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Supporting EAL Success with Benchmarks 2.0

English as an Additional Language Department

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Heavenly Father,

We come to you today asking for your

guidance, wisdom, and support as we

begin this afternoon’s professional development.

Fill us with your grace, Lord God, as we

Learn this afternoon for the good of our students,

and for the service of humanity.

We ask this in your name,

Amen.

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EAL Consultant Contact Information

Consultant Name	Division Level	Email Address
Melissa Astle	Elementary	melissa.astle@ecsd.net
Anna Deligianis	Elementary	anna.deligianis@ecsd.net
Angelica Tan	Elementary	angelica.tan@ecsd.net
Devin Austin	Elementary	devin.austin@ecsd.net
Vanessa Gavin	Junior High	vanessa.gavin@ecsd.net
Jacquie Werstiuk	Senior High	jacqueline.werstiuk@ecsd.net

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Benchmarks 2.0 were developed by Alberta Education as a tracking tool to provide evidence of language proficiency and the identification of areas of growth.�

Use in any subject area to:

Assess initial and ongoing proficiency levels
Inform instruction and set language goals
Determine and monitor language-learning supports
Communicate levels to students and parents

Why use Benchmarks 2.0?

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Activating Activity: Notice & Wonderings

What do you notice?

What do you wonder?

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Learning any language takes time

Learning an additional language happens on purpose, not by accident

Language learning happens across all subjects

3 Key Messages:

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The Shift to Benchmarks 2.0

Each Benchmark 2.0 Level represents a degree of language complexity and demand: from Beginner to Intermediate to Advanced proficiency�
Levels A and B: Emerging Literacy levels now included�
Moving from 5 levels to 8 levels (Emerging A - Level 6)

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We Continue to Focus on Four Language Strands:

Receptive	Expressive
Listening	Speaking
Reading	Writing

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Four Components of the Benchmarks 2.0 Document

Benchmark Indicators
Benchmark Examples
Supporting Competency Indicators
Continuums

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Benchmarks 2.0 has only 3 Key Competencies:

All 3 are essential in developing communicative competence.

Vocabulary

Sentence Structure

Connections and Transitions

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Benchmark Indicators�(pg. 6)

Starting with pg. 6, you will find the Universal Benchmark Indicators which is the core piece of information that you will be using to assess EAL learners’ proficiency levels in all four language strands.

"Benchmark key competency indicators identify language knowledge and skills on a continuum from

beginner to advanced. The assessment of the indicators can be used to inform programming, instruction, and

selection of resources to support EAL students at their English proficiency level in learning the Alberta

curriculum.

Suggestions for use:

• Assess language proficiency for Pre-Kindergarten to Grade 12 students in any subject area.

• Observe the student interacting with their peers while engaging in learning tasks and during teacher-student interactions.

• Review samples of student classroom work and assessments in any subject area.

• Record notes about student language proficiency when using other formal and informal testing tools.

• Capture the language proficiency level for each key competency (vocabulary, sentence structure, and connections and transitions) in each strand

(listening, speaking, reading, and writing). The paper version of the tracking sheet, or any digital variation that your school authority has created, may

be used.

• Make informed decisions on curriculum content and select classroom learning materials based on students’ language proficiencies.

There may be differences in student proficiency levels between oral language (listening and speaking) and written language (reading and writing) or

between receptive language (listening and reading) and productive language (speaking and writing).

Benchmarks 2.0 meets requirements for assessment as per the Funding Manual for School Authorities and the Guide to Education: ECS to Grade 12" p. 4

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In the Universal Benchmark indicator, you will notice that language knowledge and skills are organized on a continuum from beginner to advanced.

Note that the language proficiency progressions are different for each grade groups. For example, only Grades 10-12 will see student language proficiency levels ranging from Emerging literacy A to level 6… Grade 7-9 students will be considered advanced at level 5; Grade 4-6 students will be considered advanced at level 4, etc…

When a student has consistently demonstrated most or all the indicators in a level, then they would be considered proficient in that level.

Note:

• Benchmarks 2.0 is designed for teachers to assess student language proficiency (in listening, speaking, reading, writing) in the classroom context. Pre-K and K children are assessed in listening and speaking only.

• The language proficiency assessment information can be used to inform appropriate programming and instruction of EAL learners in all subject areas.

• Teachers assess language proficiency using Benhcmarks 2.0 though observation of student learning interactions and by using authentic assignments and assessments (adapted for beginner language proficiency levels and differentiated as

needed).

• Benchmark 2.0 indicators identify the language a student is working toward understanding and using as they progress through each level.

• A student is considered to have achieved a proficiency level when they have consistently demonstrated understanding and use of most indicators in that level in a variety of social and academic situations.

• Once a student has demonstrated most of the indicators in a level, they can be described as having achieved that level and working at the next level.

• Students may work at different proficiency levels in different competencies (vocabulary, sentence structure and connections and transitions) and strands (listening, speaking, reading, writing).

• Each level does not correspond to years of schooling in Alberta. An EAL learner may be at the same level for more than a year.

• The levels represent a continuum of language proficiency and teachers should consult with colleagues and use professional judgment in interpreting and applying levels. p. 6

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Continuums (pg. 30-34)

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Vocabulary

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Vocabulary

Complexity

survival	familiar	social	instructional Words	descriptive	synonyms/antonyms	subject-specific	words with multiple meanings	interdisciplinary words	technical words	root words, affixes, suffixes
water, toilet	boot, car, house	Good Morning, How are you?	write, say, talk, copy, go, take	red, round. heavy	big:large open:close	float:sink add:subtract	base, play, pitch	label, define, compare	supply:demand, numerator:denominator	(-know) (re-, un-) (-ment, -tion)

This is an animated slide. Not all pictures will appear at once.

In which levels would you find Tier 1, 2, and 3 words?

You will notice that Tier 2 (i.e., instructional words, academic vocabulary) start to appear in Level 1; and Tier 3 words start to appear in Level 3 (i.e., subject-specific words)
Be cognizant of the language proficiency levels and understand that explicit instruction of these words are necessary, especially for our Emerging À, B, and Level 1 students.
You should still teach tier 3 words to Emerging A and B students, it puts them on the same page as all students will be learning these words. But they will need additional explicit instruction with tier 1 and 2 words to support their understanding of the tier 3 word. Those tier 3 words may not come up in their everyday conversations

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Vocabulary Continuum

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Vocabulary Check In

(Grade 10-12)

What level of proficiency would you give a student for the following written sentences?

My plan is to use social media and hope that one of my songs goes viral. Then maybe I will get a following and be really popular.
In my community there is a ____ (baker, mail carrier).
There are specializations with lighting and sound, cinematography, or with set decoration or construction or costume design.
If I pass the bar and become a lawyer, I would like to open my own practice in private law. It would be interesting to get involved with contracts and dispute resolution.
Chefs make food in busy restaurants. They order ingredients and prepare food. They work with other chefs to make food quickly.

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Give it a go!

Vocabulary

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Vocabulary Check In

(Grade 10-12)

Though it is not a ‘black and white science’, this is what we thought:

B. In my community there is a ____ (baker, mail carrier) LP1

E. Chefs make food in busy restaurants. They order ingredients and prepare food. They work with other chefs to make food quickly. LP2

A. My plan is to use social media and hope that one of my songs goes viral. Then maybe I will get a following and be really popular. LP3

C. There are specializations with lighting and sound, cinematography, or with set decoration or construction or costume design. LP5

D. If I pass the bar and become a lawyer, I would like to open my own practice in private law. It would be interesting to get involved with contracts and dispute resolution. LP6

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Sentence Structure

1. A simple sentence contains a subject (a person or thing performing an action) and a predicate (a verb or verbal phrase that describes the action) and expresses a complete thought (independent clause).

eg: I have a pet iguana.

2. A compound sentence is a sentence that contains two or more independent clauses joined by either a linking word, such as a conjunction, or a semicolon. Put simply, a compound sentence links together two simple sentences.

eg: I have a pet iguana and his name is Bonkers.

3. A complex sentence is a sentence with one independent clause, also known as the main clause, and one or more dependent clauses, (subordinate clauses) linked by a comma or conjunctions like “when,” “how,” and “if.”

eg: “Due to her unrelenting work ethic, she had risen to the status of a top chef.”

“There is going to be widespread damage unless they can get a handle on the infestation.”

4. A compound-complex sentence contains at least three clauses—two independent clauses and one or more dependent clauses. This type of sentence is a combination of a compound sentence with a complex sentence.

eg: “Though Mitchell prefers watching romantic films, he rented the latest spy thriller, and he enjoyed it very much.”

“Laura forgot her friend's birthday, so she sent her a card when she finally remembered.”

“The team captain jumped for joy, and the fans cheered because we won the state championship.”

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Sentence Structure

Complexity

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Sentence Structure

Many aspects are included in a lab report, including a title, problem statement, hypothesis, materials, procedures, results, analysis, and conclusion. A scientist may consider a hypothesis before they conduct an experiment, and after they complete the experiment, they determine if the data can be used as evidence to support the hypothesis.
We are going to do an investigation. What do you wonder about? What are your questions? Guess what will happen when we try different things.
Now let’s have a look at the data that we gathered. You recorded observations from each of the different materials and you made notes when you used different materials. Look at this data and compare the materials to each other.
Which one is red? Which one is bigger? Is this red or blue?
In controlled experiments, attention needs to be given to the variables. The manipulated variable is the one the experimenter changes as part of the experiment, which affects the responding variables that change as a result of the experiment. All of the other variables should remain the same.

What level of proficiency would you give a student listening to the following spoken sentences?

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Give it a go!

Sentence Structure

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Sentence Structure

4. Which one is red? Which one is bigger? Is this red or blue? LP Emerging Lit B

2. We are going to do an investigation. What do you wonder about? What are your questions? Guess what will happen when we try different things. LP2

3. Now let’s have a look at the data that we gathered. You recorded observations from each of the different materials and you made notes when you used different materials. Look at this data and compare the materials to each other. LP3

5. In controlled experiments, attention needs to be given to the variables. The manipulated variable is the one the experimenter changes as part of the experiment, which affects the responding variables that change as a result of the experiment. All of the other variables should remain the same. LP5

1. Many aspects are included in a lab report, including a title, problem statement, hypothesis, materials, procedures, results, analysis, and conclusion. A scientist may consider a hypothesis before they conduct an experiment, and after they complete the experiment, they determine if the data can be used as evidence to support the hypothesis. LP6

Here is what we thought:

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Connections and Transitions

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Connections and Transitions

Complexity

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What subject areas are represented under each of the four strands and three competencies?�
Can you see how the subjects that are not represented in every category can be adjusted to fit?

Benchmark Examples�(pg. 10-21)

Another supplementary resource are the Benchmark Examples found on pg. 10-21 which break down the four language strands and illustrates example statements within different content areas. Explore the pages in pairs

"Benchmark examples illustrate benchmark assessment across subject areas in the four language strands

(listening, speaking, reading, and writing).

• Teachers can reference the examples when they are considering what the student can understand in

listening and reading and what they can produce in speaking and writing.

• Note that the benchmark indicators are the same for each strand.

• Examples are provided across subject areas to illustrate that language can be assessed in any subject.

• Examples are written from the perspective of the student for the productive strands of speaking and writing.

• Examples are written from the perspective of the teacher or text source for the receptive strands of listening and reading." p. 4

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Suggested instructional strategies and learning supports for each proficiency level to support teachers with their planning
Supporting competencies in areas outside of 3 competencies
Can be used to identify possible strategies, supports and next goals for competency growth

Supporting Competency Indicators�(pg. 22-29)

Lastly, there are also supporting competencies on pg. 24-29 for Listening, Speaking, Reading and Writing. This component can be used to gauge what supporting competencies the student has mastered and to

identify possible strategies, supports, and next goals for competency growth.

These indicators are not meant to be included as part of language proficiency assessment, rather it should be as a planning tool.

Strand Specific Supporting Competencies:

Listening: Strategic Communication: Questioning; Auditory Discrimination; Oral Text Comprehension

Speaking: Strategic: Participation and Interaction; Pronunciation; Grammar Observations

Reading: Strategic: Decoding; Strategic: Fluency; Strategic: Comprehension

Writing: Strategic: Writing Characteristics; Revising and Editing Supports; Grammar Observations

To support your planning, there are some suggested ideas and instructional strategies specific to each language proficiency level. This will help you get started in planning for the appropriate scaffolds for your language learners.

"Supporting competency indicators promote deeper understanding of learner language proficiency profiles

and identify effective teaching and learning strategies and supports for EAL learners.

• This component can be used to gauge what supporting competencies the student has mastered and to

identify possible strategies, supports, and next goals for competency growth.

• These indicators are not meant to be included as part of language proficiency assessment.

• Depending on proficiency in other languages, background knowledge, previous educational experience,

and life experience, students may be at different proficiency levels for the various supporting competencies." p. 4

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Supporting Students in the Classroom

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How can we leverage our students’ strengths?

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Benchmarks 2.0 Student Level Organizers (K-6)

Inform instruction and set language goals

Grade 1 �Level Organizer

Grades 2-3�Level Organizer

Grades 4-6�Level Organizer

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Benchmarks 2.0 Student Level Organizers (7-12)

Grade 7-9 �Level Organizer

Grade 10-12�Level Organizer

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