language structure conclusion that
argumentative texts in written reinforces the
in order to communication focus of the
comprehend the (e.g., subject-verb presentation.
general and specific agreement in
ideas of a text. simple and
compound
sentences, correct
syntax, correct
placement of
modifiers).
17) I understand 17) I record 17) I analyze
literary and important ideas, works of literature
academic texts of concepts, and for what is
general or public direct quotations suggested about
interest written with from significant the historical
a simple language. information period in
sources, and which they were
paraphrase and written.
summarize all
perspectives on the
topic, as
appropriate.
18) I have a critical 18) I structure 18) I identify plot

position toward the ideas and development
point of view of the arguments in a techniques (e.g.,
author of a text. sustained, foreshadowing and
persuasive, and flashbacks) and
sophisticated way explain their
and support them function in the
with precise and text.
relevant examples.
19) I differentiate 19) I publish by
the organizational presenting an
structure of edited piece of
descriptive, writing to others.
narrative and
argumentative texts.
20) I identify the 20) I write
pros and cons in an different type of
argumentative text texts with a
about a topic complex structure
familiar to me. (letters, notes,
messages, emails,
etc.).
21) I understand 21) I organize
relations of ideas into an essay
addition, contrast, with an
temporary and introduction,
spatial order, and developing
cause-effect paragraphs,
between simple conclusion, and
statements. appropriate
transitions.
22) I compare 22) I produce
traditional literature writing that
and mythology from establishes an
different cultures. appropriate
organizational
structure, sets a
context and
engages the
reader, maintains a
coherent focus
throughout, and
provides a
satisfying closure.
23) I identify and 23) I achieve an

analyze similarities effective balance
and differences in between
mythologies from researched
different cultures. information and
original ideas.
24) I evaluate the 24) I organize
meaning of writing using
archetypal patterns structures
and symbols that are appropriate for the
found in myth and topic and that meet
tradition by using the needs of the
literature from audience (e.g., if
different eras and using an anecdote
cultures. to provide an
example, use
chronological
order with
sufficient time
signals for the
reader to follow
easily).
25) I use media
(e.g., photographs,
Power Point,
dioramas, videos,
the arts, online
catalogs, nonfiction
books,
encyclopedias,
Internet) to view,
read, and represent
information
and to conduct
research.
26) I compare and
contrast motivations
and reactions of
literary characters
from different
historical eras
confronting similar
situations or
conflicts.
Twelfth Grade

1) I analyze the 1) I use knowledge 1) I plan my 1) I use language 1) I identify the
organizational of Greek and Latin writings by using in natural, fresh, meaning of
structure of a affixes to graphic organizers, and vivid ways to common idioms
speech. understand charts or diagrams. establish a specificand figurative
unfamiliar tone. phrases and
T vocabulary. incorporate them
into conversations.
W 2) I identify and 2) I identify and 2) I exemplify my 2) I narrate a 2) I demonstrate
analyze the interpret words with points of view sequence of events knowledge of
E structure of a multiple meanings. about the topics and communicate strategies and
speech (e.g., that I write. their significance resources to
L sequential, to the audience. determine the
chronological, definition,
F problem-solution, pronunciation, and
comparison- usage of words and
T contrast, cause- phrases.
effect).
H 3) I identify the 3) I contrast points 3) I employ 3) I recognize and 3) I select the most
thesis of a speech of view (e.g., first various prewriting use elements of appropriate
in which the main and third person, strategies. classical speech behaviors for
idea may be limited and forms (e.g., participating
explicitly or omniscient, introduction, first productively in a
G implicitly stated, subjective and second team (e.g.,
concepts may be and objective) in transitions, body, contribute
R more abstract, and narrative text and conclusion) in appropriate and
extended explain how they formulating useful information
A metaphors may be affect the overall rational arguments and ideas,
used; determine theme of the work. and applying the understand the
D the essential art of persuasion purpose for
elements that and debate. working as a team,
E elaborate it. understand the
responsibilities of
various roles within
the team).
4) I summarize 4) I analyze and 4) I write in a 4) I prepare a 4) I participate
information evaluate the effects variety of modes speech outline productively in
presented orally by of sound, form, for different based upon a self-directed work
others in which the figurative language, audiences and chosen pattern of teams for a
main ideas may be and graphics in purposes. organization, particular purpose
explicitly or order to uncover which generally (e.g., to interpret
implicitly stated, meaning in includes an literature, to solve a

including the literature: introduction; problem, to make a
purposes, major i. Sound (e.g., transitions, decision) by
ideas, and alliteration, previews, and adhering to the list
supporting details onomatopoeia, summaries; a below.
or evidence. internal rhyme, logically
rhyme developed body;
scheme, meter) and an effective
ii. Figurative conclusion.
language (e.g.,
simile, metaphor,
personification,
hyperbole,
symbolism,
imagery).
5) I assess the 5) I use information 5) I produce 5) I support a 5) I contribute
ways language and from a variety of informational judgment through appropriate and
delivery affect the consumer, writing (e.g., references to the useful information
mood and tone of workplace, and procedures, report, text, references to and ideas that
the oral public documents and other works, demonstrate a clear
communication (e.g., job correspondence) authors, or non- awareness of the
and impact the applications) to that captures a print media, or context of the
audience. explain a situation reader’s interest by references to discussion and the
or decision and to setting a purpose personal goals of the group,
solve a problem. and developing a knowledge. are purposeful in
point of view. moving the team
toward its goal, and
contribute to the
topic of group
discussion.
6) I analyze the 6) I determine 6) I produce a 6) I can justify 6) I ask relevant
types of arguments pronunciations, persuasive piece of interpretations questions that
used by the meanings, alternate writing that through sustained move the team
speaker, including word choices, parts captures a reader’s use of examples toward its goals
argument by of speech, or interest by stating and textual and contribute to
authority, emotion, etymologies of a clear evidence from the the topic of
and logic. words. position/opinion literary work. discussion.
and developing a
point of view.
7) I identify 7) I identify 7) I use 7) I use word 7) I employ group
differences messages and appropriate meanings within decision-making
between the voice, themes from books organizational the appropriate techniques such as
tone, and diction in all subject areas. structures to context and show brainstorming or a
used in media ensure coherence ability to verify problem-solving
presentations (i.e., (introduction, those meanings by sequence (i.e.,
documentary body, conclusion) definition, recognize problem,

films, news and appropriate restatement, defines problem,
broadcasts, taped formats (speech, example, identify possible
interviews) and brochure, comparison, or solutions, select
informal speech. advertisement, contrast. optimal solution,
movie and book implement
reviews). solution, evaluate
solution).
8) I recognize 8) I compare and 8) I present
8) I organize oral 8) I apply
strategies used by contrast the features effective presentations appropriate
the media to and elements of introductions and
incorporating a interviewing
inform, persuade, consumer materials conclusions that
relatively simple techniques (i.e.,
entertain, and from documents guide and inform
three-part prepare and ask
transmit (e.g., warranties, the listener’s
structure, relevant questions;
culture (e.g., contracts, product understanding of
previewing the make notes of
advertisements; information, and important ideas
content of responses; use
perpetuation of instruction and evidence.
presentation in language that
stereotypes; use of manuals). introduction, conveys maturity,
visual offering ideas with sensitivity and
representations, supporting details, respect; respond
special effects, and providing a correctly and
language). brief summary or effectively to
conclusion. questions).
9) I analyze the 9) I compare the 9) I support 9) I use an 9) I analyze
impact of the original text to a judgments through organizational interactions
media on the summary to references to the pattern appropriate between main and
democratic determine whether text and to prior for the topic and subordinate
process (e.g., the summary knowledge. purpose (e.g., characters in a
exerting influence accurately captures sequential, literary text
on elections, the main ideas, chronological, (e.g., internal and
creating images of includes critical problem-solution, external conflicts,
leaders, shaping details, and conveys comparison- motivations,
attitudes) at the the underlying contrast, cause- relationships,
local, state, and meaning. effect). influences) and
national levels. explain
the way those
interactions affect
the plot.
10) I critique a 10) I evaluate the 10) I produce a 10) I employ 10) I determine
speaker’s diction unity, coherence, narrative presentation skills characters’ traits by
and syntax in logic, internal (fictional, such as good eye what the characters
relation to the consistency, and personal) that: contact, clear say about
purpose of an oral structural patterns of a. Engages readers enunciation, themselves in
communication text. by establishing effective speaking narration, dialogue,
and the impact the and developing a rate and volume, dramatic
words may have plot, setting, and and natural monologue, and
on the audience. point of view that gestures. soliloquy.
are appropriate to
the story (e.g.,
varied beginnings,
standard plot
line, cohesive
devices).
11) I revise writing 11) I use a range 11) I analyze and
for word choice; of strategies (e.g., explain the
appropriate suspense, purpose, structure,
organization; figurative and elements of
consistent point of language, nonfiction work,
view; and dialogue, including memoir,
transitions between expanded biography, and
paragraphs, vocabulary, autobiography.
passages, and ideas. movement,
gestures, and
expressions).
12) I locate and 12) I produce 12) I analyze the
analyze such writing (multi- occasion and the
elements in fiction paragraph interests of the
as language (i.e., expository audience and
diction, imagery, composition such choose effective
symbolism, and as description, verbal and
figurative explanation, nonverbal
language), character comparison and techniques (e.g.,
development, contrast, or voice, gestures,
setting and mood, problem and eye contact) for
point of view, solution). presentations.
foreshadowing, and
irony.
13) I analyze and 13) I produce a 13) I describe with
apply knowledge of multi-paragraph concrete sensory
the characteristics of persuasive essay details the sights,
memoir, biography, that engages the sounds, and smells
and/or reader by of a scene and
autobiography. establishing a the specific
context, creating a actions,
speaker’s voice, movements,
and gestures, and
otherwise feelings of
developing reader characters.
interest.
14) I sort and 14) I identify and 14) I engage the

classify poems by use the eight basic audience with
specified criteria parts of speech appropriate verbal
(i.e., fixed and free and demonstrate cues, facial
forms, rhymed and that words can be expressions, and
unrhymed, narrative different parts of gestures.
and lyric, and/or speech within a
universal themes sentence.
and topics). a. Identify and use
nouns
b. Identify and use
pronouns –
personal, etc.
c. Identify and use
adjectives –
common, proper,
and demonstrative.
d. Identify and use
verbs – action
(transitive/intransit
ive), linking, and
state-of-being.
e. Identify and use
adverbs.
f. Identify and use
conjunctions
subordinating.
i. Identify and use
interjections.
15) I analyze the 15) I demonstrate 15) I orally
characters, the correct use of produce a
structures, and commas judgment that is
themes of dramatic (including after interpretive,
literature. introductory analytic,
words, to set off evaluative, or
appositives and reflective.
interrupters, before
a coordinating
conjunction,
joining
independent
clauses to form
compound
sentences), colons
(including
business letters,
preceding a list of
items), semicolons
including
quotation marks ,
explanatory
material within the
quote, proper use
with end marks),
and apostrophes (
forming singular
and plural
possessives).
16) I identify and 16) I write a 16) I support
analyze dramatic research paper, important ideas
elements, (i.e., using primary and and viewpoints
exposition, rising secondary sources through accurate
action, climax, and technology and detailed
denouement, and graphics, as references or
dialogue, appropriate. allusions to the
monologue, text.
soliloquy, aside,
dramatic irony).
17) I identify and 17) I support all 17) I use precise
analyze how statements and language, action
dramatic elements claims with verbs, sensory
support and enhance anecdotes, details, appropriate
interpretation of descriptions, facts and colorful
dramatic literature. and statistics, and modifiers, and the
specific examples. active rather than
the passive voice
in ways that
enliven oral
presentations.
18) I apply 18) I give credit
knowledge of the for both quoted
concept that a text and paraphrased
can contain more information in a
than one theme. bibliography by
using a consistent
and sanctioned
format and
methodology for
citations.
19) I demonstrate 19) I create

understanding of documents by
significant themes using word-
in specific literary processing skills
works. and publishing
programs; develop
simple databases
and spreadsheets
to manage
information and
prepare reports.
20) I analyze ways 20) I support
in which poets use statements and
imagery, claims with
personification, anecdotes,
figures of speech, descriptions, facts
and sounds to evoke and statistics, and
readers’ emotions. specific examples.
21) I analyze 21) I revise
characteristics of writing for
subgenres (e.g., appropriate
satire, parody, organization,
allegory, pastoral) consistent point of
that are used view, and
in poetry, prose, transitions
plays, novels, short between
stories, essays, and paragraphs,
other basic genres. passages, and
ideas.
22) I analyze the 22) I include a
way in which the formal works cited
theme or meaning or bibliography
of a selection when applicable.
represents a view or
comment on life,
using textual
evidence to support
the claim.
23) I interpret and 23) I produce
evaluate the various narrative writing
ways in which and applies
events are presented polished narrative
and information is strategies acquired
communicated by in previous grades
visual image makers to other genres of
(e.g., graphic artists, writing such as

documentary reflective
filmmakers, compositions,
illustrators, news historical
photographers). investigative
reports, and
literary analyses,
by raising the level
of critical thinking
skills and
rhetorical
techniques.
24) I use
appropriate
conventions for
documentation in
the text, notes, and
bibliographies by
adhering to an
appropriate style
manual such as the
Modern Language
Association
Handbook, The
Chicago Manual
of Style, American
Psychological
Association, etc.
25) I reflect
appropriate format
requirements,
including
pagination,
spacing, and
margins, and
integration of
source material
with appropriate
citations (i.e., in-
text citations, use
of direct
quotations,
paraphrase, and
summary, and
weaving of source
and support
materials with
writer’s own
words, etc.).
26) I either
compose an
original, modern
day fairy tale with
the specific
purpose of
promoting or
supporting one or
more
contemporary
cultural or societal
values or rewrite
and modernize an
existing tale with
the specific
purpose of
promoting or
supporting one or
more
contemporary
cultural or societal
values.
27) Through the
year, I present
three essays where
I apply all
strategies learned
during the
previous courses.
Thirteenth Grade

1) I listen actively 1) I understand the 1) I paraphrase 1) I use a plan to 1) I work in small
in group implicit information information that I expose topics groups to discuss
discussions by in texts that are read as part of my related with the and analyze a
asking clarifying related with my academic academic novel. Next, I
and elaborating interests. activities. environment of create a product
T questions and by other subjects. (e.g., a poem, a
managing internal painting, a mobile,
H (e.g., emotional a song, an

state, prejudices) interpretive dance,
I and external (e.g., etc.) that reflects
physical setting, the tone and
R difficulty hearing, underlying
recovering from meaning(s) of the
T distractions) work. Finally, I
barriers to aid present and explain
E comprehension. this product to an
audience.
E 2) I identify sound 2) I apply 2) I create an 2) I understand 2) After reading a
devices (e.g., knowledge of the organizing strategies for work of fiction that
N alliteration, concept that theme structure that is expressing ideas includes a theme or
onomatopoeia, refers to the appropriate to the clearly and underlying
T rhyme scheme) message about life needs, values, and effectively in a meaning related to
figurative and the interests of a variety of oral an issue relevant to
H language (e.g., world that the specified audience, contexts. today’s world, I
metaphor, simile), author wants us to and arrange engage in a
and other understand whether details, reasons, discussion format
conventions of implied or stated. and examples. such as a
G verse in oral roundtable or a
poetry (e.g., Socratic seminar.
R limerick, lyric,
narrative, haiku).
A 3) I identify the 3) I analyze and 3) I provide 3) I include 3) I contribute
thesis of a speech evaluate the effects details, reasons, relevant facts, appropriate and
D in which the main of language (i.e., and examples, reasons, details, useful information
idea may be diction, imagery, arranging them and examples to and ideas that
E explicitly or symbolism, and effectively by support a demonstrate a clear
implicitly stated, figurative anticipating and relatively awareness of the
concepts may be language), structure, answering reader complicated thesis.context of the
more abstract, and point of view, and concerns and discussion and the
extended selection of details counter- goals of the group,
metaphors may be in memoir, arguments. are purposeful in
used. I determine biography, and/or moving the team
the essential autobiography. toward its goal, and
elements that contribute to the
elaborate this topic of group
thesis. discussion.
4) I identify the 4) I identify and 4) I demonstrate 4) I develop 4) I maintain
structure of a analyze types of the correct use of presentations by collaboration by
speech (e.g., dramatic literature commas using clear ensuring that all
sequential, (i.e., Shakespearean (including after research questions appropriate ideas
chronological, tragedy and introductory and creative and and contributions
problem-solution, comedy). words, to set off critical research are
comparison- appositives and strategies (e.g., respectfully

contrast, cause- interrupters, before field studies, oral acknowledged and
effect). a coordinating histories, valued by the team
conjunction, interviews, and follow a
joining experiments, prescribed process
independent electronic for accomplishing
clauses to form sources). this task (e.g., list
compound every idea in a
sentences), colons brainstorming
(including session before
business letters, criticism is
preceding a list of allowed).
items), semicolons
including
quotation marks,
explanatory
material within the
quote, proper use
with end marks),
and apostrophes (
forming singular
and plural
possessives).
5) I identify 5) I read a novel 5) I demonstrate 5) I describe with 5) I apply
differences and, working with a knowledge of concrete sensory appropriate
between the voice, group of other correct sentence details the sights, interviewing
tone, and diction students, prepare a structure by sounds, and smells techniques:
used in media written study guide correcting run-on of a scene and a. Prepare and ask
presentations (i.e., for that novel that sentences (e.g., the specific relevant questions.
documentary includes: using correct actions, b. Make notes of
films, news a. a synopsis of each punctuation, movements, responses.
broadcasts, taped chapter or section of forming separate gestures, and c. Use language
interviews) and the work; sentences, using feelings of the that conveys
informal speech. b. a delineation of coordinating or characters. I use maturity,
two or more subordinating interior sensitivity, and
plausible themes clauses) and monologue to respect.
found in the work; sentence depict the d. Respond
c. an analysis of the fragments (e.g., characters’ correctly and
diction, imagery, supplying the feelings. effectively to
point of view, missing sentence questions.
figurative language, elements). e. Demonstrate
symbolism, and knowledge of the
structure of the subject or
work; organization.
d. an explanation of f. Compile and
the relationships report responses.

between each of the g. Evaluate the
literary elements effectiveness of the
(i.e., diction, interview.
imagery, point of
view, figurative
language, and
symbolism;
e. an evaluation of
the work and a
recommendation for
a particular
audience.
6) I analyze oral 6) I identify the 6) I use precise 6) I explain the 6) I identify the
texts of different purpose of the language, action perceived reason meaning of
media different texts (i.e., verbs, sensory or reasons for the common idioms
presentations of diary to record details, appropriate similarities and and figurative
the same issue personal memories modifiers, and differences in phrases and
e.g., NBC News, and impressions of active rather than historical incorporate them
in order to events; biography to passive voice. records with into conversations.
a. evaluate the revere and honor information
diction, structure, accomplishments or derived from
and effectiveness to expose primary and
of the speaker’s shortcomings or secondary sources
argument(s); vilify to support or
b. analyze the accomplishments, enhance the
effectiveness of etc.) and analyze presentation.
the rhetorical and evaluate
strategies a. the ways
employed; language is used to
c. evaluate the accomplish these
aesthetic effects of purposes;
the media b. the way the order
presentation; of events or
d. evaluate the structure of the text
differences in is used to
voice and tone of accomplish these
the media purposes;
personalities; c. the inclusion or
e. compare and exclusion of
contrast the particular events
strategies from a text and the
employed by the way this affects the
various media purpose of the text.
personalities in
terms of audience
and purpose.
7) I analyze the 7) I identify idioms, 7) I support 7) I recite poems, 7) I select the most
impact of the cognates, words statements and selections from appropriate
media on the with literal and claims with speeches, or behaviors for
democratic figurative meanings, anecdotes, dramatic participating
process (e.g., and patterns of word descriptions, facts soliloquies with productively in a
exerting influence changes that and statistics, and attention to team (e.g.,
on elections, indicate different specific examples. performance contribute
creating images of meanings or details to achieve appropriate and
leaders, shaping functions. clarity, force, and useful information
attitudes) at the aesthetic effect and ideas,
local, state, and and to demonstrate understand the
national levels. an understanding purpose for
of the meaning working as a team,
(e.g., Hamlet’s understand the
soliloquy “To Be responsibilities of
or Not to Be”). various roles within
the team).
8) I research the life 8) I employ 8) I respond to and 8) I contribute
of a particular narrative and explain the effects appropriate and
person as it is descriptive of sound, useful information
represented in a strategies (e.g., figurative and ideas that
variety of texts (e.g., relevant dialogue, language, and demonstrate a clear
diaries, newspaper specific action, graphics in order awareness of the
or periodical articles physical to uncover context of the
written during the description, meaning in discussion and the
person’s lifetime, background literature: goals of the group,
history books, description, a. Sound (e.g., are purposeful in
memoirs, comparison or alliteration, moving the team
autobiographies, contrast of onomatopoeia, toward its goal, and
and biographies), characters). rhyme scheme) contribute to the
and b. Figurative topic of group
a. construct a chart language (i.e., discussion.
or table comparing simile, metaphor,
and contrasting the hyperbole,
representation of personification)
single events or c. Graphics (i.e.,
experiences in capital letters, line
different sources. length, bold face
print, italics).
9) I revise writing to 9) I select a focus, 9) I analyze
sharpen the an organizational interactions
precision of word structure, and a between main and
choice and achieve point of view subordinate
desired tone. based on purpose, characters in a

genre literary text
expectations, (e.g., internal and
audience, length, external conflicts,
and format motivations,
requirements. relationships,
influences) and
explain the way
those interactions
affect the plot.
10) I compare and 10) I plan my 10) I engage in a
contrast the ways in writings by using Socratic seminar to
which media genres graphic organizers, a. achieve
(i.e., televised news, charts, or consensus
news magazines, diagrams. regarding the
documentaries, underlying
online information) meaning or
cover the same archetypal analysis
event. of a text;
b. compare and
contrast themes or
archetypes in two
or more works of
literature;
c. compare and
contrast themes or
archetypes in
literature from
different time
periods and/or
cultures;
d. evaluate the
culture-bearing
features of a
literary text.
11) I explain how 11) I write
voice, persona, and persuasive letters
the choice of a or compositions
narrator affect stating a clear
characterization and position in support
the tone, plot, and of a proposal.
credibility of a text.
12) I identify and 12) My persuasive
describe the compositions
function of support a position
dialogue, scene with relevant

designs, soliloquies, evidence, follow a
asides, and simple
character foils in organizational
dramatic literature. pattern, and
address reader
concerns.
13) I analyze the 13) I develop
way in which a complex major
work of literature is and minor
related to the characters using
themes and issues of standard methods
its historical period. of
characterization.
14) I analyze 14) I include
historically sensory details and
significant speeches concrete language
(e.g., Abraham to develop plot,
Lincoln’s setting, and
“Gettysburg character (e.g.,
Address,” Martin vivid verbs,
Luther King, Jr.’s “I descriptive
Have a Dream”) to adjectives, varied
find the rhetorical sentence
devices and features structures, and
that make them specific narrative
memorable. action).
15) I identify and 15) I use a range
analyze how of strategies (e.g.,
dramatic elements, suspense,
(i.e., unity of time, figurative
place, and action; language,
tragic hero; dialogue,
recognition; expanded
reversal; chorus; vocabulary,
aside; dramatic flashback,
irony) support and movement,
enhance the gestures,
interpretation of expressions,
dramatic literature. foreshadowing,
tone, and mood).
16) I deepen 16) I state a clear
understanding of position or
literary works by perspective in
relating them to support of a
contemporary proposition or
context or historical proposal.
background, as well
as to works from
other time periods.
17) I analyze 17) I vary the
recognized works of sentence structure
literature by kind
representing a (declarative,
variety of genres interrogative,
and traditions: imperative, and
a. Contrast the exclamatory
major periods, sentences and
themes, styles, and functional
trends and describe fragments), order,
how works by and complexity
members of (simple,
different cultures compound,
relate to one another complex, and
in each period. compound-
b. Evaluate the complex).
philosophical,
political, religious,
ethical, and social
influences of the
historical period
that shaped the
characters, plots,
and settings.
18) I analyze the 18) I produce final
way in which drafts that
authors through the demonstrate
centuries have used accurate spelling
archetypes drawn and the correct use
from myth and of punctuation and
tradition in capitalization.
literature, film,
political speeches,
and religious
writings (e.g., how
the archetypes of
banishment from an
ideal world may be
used to interpret
Shakespeare’s
tragedy Macbeth).
19) I analyze 19) I know and use

recognized works of appropriately the
world literature meaning, forms
from a variety of and functions of
authors: nouns (including
a. Contrast the collective nouns,
major literary nouns as objects,
forms, techniques, predicate nouns),
and characteristics pronouns
of the major literary (including proper
periods (e.g., pronoun case;
Homeric Greece, objects of
medieval, romantic, prepositions;
neoclassic, modern). agreement with
b. Relate literary antecedents in
works and authors person and
to the major themes number; indefinite,
and issues of their relative, and
eras. demonstrative
c. Evaluate the pronouns), verbs
philosophical, (including
political, religious, agreement with the
ethical, and social subject in person
influences of the and number,
historical period action verbs that
that shaped the take objects,
characters, plots, linking verbs,
and settings. helping verbs,
verb phrases, verb
tenses, regular and
irregular verb
forms), adjectives
(including
predicate
adjectives,
comparative and
superlative forms),
adverbs (including
negatives, forms
of comparative
and superlative
phrases),
conjunctions
(including
coordinating,
subordinating),
interjections, and
prepositions (place
prepositional
phrases correctly
according to the
words they modify
within the
sentence).
20) I analyze the 20) I engage
clarity and readers by
consistency of establishing and
political developing a plot,
assumptions in a setting, and point
selection of literary of view that are
works or essays on appropriate to the
a topic (e.g., story (e.g., varied
suffrage, women’s beginnings,
role in organized standard plot line,
labor). (Political cohesive devices,
approach) and a sharpened
focus).
21) I analyze the 21) I compose an
philosophical original piece of
arguments presented literature that
in literary works to follows the
determine whether structure discerned
the authors’ in a literary work
positions have such as a ballad, a
contributed to the short story, or a
quality of each work narrative poem.
and the credibility
of the characters.
22) I analyze 22) I produce final
several historical drafts/presentation
records of a single s that demonstrate
event, examining accurate spelling
critical relationships and the
between elements of correct use of
the research topic. punctuation and
capitalization.
23) I interpret and 23) I edit my
evaluate the various written works
ways in which taking into account

visual image makers spelling rules,
(e.g., graphic artists, adequate
illustrators, news vocabulary and
photographers) grammatical
communicate structures.
information and
affect impressions
and opinions.
24) I synthesize
information from
multiple sources
and identify
complexities and
discrepancies in
the information
and the different
perspectives found
in each medium
(i.e., almanacs,
microfiche, news
sources, in-depth
field studies,
speeches, journals,
or technical
documents).
25) I produce
technical writing
(business
correspondence:
letters of
application and
letters of
recommendation,
résumés, abstracts,
user guides or
manuals,
web pages).
26) I write
research reports
about important
ideas, issues, or
events by using
frame questions
that direct the
investigation,
establishing a
controlling idea or
topic, and
developing the
topic with simple
facts, details,
examples, and
explanations.
27) I produce
expository
(informational)
writing to convey
information and
ideas from primary
and secondary
sources accurately
and coherently; I:
a. Engage the
interest of the
reader.
b. Formulate a
coherent thesis or
controlling idea.
c. Coherently
develop the
controlling idea
and/or support the
thesis by
incorporating
evidence from at
least one
secondary source.
d. Follow an
organizational
pattern appropriate
to the type of
composition.
e. Attain closure
(i.e., by including
a detailed
summary of the
main points,
restating the
thesis,
generalizing the
thesis or
controlling idea
for additional
purposes, or
employing a
significant
quotation that
brings the
argument in the
composition
together).
28) I produce
persuasive writing
and apply
persuasive
strategies acquired
in previous grades
to other genres of
writing such as
expository
compositions,
historical
investigative
reports, and
literary analyses,
by raising the level
of critical thinking
skills and
rhetorical
techniques.
29) I write job
applications and
résumés:
a. Provide clear
and purposeful
information and
address the
intended audience
appropriately.
b. Use varied
levels, patterns,
and types of
language to
achieve intended
effects and aid

comprehension.
c. Modify the tone
to fit the purpose
and audience.
d. Follow the
conventional style
for that type of
document (e.g.,
résumé,
memorandum) and
use page formats,
fonts, and spacing
that contribute to
the readability and
impact
of the document.
30) I present
research results in
a written report.
31) Through the
year, I present
three essays where
I apply all
strategies learned
during the
previous courses.
Action plan and Recommendations
It is crucial to follow this plan to make the English curriculum work in Sierra Flor
and to make Sierra Flor stand out among Ecuadorian schools for the quality of its English-
language education. The following are the considerations that will make Sierra Flor
different. Future teachers have to keep them in mind in order to stand out by providing
innovative education.
SIOP Model:
English teachers of Sierra Flor will need to implement the SIOP model in their
lessons. Their classes have to be planned taking into account the eight components. The
teachers must adapt the content and activities according to the suggestions of the model to
ensure that all students are engaged in the learning process. The model can also be applied
to other content subjects, because its components are essential and applicable in other
fields.
Assessment:
To apply an authentic assessment, educators in Sierra Flor will consider not just the
finished product or exams in order to score student work. They will consider all the steps,
development, and the process students went through. These assessments have to be related
with the objectives and goals of each class. They also have to consider the four language
skills. These have to be made explicit for students and observable for the teachers. Teachers
will reflect about their own teaching practice after comparing the results obtained from
these assessments. It will be useful for teachers to know what students know, what they
need to know, and what gaps are present in student knowledge. In this way teachers know if
they need to reinforce a topic or if students have already mastered this information and it is
time to move on.
Rubrics:
Teachers in Sierra Flor will implement rubrics as tools in their classrooms. These
rubrics are linked to the assessments. All the teachers´ expectations must be made explicit.
These rubrics have to be implemented little by little. They have to be reinforced and have to
be available for students to refer to when necessary. Teachers will obtain better results
when students are aware from the beginning of teachers’ requirements. This kind of
assessment will help them to reflect about their work, and will motivate them do their best
to fulfill teachers’ expectations. Rubrics have to be given to students in advance so that they
can set goals, and plan the ways they are going to achieve them. For teachers it will be also
easier to grade students´ work according to each aspect specified in the rubric. The rubrics
have to be adapted according to the level of students. It is better to avoid technical
vocabulary and long text. It is better to use a friendly language with the aid of pictures in
case children have difficulty deciphering the meaning of a given aspect of the rubric.
Professionals:
Sierra Flor needs qualified professionals who can take on the challenge of
implementing the three aspects previously mentioned. They have to be willing to speak to
students in English at all times and challenge them to take risks. They have to really study
the SIOP model and become familiar with it. They need to implement it little by little so
that students do not feel it has been imposed abruptly. The changes in classroom methods
will encourage students’ curiosity and desire to learn. Teachers in charge of this process
must be creative, qualified, and innovative professionals who truly enjoy their work. The
teachers need to remain at the institution for a reasonable period of time in which they can
get to know the students, their backgrounds, experiences, and other factors that can
positively or negatively influence students’ learning process. They also have to be capable
of modifying the curriculum when necessary according to the students´ needs.
Conclusion
In conclusion, a curriculum is a guide for the teachers, students and parents. It
contains the content to be taught in a school, the learning experiences, the objectives, and
the appropriate behaviors expected from the students as Tanner (1980) says “the planned
and guided learning experiences and intended outcomes, formulated through the systematic
reconstruction of knowledge and experiences under the auspices of the school, for the
learners’ continuous and willful growth in personal social competence” (p.13). The lack of
one deals to different problems like it happened in Sierra Flor School. As the school lacked
personnel with expertise in curriculum design, each volunteer came to the foundation and
taught different topics without a sequence, so there was some disorganization in the
teaching of the language. It did not allow students to progress, and their achievement was
low. The design of this curriculum is providing now the Foundation with a tool that shows
teachers, students, and parents clear goals that students must achieve for each grade, and for
the four language skills. In this way students will be capable to reach the B2 level
according to the CEFR required for the Ecuadorian government.
As specified in the literature review this document was designed by taking as
examples cases in Colombia, New Zealand, and the Canadian Province of Newfoundland
and Labrador. It gave an understanding of how other nations created their curricula, and
their considerations. All of this served to be taken into account when designing the
curriculum for Sierra Flor Foundation. Also throughout this research project, it was
necessary to consider relevant tools that will help and support its development: the
implementation of the Sheltered Instruction Observation Protocol (SIOP) in the planning,
the application of authentic assessment in the activities of the class, and the use of rubrics
for students´ work and behavior that dealt to an increasing of students comprehension and
interest for learning.
As shown in the theoretical framework in the curriculum designed for Sierra Flor
the students are taking an active role in their own learning, and the educators are
facilitators, as Prevedel states that students are involved in "developing instructional
materials that respond to students' interests and respect their culture and prior learning."
which make this curriculum unique in Ecuador. The proposed curriculum has been
implemented little by little in the school. The goal now is to plan a timetable in which all
English classes are given at the same time and different qualified teachers are in charge of a
specific English level (A1-B2) where different students will belong. This curriculum is
flexible, and can be modified by an expertise according to students´ needs.

References
California Department of Education (2009). English-Language arts Content Standards for
Public Schools Kindergarten through Grade Twelve. Retrieved on March 9th, 2012
from http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf
Department of Education Newfoundland Labrador (2011) Guidelines for Delivery of ESL
Services in K-6. Retrieved on May 16th, 2012 from
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/index.html
Department of Education Newfoundland Labrador (2012). Senior High English as a Second
Language1205. Retrieved on May 16th, 2012 from
Department of Education Newfoundland Labrador (2003). ESL 3205 Curriculum Guide
Retrieved on May 16th, 2012 from
Georgia Department of Education (2008). Georgia performance standards: English
Language Arts and Reading. Retrieved on April 8th, 2012 from
https://www.georgiastandards.org/Standards/pages/BrowseStandards/ELAStandards
K-5.aspx
Lunenburg, F. (2011). Theorizing About Curriculum: Conceptions and Definitions.
International Journal of Scholarly Academic Intellectual Diversity, vol 13, No 1,
Sam Houston State University. Retrieved on May 12th, 2012 from
http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenbu
rg,%20Fred%20C.%20Theorizing%20about%20curriculum%20%20IJSAID
%20V13%20N1%202011.pdf
Ministerio de educación Nacional República de Colombia (2006). Estándares básicos de
competencias en lenguas extranjeras: Inglés. Retrieved on February 25th, 2012 from
http://www.colombiaaprende.edu.co/html/mediateca/1607/articles115375_archivo.p
df
Ministry of Education New Zealand (2007). Alignment of the English Standards with the
The New Zealand curriculum. Retrieved on May 29th, 2012 from
http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-
Curriculum
Tennessee English Language Arts Standards (2009-2010). Tennessee English Language
Arts Standards Effective Kindergarten through Eighth Grade. Retrieved on March
31st, 2012 from http://www.tn.gov/results.html?q=language+arts+standards

The Commonwealth of Learning (2000). Curriculum Theory Design and Assessment
Module 13. The Southern African Development Community. Retrieved on July
15th, 2012 from http://www.col.org/stamp/module13.pdf
The Commonwealth of Learning (2000). Curriculum Practice Module 14. Southern African
Development Community. Retrieved on July 15th, 2012 from
www.col.org/stamp/Module14.pdf
O'Malley, J. M., & Valdez Pierce, L. (1996). Chapter two: Designing Authentic
Assessment (pp. 9-32). Authentic assessment for English language learners:

Practical approaches for teachers. United States of America. Addison-Wesley
Publishing Company. ISBN 0-201-59151-0
O'Malley, J. M., & Valdez Pierce, L. (1996). Chapter Four: Oral Language Assessment (pp.
57-93). Authentic assessment for English language learners: Practical approaches

for teachers. United States of America. Addison-Wesley Publishing Company.
ISBN 0-201-59151-0
O'Malley, J. M., & Valdez Pierce, L. (1996). Chapter Five: Reading Assessment (pp. 93-
133). Authentic assessment for English language learners: Practical approaches for
teachers. United States of America. Addison-Wesley Publishing Company. ISBN 0-
201-59151-0
O'Malley, J. M., & Valdez Pierce, L. (1996). Chapter 6: Writing Assessment (132-161).
Authentic assessment for English language learners: Practical approaches for

teachers. United States of America. Addison-Wesley Publishing Company.
O'Malley, J. M., & Valdez Pierce, L. (1996). Chapter 7: Content Area assessment (163-
200). Authentic assessment for English language learners: Practical approaches for
teachers. United States of America. Addison-Wesley Publishing Company.

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English Curriculum for Sierra Flor School 1

English Curriculum for Sierra Flor School

Erika Alexandra Alegría Calderón

Efrén Ernesto Delgado Martínez

Director of Research: Monica Rodriguez Bonces. PhD

In partial fulfillment of the Under-Graduate Diploma

Institución Universitaria Colombo Americana (UNICA)

English Curriculum for Sierra Flor School

Erika A. Alegría Calderón

Efrén E. Delgado Martínez

School Background ............................................................................................................5

Research Question ............................................................................................................. 9

Theoretical Framework .....................................................................................................9

Review of Literature ......................................................................................................... 14

Language Arts Grade Descriptions from 1st to 13th…………………………………... 42

SIOP Model-Lesson Plan Template for Sierra Flor School............................................62

Assessment of Sierra Flor´s English Curriculum.............................................................70

English Curriculum for Sierra Flor School

Erika Alexandra Alegría Calderón

Efrén Ernesto Delgado Martínez

Sierra Flor Foundation Background

children from grades one through thirteen.

especially in the Cotopaxi Province.

speakers available at the moment.

help to bring progress and development to the country.

and goals for students.

related skills at the same time and at the same level.

rather than their grade level.

with the guidance of the school.

enable students to acquire the defined knowledge, skills and attitudes.

systems around the world.

and prior learning."

Before implementing the curriculum it is recommendable to pre-test at least some of the

lack teacher training.

surroundings, and immediate needs.

Review of Related Literature

level of life and communication with more nations.

Levels Of Proficiency: Branching Approach

A1.1 A1.2 A2.1 A2.2 B1.1 B1.2

 Interact in a simple way by asking  Interact and participate in brief

 Produce very simple informational  Produce informational, transactional

writing error. variety in lexical range and sentence

PROFICIENCY A1.1: 8th year EGB A1.2: 9th year EGB

 Recognize and distinguish the  Recognize and distinguish the words,

 Distinguish phonemically distinct  Distinguish phonemically distinct

 Recognize syllable, word, and  Recognize basic intonation patterns

directions (e.g. to go from X to Y).

Speaking Production Production

 Participate in brief informal

 Take down in writing a dictated or  Take simple notes from a dictated or

 Write isolated phrases and sentences  Write sequences of simple phrases

 Conduct a correspondence (e.g. by using basic appropriate

simple, memorized phrases to through simple recombinations of

 Perceive, memorize, and note  Perceive, memorize, and note down

 Understand and identify longer,  Understand and identify longer,

include a proportion of shared personal stories etc.). The texts

 Use a series of phrases and  Use a series of phrases and

 Produce longer, more detailed,  Produce longer, more detailed,

Essential assessment indicators per school year.

PROFICIENCY A2.1: 10th year EGB A2.2: 1st year Bachillerato

 Identify words and expressions  Identify words and expressions

 Identify the main idea of recorded

they are conducted slowly and

 Deduce the meaning of complex  Deduce the meaning of complex