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Adult Ed/ English Language Proficiency Curriculum
Adult English Language Learners 2
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Core Standards of the Course

ELP Standard 1
An ELL canů
construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing.

Descriptor
By the end of English language proficiency level 2, an ELL canů
use an emerging set of strategies to:

  1. identify the main topic in oral presentations and simple spoken and written texts
  2. retell a few key details.

ELP Standard 2
An ELL canů
participate in level-appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions.

Descriptor
By the end of English language proficiency level 2, an ELL canů

  1. participate in short conversations and written exchanges about familiar topics and texts
  2. present information and ideas
  3. appropriately take turns in interactions with others
  4. respond to simple questions and wh- questions.

ELP Standard 3
An ELL canů
speak and write about level-appropriate complex literary and informational texts and topics.

Descriptor
By the end of English language proficiency level 2, an ELL canů with support,

  1. deliver short oral presentations
  2. compose simple written narratives or informational texts about familiar texts, topics, experiences, or events.

ELP Standard 4
An ELL canů
construct level-appropriate oral and written claims and support them with reasoning and evidence.

Descriptor
By the end of English language proficiency level 2, an ELL canů

  1. construct a claim about familiar topics, experiences, or events
  2. introduce the topic, experience, or event
  3. give a reason to support the claim
  4. provide a concluding statement.

ELP Standard 5
An ELL canů
conduct research and evaluate and communicate findings to answer questions or solve problems.

Descriptor
By the end of English language proficiency level 2, an ELL canů
with support,

  1. carry out short individual or shared research projects
  2. gather information from provided print and digital sources
  3. record information in simple notes
  4. summarize data and information.

ELP Standard 6
An ELL canů
analyze and critique the arguments of others orally and in writing.

Descriptor
By the end of English language proficiency level 2, an ELL canů
with support,

  1. identify the main argument an author or speaker makes
  2. identify one reason an author or a speaker gives to support the argument.

ELP Standard 7
An ELL canů
adapt language choices to purpose, task, and audience when speaking and writing.

Descriptor
By the end of English language proficiency level 2, an ELL canů

  1. show increasing awareness of differences between informal and formal language use
  2. adapt language choices to task and audience with emerging control in various social and academic contexts
  3. begin to use some frequently occurring general academic and content-specific words.

ELP Standard 8
An ELL canů
determine the meaning of words and phrases in oral presentations and literary and informational text.

Descriptor
By the end of English language proficiency level 2, an ELL canů
using context, questioning, and knowledge of morphology in their native language(s),

  1. determine the meaning of frequently occurring words, phrases, and expressions in spoken and written texts about familiar topics, experiences, or events.

ELP Standard 9
An ELL canů
create clear and coherent level-appropriate speech and text.

Descriptor
By the end of English language proficiency level 2, an ELL canů
with support,

  1. recount a short sequence of events in order
  2. introduce an informational topic
  3. provide one or two facts about the topic
  4. use common linking words to connect events and ideas.

ELP Standard 10
An ELL canů demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing.

Descriptor
By the end of English language proficiency level 2, an ELL canů with support,

  1. use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions
  2. produce simple and compound sentences.


UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - BRIAN OLMSTEAD and see the Adult Ed/ English Language Proficiency website. For general questions about Utah's Core Standards contact the Director - BRIAN OLMSTEAD .  
Email:  brian.olmstead@schools.utah.gov
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