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UNIVERSITATIS
ALBERT7ENSIS
CURRICULUM STANDARDS:
C.2
ILLUSTRATIONS OF LEVELS
Section C.l sets out levels of language and The demonstrations of language included in
specific learner expectations in a matrix that Section C.2 were collected from multiple sources
portrays language learning for ECS/elementary and from students of varying ages and
school students. Language demonstrated at each backgrounds.
of the seven levels is described and illustrated
here inSectionC.2. These demonstrations oflanguage are presented
invideo andprintformat.
Thissection,IllustrationsofLevelsisintended • In the video program entitled Language
to assist teachers, parents and students in
Learning: Levels of Performance, various
developing a clearer picture of what is levels of student oral language are
expected at each language level and the
demonstrated in writing conferences,
progressionfrom leveltolevel.
responsesto literature, andclassdiscussion.
SectionC.2 contains:
• In the print reference set, the samples are
• a descriptionofthefeatures oflanguagefor grouped into three categories: storytelling,
eachlevel personal experience and opinion/persuasion/
argument.
• samples demonstrating students' oral and
written language, arranged according to the The Diagnostic Reading Program, with its new
levelssetoutinC.l language learning supplement, can be used as a
companion resource to Section C.2. It enables
• analysis of each sample that shows the teachers to gather and interpret information
connection between the Specific Learner about student reading processes in a systematic
Expectations from C.l and the language way and to select appropriate instructional
demonstrated inthe sample. activities to assist students in their continuing
development.
DRAFT
CB: 93 01 29 (DRAFT) Language Learning (Elementary) C.19
2
DETERMINING A LEVEL
The following illustrates how the Specific Learner Expectations from Section C.l were used to
determine the level of language demonstrated in samples included in the video program and print
reference set ofSectionC.2.
Stepl
A feature of language in the sample was selected and matched to the corresponding SLE in Section
C.l. The spanoflevelsfortheSLE was identified.
Example:
LEVEL 1 LEVEL LEVEL3 LEVEL4 LEVEL5 LEVEL6 [LEVEL 7
M.l Lntroduceandelaborateonanidea focustheirwriting and speakingona
intaeirwritingandspeaking, topicorthemeby connecting
introduction,developmentand
conclusion.
InSectionC.2,thisinformationappearsas:
12
3 4 5 6 7
M.l Introducesand elaborateson an idea
• The letter and number at the left identify the Specific Learner Expectation selected from
SectionC.l foruse inanalysis.
• The shaded boxes indicate the span of levels at which the skill (SLE) is expected to be
demonstrated.
• The commentontherightbrieflydescribes whatthestudentcando inaccordancewiththe SLE.
Step2
Alevel oflanguageisnotdeterminedonthe basis ofone SLE, but, rather, bytaking anumber ofSLEs
into consideration. Therefore, using the above procedure, information was recorded for a number of
selectedfeaturesofthe language sample.
SLE LEVEL(S) SLE DESCRIPTION
12
3 4 5 6 7
M.l Introducesand elaboratesonanidea.
H.9 Usesatitleto indicatewhat istocome.
1.4 Focusesonimportantideasrelated tothetopic.
Summarizes ideasand information.
1.3
M.2 Linksideasusingcause and effectrelationships.
M.4 Retellsanexperiencefromanotherparticipant'spointofview.
M.10 Appliesknowledge ofcommon spellingpatterns.
Language Learning (Elementary) C.20 CB: 93 01 29 (DRAFT)
UNiV
•
UNIVERSITY C
Step3
Lookingat the levels forthe SLEs as a whole, a common level or levels oflanguage could be identified
and highlighted.
SLE LEVEL(S) SLE DESCRIPTION
12
3 —4 5 6 7
M.l Introducesandelaborateson an idea.
H.9 ::::':; Usesatitleto indicatewhat istocome.
1.4 :':': Focuseson important ideas related tothetopic.
1.3 ::: :: Summarizes ideasand information.
M.2 Links ideasusingcause and effectrelationships.
M.4 Retellsanexperiencefrom anotherparticipant'spointofview.
M.10 Appliesknowledgeofcommon spellingpatterns.
• Here, darker shading has been added to show that Level 4 is the level common to the observed
language behaviours. This indicatesthatLevel4 isthe level oflanguage inthis sample.
The level ofperformance demonstrated in a language
sample is the one that is common to the specific
learnerexpectations observed.
Inlanguage samplesexhibitingcharacteristics ofvarious levels, Step 3 resulted ina mixed profile of
levels. Thisis illustratedbelow.
SLE LEVEL(S) SLE DESCRIPTION
12
3 4 5 6 7
H.9 Usesatitleto indicatewhat istocome.
N.3 Tellspersonal experience asananecdote.
1.4 Organizes ideasarounda topic.
F.2 Experimentswithwords andsentences.
M.5 Variessentencebeginnings.
M.3 Usescomplete sentences.
M.6 Hassubject/verbagreement.
M.10 Appliesknowledge ofcommon spellingpatterns.
M.ll Forms distinguishable letters in handwriting.
CB: 93 01 29 (DRAFT) Language Learning (Elementary) C.21
CLASSROOM APPLICATION It is importantto keep in mindthat:
A student's independent leveloflanguage is a A level of language is not necessarily
related to the student's age, grade oryear in
compilation of what the student knows
school. It is, however, generally true that
about language and can do with language
the older a student, the higher the level of
withoutassistance orinputfromothers.
languageproficiency.
In order to estimate a student's independent A level of language performance can be
level of language, numerous samples need to be estimated for an individual student
collected or observed that reflect a broad, regardless of ethnic or language
integrated picture oflanguage: background, learning difficulties,
• as the student reads, writes and exceptional progress or special
communicatesorally programming.
• over anextended period oftime
• in a variety of situations or contexts across The SLEs selected for analyzing a single
the curriculum language sample will vary with the type of
• withvariouslanguage forms andformats. language sample and the purpose of
analysis.
Thiscollectionofsamples should eventuallybe of
sufficientnumbersand types toillustrate mostof It is not unusual to find that one student's
the SLEsfromC.l. language exhibits characteristics of more
than one level. A profile of any individual
The level of language students exhibit student's current language often resembles
independently is generally somewhat different ajaggedline.
from that in cooperative learning, conferencing
andguidedlesson situations.
By having information about what students
know and can do, teachers can plan
appropriate lessons and activities that will
assist students in moving on to the next
level oflanguage.
Language Learning (Elementary) C.22 CB: 93 01 29 (DRAFT)
REFERENCE SETOF STUDENTS' WRITTEN LANGUAGE
In this reference set are samples of student
These samples and the descriptions of the
writing representative of language from pre-
features of language for each level can be
level 1 to post-level 7. Also included, are
photocopied and laid out in a matrix to clearly
samplesinwhicha mixture oflevels isevident.
portray:
Introducing each of the levels from 1 to 7 is a
page entitled Features of Language briefly • the progression oflanguage from level to
level
describing:
• many characteristics oflanguage at each
• techniques andstrategies
level.
• conventions
• uses
of language demonstrated at that level.
Emphasis is placed on features most likely to be For the analysis work in Section C.2, Specific
particularlyevident in written samples and ones Learner Expectations were selected from C.l
that set the level being described apart from the that were likely to be demonstrated through
previous level. The pre-level 1 and post-level 7 written language samples. The diagram below
samples are displayed without commentary or lists the concepts in C.l from which these SLEs
analysis. weretaken.
Withthe language samplesforlevels 1 to 7;
• Specific Learner Expectations
demonstrated inthewritingarenoted.
• The span of levels at which the SLEs are
expectedtobedemonstratedisindicated.
• Anecdotal comments are made, with the
highlighted words in the commentary giving
the essence ofthecorrespondingSLE.
• The overall level of language for each
sample is approximated, using the
procedure describedonthepreviouspages.
Of the many types of writing that students
engage in, the ones selected for inclusion in this
reference set are storytelling, personal
narration, and opinion/persuasion/
argument. At each level, all three types are
presented together. There may not always be a
clear distinction between the types ofwriting at
the veryearlylevels.
CB: 93 01 29 (DRAFT) Language Learning(Elementary) C.23
The chart below provides an outline of many ofthe Specific Learner Expectations selected for
use in analyzing samples in the reference set on the following pages. These SLEs may or may not
make specificreference towriting.
Students:
E A.l Engage inwritingactivities.
X D.4/5 Usetext andtypographical features.
P E.4/5 Usecueingsystems.
L
R
E
F.2 Experimentinrepresentingideas.
C F.5 Keepideasflowingby usingtemporaryspellings.
G.3/4 Usefigurative language andvisual images.
N H.3/7 Determinepurpose,theme, feelings, attitude, mood.
S H.6 Usetechniquestocreate humour.
T H.8/9 Usetechniquestoprovide backgroundinformation, assistinpredictionand
R
createanticipation.
U H.IO Recalleventsand recognize relationshipsinbothfiction andnon-fiction.
C H.11/12 Recognizeanddevelopcharacters inastory.
T 1.4 Summarize,paraphrase, organizeandfocusideas.
1.5 Drawconclusions and make generalizations.
L.l Expressviewpointwhetheraccepted orcontrary.
M.l Introduce,elaborate onandfocus ideas.
C M.2 Linkideas,usingtechniquesappropriatetopurpose.
M.3/4/5 Organize ideas,usingvarious sentencestructures,with appropriate
M
punctuation.
M
M.6 Producegrammaticallycorrectsentences.
U M.7 Refineandpolishwordchoices.
N
M.8 Use speechordialoguewithpunctuation.
I M.9/10 Developin spellingability.
C M.ll Develophandwritingskills.
A N.3 Retell personalexperiencesasanecdotes, narrativesand memoirs.
T N.4 Takeanotherperspective.
E N.6/8 Developpersuasive arguments, expressopinionsandprovide supportfor
both.
N.9 Compose storieswithstructure.
N.IO Usedialoguetoadvanceplotanddevelopcharacter.
Note: It is importantto referbackto Section C.l,SpecificLearnerExpectations,
• toreadthe above abbreviated statementsinthecontextoftheir Concepts (A-N)
• tonotethe variations ineachSLE atthe differentlevel spans
• tolocate otherSLEsthatmightapplytoaparticularlanguage sample beinganalyzed.
Language Learning(Elementary) C.24 CB: 93 01 29 (DRAFT)
DISPLAYOF LANGUAGE SAMPLES:
PRE-LEVEL
1
Children imitate what they see readers and
writers doing. Prior to level one, they turn the
pages of a book, tell a story as they look at the
pictures, and use writing tools to make marks on
paper. These marks are used to convey meaning.
Drawings and scribbles appear along with some
recognizable letters they have seen in books, in
signs, television and in their names. In telling
about their drawings and marks on the page,
childrenrelatetheirstoryand ideas.
CB: 93 01 29 (DRAFT) LanguageLearning(Elementary) C.25
PRE-LEVEL
1
Storytelling/Personal Experience
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Language Learning(Elementary) C.26 CB: 93 01 29 (DRAFT)
