Department of Education, Training and Employment
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An introductory guide to the EQ Bandscales for English as an additional language or dialect (EAL/D) learners
This guide is a support resource for a whole school approach to the use of the EQ Bandscales for EAL/D learners. It includes information for school leadership teams and classroom teachers to assist them to identify their EAL/D learners and monitor their development in English language proficiency. It is not intended to be comprehensive or to cover extensive EAL/D pedagogical considerations.
© State of Queensland (Department of Education, Training and Employment) 2013
LicenceExcept for any third party copyright material, An introductory guide to the EQ Bandscales for English as an additional language or dialect (EAL/D) learners is licensed by the State of Queensland, Department of Education, Training and Employment, under a Creative Commons Attribution Non-commercial (CC BY-NC) 3.0 Australia licence.
You are free to copy, communicate and adapt this guide for non-commercial purposes, as long as you attribute the work to the Department of Education, Training and Employment. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc/3.0/au/deed.en
AttributionContent from this guide should be attributed as: An introductory guide to the EQ Bandscales for English as an additional language or dialect (EAL/D) learners, © State of Queensland, Department of Education, Training and Employment, 2013.
For any other uses of the guide other than those permitted above, you must obtain the express permission of the Department of Education, Training and Employment.
Written requests for permission should be addressed to the:
Legal and Administrative Law Branch
Department of Education, Training and Employment
PO Box 15033 City East, Qld 4002
Acknowledgements:Acknowledgement is given to the stakeholders who played an important role in the development of this Department of Education and Training International (DETi) and Education Queensland (EQ) combined project An introductory guide to the EQ Bandscales for English as an additional language or dialect (EAL/D) learners and to Joy Amery for her careful attention to incorporating this feedback and working on the guide.
Acknowledgement is given to staff from:
• Community Engagement and Partnerships (CEP)
• Education Queensland
• Education Queensland International
• Education Queensland Regional Offices:
- Central Queensland Region
- Darling Downs South West Region
- Far North Queensland Region
- Metropolitan Region
- North Coast Region
• Indigenous Policy and Partnerships
• Indigenous Schooling Support Unit, Far North
Queensland
• OneSchool Education Business Support
• Queensland State Primary and Secondary Schools
• Schooling Support Unit, Central Southern
Queensland
• State Schooling Implementation
• State Schooling Operations and Strategy
• Sunshine Coast Intensive English Unit.
Acknowledgement of photographs and tablesLearners from various cultural groups: front cover and pages 4, 6, 8, 9, 10, 12, 13, 14, 15, 18, 19, 25, 27 and 28 © Josh Kelly
Indigenous learners: page 21: © Kerry Trapnell
Disclaimer: The Queensland Department of Education, Training and Employment advises that this document may contain images or references to deceased Aboriginal and Torres Strait Islander peoples from diverse cultural backgrounds and communities. This could be upsetting for some people.
2 Department of Education, Training and Employment
CONTENTS
1. Who are EAL/D learners? 4
2. What are the EQ Bandscales for EAL/D learners? 6
3. Why bandscale learners? 8
4. When to bandscale learners 10
5. How to bandscale learners 13
6. After bandscaling 21
Key references 24
Appendix 1: The diversity of EAL/D learner groups 25
Appendix 2: The EQ Bandscales for EAL/D learners 29
Appendix 3: EQ bandscales headings and levels 41
Bibliography 43
Department of Education, Training and Employment 3
1. Who are EAL/D learners?1.1 The D in EAL/D
In 2011, Education Queensland added the
D for dialect to ESL with the release of the
English as a second language (ESL)/English
as a second dialect (ESD) procedure. This
was done to recognise those learners who
have language learning needs because
they speak dialects of English that are
considerably different from SAE.
The ESL/D procedure identified the wide
range of learners in state schools who are in
the process of acquiring English as a second
(or additional) language or dialect; and are
learning curriculum content through this
language.
In the Queensland context, the D refers
particularly to speakers of language varieties
which formed as a result of historical
language contact between speakers of
English and speakers of Aboriginal and
Torres Strait Islander languages.
The term EAL/D, now being used in
Queensland state schools, replaces the term
English as a second language (ESL). When
English is used in this document in the
context of the additional language or dialect
being learnt, it refers to SAE.
Section
ONE
Access the Education Queensland Policy statement: English as an additional language or dialect (EAL/D) learners at: http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-statement-eal-learners.pdf
The Education Queensland policy statement
English as an additional language or dialect
learners (EAL/D) describes EAL/D learners
as learners whose first language is other
than Standard Australian English (SAE) and
who require additional support to develop
proficiency in SAE.
These learners come from diverse language
and cultural backgrounds and face the
common challenge of learning a new
language, SAE. Whilst learning SAE they must
also learn curriculum content in and through
this new language.
4 Department of Education, Training and Employment
EAL/D learner groups
1.2 EAL/D diversity
Classroom teachers may have EAL/D learners in their classrooms from a diverse range of cultural
backgrounds and with varying levels of proficiency in SAE. Not all learners from these groups will be
EAL/D learners.
See Appendix 1: The diversity of EAL/D learner groups for more detailed information on each group.
Aboriginal students and Torres Strait Islander students
Children born in Australia of migrant heritage where English is not spoken at home
Australian-born students returning from abroad, having lived for extended periods of time in countries where their schooling was not in English
Immigrants to Australia: Temporary residents, and migrants on recognised permanent, temporary or bridging visas
Students of Australian South Sea Islander background
Children of deaf adults who use AUSLAN as their first language
Students with Maori or Pacific Islander backgrounds
Students with a refugee background (or students who have a refugee-like status or circumstance)
International students: Dependants of international students on student visas, and fee paying international students
Department of Education, Training and Employment 5
Section
TWO
2. What are the EQ Bandscales for EAL/D learners?
The EQ Bandscales for EAL/D learners are
presented for two phases of learning:
• early phase for learners from Prep to Year 3
• middle phase for learners from
Year 4 to Year 9.
It is important to note that bandscale levels
are not linked to school years. For example,
an EAL/D learner in Year 1 can be at level 5
or 6 in writing or reading on the early phase
bandscales. An EAL/D learner in Year 9 can
be at level 3 in writing or speaking on the
middle phase bandscales. If required, the
NLLIA Bandscales can be used for learners in
Years 11 and 12 (McKay et al. 2007).
The EQ bandscales were developed in 2008
to encompass learner pathways for all EAL/D
learners in one document.
Bandscales provide a map of EAL/D learner
progress in Standard Australian English (SAE)
language development in the school context.
They describe observable behaviours which
are indicative of typical second language
acquisition and development. Bandscales
assist classroom teachers in identifying and
tracking EAL/D learners’ progression of SAE
language learning.
2.1 The EQ Bandscales for EAL/D learners
Queensland state schools use the EQ
Bandscales for EAL/D learners. The EQ
bandscales describe six levels of language
development in each of the four macro skills
of listening, speaking, reading/viewing and
writing. The levels are from pre level 1 (new to
SAE) to level 6 (becoming competent in SAE).
Access the EQ Bandscales for English as an additional language or dialect (EAL/D) learners at: http://www.learningplace.com.au/uploads/documents/store/doc_866_2964_bandscales.pdf
6 Department of Education, Training and Employment
Prior to 2008, teachers were using a variety
of bandscales including the National
Languages and Literacy Institute of Australia
(NLLIA) ESL Bandscales and the Queensland
Bandscales for Aboriginal and Torres Strait
Islander Learners. Teachers may still use and
refer to these fuller versions on which the EQ
bandscales have been based.
The EQ Bandscales for EAL/D learners
describes pathways for learners both from
overseas-born backgrounds (including
refugees) and from Australian-born
backgrounds (including Aboriginal and Torres
Strait Islander learners). The levels on the EQ
bandscales are equivalent to those on the
NLLIA ESL Bandscales and the Bandscales
for Aboriginal and Torres Strait Islander
Learners.
2.2 EAL/D teachers
EAL/D teachers are a valuable resource. They
can work within schools to assist classroom
teachers in the bandscaling process. Using
the bandscales, EAL/D teachers can provide
individual and whole school support in the
identification of EAL/D learners and their
language learning needs.
Schools without the services of an EAL/D
teacher could contact their regional office for
further information.
ACARA 2012, p. 2. English as an Additional Language or Dialect Teacher Resource http://www.acara.edu.au/verve/_resources/EALD_teacher_resource.pdf
Further essential reading on EAL/D learners can be found on the Education Queensland Learning Place website. http://learningplace.com.au/default_community.asp?orgid=126&suborgid=866
2.3 Australian Curriculum, Assessment and Reporting Authority (ACARA) EAL/D resource
ACARA has developed the English as an
Additional Language or Dialect Teacher
Resource to assist teachers as they develop
teaching and learning programs in the
Australian Curriculum for EAL/D learners.
The resource includes an EAL/D Learning
Progression (Foundation to Year 10).
The ACARA EAL/D learning progression
does not take the place of existing state and
territory EAL/D assessment and monitoring
tools and is not aligned to the EQ Bandscales
for EAL/D learners.
ACARA encourages schools in states and
territories to continue using the ‘more
detailed information’ of their own scales.
Education Queensland schools use the EQ Bandscales for EAL/D learners.
Department of Education, Training and Employment 7
3. Why bandscale learners?
Section
THREE
3.1 Identify EAL/D learners
Bandscaling assists schools to:
• identify and record learners as EAL/D
learners in OneSchool. The enrolment officer
will indicate this using the EAL/D flag in the
Cultural and Citizenship sub-tab of ‘Manage
Student Details’
• determine the type of EAL/D support that
will be provided, depending on the needs of
the learner, teacher expertise and resources,
including personnel, as available.
3.2 Teaching and learning
After bandscaling, teachers:
• identify the language needs of EAL/D
learners based on their SAE language
proficiency
• identify the language demands of the unit
of work
• determine the language and learning support
necessary to enable students to access the
intended curriculum.
3.3 Funding
• Some EAL/D learners are eligible for
additional funding. Schools may be required
to provide information on learner bandscale
levels to the organisations that fund
these educational programs for example,
Department of Education and Training
International (DETi).
DETi funding is calculated using various criteria, one of which is the bandscale level of learners.
3.4 Data collection and OneSchool
• In Queensland state schools, OneSchool
is used to collect and share learner data
including EAL/D learners’ bandscale levels.
• Once the OneSchool reporting administrator
has configured the developmental maps
and assigned the bandscales for EAL/D
learners to the appropriate year levels, the
developmental map markbooks are available
for each classroom teacher to track learner
progress.
8 Department of Education, Training and Employment
• Class teachers access the EQ bandscales
markbooks through List Assessment Records.
• Teachers can document evidence and record
levels for listening, speaking, reading/
viewing and writing for each EAL/D learner.
• OneSchool users with the role of enrolment
officer or student information officer can
update the enrolment status of EAL/D
learners.
• Reports,
including an EAL/D
Bandscale Progress
Tracking Export and an EAL/D Bandscale
Summary and Graphs Report, are available
to monitor learner progress.
Department of Education, Training and Employment 9
4. When to bandscale learners
Section
FOUR
A whole school approach provides school-wide processes for identification and support of each EAL/D learner, including the collection of detailed background information.
4.1 Identification
• Some EAL/D learners may be identified
through enrolment processes because of the
nature of their visa and/or other language
information provided on their enrolment
form, or at their enrolment interview.
• These learners are bandscaled as soon as
possible after enrolment, keeping in mind
that they may require a settling in period.
• Others, including Australian-born EAL/D
learners, may not self-declare as EAL/D
learners at enrolment and their possible
EAL/D status may only become apparent
through their classroom learning behaviours
and language use.
• Once a classroom teacher becomes aware
of a possible EAL/D learner, they start
collecting information and begin classroom
observations to ascertain whether to initiate
a bandscaling process.
10 Department of Education, Training and Employment
4.2 Collection of background information
On enrolment, schools collect information on:
• cultural background or heritage of the learner
and parent/s or caregiver/s. (If they are
available, interpreters may be required to
help in collecting background information
from parents/carers.)
• main language/s or dialect/s other than
English (MLOTE)
• language background other than
English (LBOTE)
• the learner’s previous SAE learning and
exposure to SAE/tuition
• country, or place of birth in Australia, and/or
countries of residence
• date of arrival, if not born in Australia
• a copy of the learner’s passport, visa and/or
travel documents.
EAL/D learners not identified at enrolment will
be identified through their classroom learning
behaviours and language use.
Other information to be collected during or after enrolment includes:
• languages spoken in the family circle,
including any shift away from these amongst
younger family members
• information about: prior education in the
learner’s first language/dialect or other
language/s; how many years they were
educated in those languages or dialects;
whether the education was provided in
refugee, rural or urban settings; and school
reports or achievements (if applicable)
• any previous EAL/D or bandscale reports,
including reports about prior SAE learning
and achievement
• experience with eLiteracy (previous use of
computers)
• living circumstances and human and material
support resources
• interests and aspirations
• special gifts and abilities
• previous work experience (young adults)
and skills.Student background information is particularly useful for ‘kick-starting’ the identification and bandscaling process.
Department of Education, Training and Employment 11
Teachers will then:
• gather additional information about their
language background, as per above list
• determine whether they are possible EAL/D
learners and require bandscaling
• gather language samples and begin
observations to support the bandscaling
process
• bandscale learners to ascertain their English
language proficiency
• plan their ongoing support.
4.3 Frequency of bandscaling
Learners are bandscaled every six months to
monitor progress, inform classroom planning
and learner support and to report to parents.
12 Department of Education, Training and Employment
5. How to bandscale learners
Section
FIVE
EAL/D learners’ levels of proficiency in the
four macro skills of listening, speaking,
reading/viewing and writing are determined
by matching their language skills to the
descriptors on the bandscales tables. To
do this, evidence of their language use is
gathered from observations, work samples
and focused discussions over a range of
activities and contexts.
Individual EAL/D learners will progress
at different paces and at different times.
Learners may not display all the descriptors
in a level at once, but may display some from
two or three levels. Teachers will need to look
for a cluster of descriptors around a level to
find the best fit.
Bandscales levels describe broad stages of
development. For some learners the best-fit
is best expressed as being at either the high
end of the level or the low end of the level,
rather than at the level as such. For example:
a low level 3 or a high level 3 rather than at
level 3.
Many learners display a ‘jagged’ profile
across the macro skills. For example, they
may have a listening level of 4, a speaking
level of 4, a reading/viewing level of 3, and a
writing level of 2.
There is no one right way to collect samples
of language use. For example, better
information may be gained about a learner’s
listening or reading ability by having them
speak about, rather than write about,
something that they have heard, viewed or
read. This is because their level of spoken
English is higher than their level of written
English. Alternatively, the same teacher may
find it better to allow another learner to write
about what they have heard, viewed or read
because their prior experience with English
was through written materials and they are
more confident in making written rather than
spoken responses.
Department of Education, Training and Employment 13
5.1 In-class observations and interactions
Bandscale descriptors relate to classroom
learning contexts, so noting learners’
language use in class is very important.
During classroom discussions, teachers
can monitor and identify EAL/D learners’
listening and speaking levels and observe
the extent of EAL/D learners’ participation.
5.2 ‘Tuning in’ to your EAL/D learners’ language
The following approaches have been used by
teachers to ‘tune in’ to their EAL/D learners’
language use. Teachers use strategies
to ‘tune in’ when making classroom
observations and collecting language
samples before determining a bandscale
level. The strategies have been included as
examples to help teachers of EAL/D learners
to become more familiar with what to look for
in their classrooms.
By focusing attention on the following
features of a learner’s language in their
everyday responses to classroom activities,
teachers will be more able to accurately
determine which bandscale level best
describes the learner’s language proficiency
in listening, speaking, reading/viewing and
writing.
Listening observations EAL/D
Consider whether the learner demonstrates
any of the following listening behaviours
(sometimes, usually or always) in order
to determine their bandscale level for
listening. Ask the learners to self-assess by
asking, ‘How much did you understand in
that lesson?’
• What is the learner’s general ability to
understand spoken language (to process,
comprehend and synthesise) in a variety of
classroom and school learning contexts
such as:
- following teacher instructions
- participating in one-on-one conversations
on classroom topics
- answering questions in whole class
contexts
Observations and interactions across content
learning areas are also important, as the
learners may perform better in one area than
in another for a variety of reasons, including
language demands, teaching approaches,
prior learning and level of support. For
example, learners may perform well in highly
supported writing tasks, but teachers may
not be aware of their level of listening, which
is critical to being able to learn new material
in the classroom.
14 Department of Education, Training and Employment
- exchanging ideas in small groups
- synthesising spoken information for use
in speaking and writing?
• How does the learner generally behave in
a listening context? Does the learner follow
different kinds of conversations, questions or
discussions equally easily? Can the learner
answer questions or contribute information
fully or partially or are they ‘off-topic’?
• Does the learner rely on extra support such as:
- working with highly familiarised content
or pre-teaching of language and content
- having a conversation partner aware of
known language and context
- re-phrasing by teacher
- extra ‘wait time’ to respond?
• How does the familiarity of a topic affect
the learner’s listening behaviours,
comprehension and participation in
classroom learning? Does the learner
require familiarised language to
comprehend subject matter (taught and
recycled language and concepts)?
• Does the learner respond with rehearsed
language or self-formulated responses?
• Does the learner need support to enhance
the meaning of spoken language (prompts,
concrete experiences/materials, visual
support)?
• To what extent can the learner harness
information from spoken language? Can they:
- repeat short amounts of spoken language
(instructions for a class activity)
- recall and retell spoken information
(experiment results, sequence of a story)
- express ideas in different words (concepts
as heard in classroom discussions)
- summarise main points of a spoken story
(plot elements, character description)
- understand important points of a spoken
exchange (argument, discussion)?
Department of Education, Training and Employment 15
Speaking observations for EAL/D learners
Consider whether the learner demonstrates
any of the following behaviours (sometimes,
usually or always) in order to determine their
bandscale level for speaking.
• Does the learner offer to speak in classroom
activities? Would the learner initiate or sustain
a conversation about classroom content?
• Would you expect the learner to respond non-
verbally, minimally or extensively on known or
taught subject matter?
• How does the language they use compare to
what you would say? Does the learner produce
examples of learner approximations to SAE,
such as omitted endings or non-target forms
of verb tenses? If the learner produces a non-
standard feature, can the learner self-correct?
• Does the learner rely on gestures, single words
or familiarised language?
• How does the learner respond when given
instructions or asked to answer a question?
Do the learner’s responses to questions or
tasks demonstrate understanding? Does the
learner ask for repetition or explanation? How
does the learner communicate any lack of
understanding?
• How much support do you need to provide in:
- re-phrasing or re-stating questions
- asking less complex questions
- encouraging peers to explain things to
them?
• How fluent is the learner’s talk? (Consider
hesitation, repetition, use of fillers,
intonation, pace of delivery and reliance on a
conversation partner.)
Reading/viewing observations for EAL/D learners
Consider whether the learner requires
support or demonstrates any of the
following behaviours in order to determine
their bandscale level for reading/viewing.
• Can the learner decode text (read out loud)?
Can the learner recognise and locate letters,
words, phrases or information?
• How does the learner make meaning of print?
Does the learner need extra information
such as gestures, illustrations, headings or
explanations to make sense of text? Can the
learner state orally what is written?
• Can the learner make meaning from texts
on well-familiarised topics? Can the learner
extract information from text on unfamiliar
topics?
• How accurately and extensively does the
learner comprehend age appropriate texts?
• Does the learner understand the information
that comprehension questions (what,
where, how, when, why, who) are seeking?
What kind of support is required, if any, to
answer questions successfully? How much
information does the learner provide?
• Does the learner need a high level of one-to-
one support to understand the expectations
in written assessment tasks?
16 Department of Education, Training and Employment
Writing observations for EAL/D learners
Use the learner’s own drafts or work in
order to determine their bandscale level
for writing. If work has been corrected or
edited by the teacher, the learner’s original
work must still be visible.
• Is the learner reproducing formulaic language
and sentence patterns, or is the learner
making their own attempts at SAE? How
reliant is the learner on prior language
instruction?
• Is the learner’s language flexible? Can the
learner change their language patterns to
suit different text types (use the different
language features of different text types)?
Can the learner express an idea in more than
one way? Can they turn a sentence around?
• How does the language compare to what
you, or any SAE-speaking peers, would say
or write? Is the meaning of the learner’s
writing clear?
• Have you observed any learner features such
as the omission of endings or function words
and use of non-standard words or word
forms?
• Can the learner produce texts of age-
appropriate length and complexity and
a range of varied text types? Do they use
simple sentences, compound sentences,
or are they beginning to make complex
sentences?
5.3 A range of learner language samples
Samples of what EAL/D learners can produce
through their participation in the classroom
are crucial in determining their bandscale
levels and support needs. Collecting a variety
of spoken and written language samples is
recommended.
Samples of EAL/D learners’ language use
that may be collected include:
• teacher’s notes of a learner’s spoken
responses to listening, speaking, reading
and viewing tasks or activities in class
• written responses to listening, reading
and viewing tasks or activities
• journaling, or notes from class workbooks
across the learning areas and disciplines
• transcripts of oral interviews
• drafts and final versions of selected
assessment tasks.
Note
When questioning learners to elicit a
spoken language sample use, ‘open-ended
questions’ that begin with who, what,
when, where, how and why.
Department of Education, Training and Employment 17
5.4 Focused discussions with EAL/D learners
There needs to be a whole school approach
to identifying the SAE language proficiency of
EAL/D learners. If a specialist EAL/D teacher
is available, they can start the bandscaling
process through a focused discussion or
interview with the EAL/D learners.
Teachers can tailor the discussion to start
from a contextualised/concrete more familiar
topic and move to a higher level discussion
around (classroom) topics suiting the
learner, their background, and the learning
context.
A private, quiet, well presented and friendly
environment can be created where the
atmosphere is relaxed and conversational.
In this way, information on SAE language
proficiency for shy, unsettled or new learners
can be collected in an affirming and non-
threatening manner.
When conducting a focused discussion or
interview, teachers may use activities that:
• cover a range of listening, speaking,
reading/viewing and writing skills
• reflect age-appropriate materials
• cover a range of tasks in a range of
support contexts
• come from the learning environment
of the learner, and/or reflect current or
previous experiences and learning
• are culturally inclusive
• allow for expression of previous
knowledge on a subject
• start with a level that is comfortable for the
learner and then move towards a ‘ceiling’
of abilities
• are interesting and varied.
• Teachers may choose to record and
transcribe interviews as evidence for use
with the bandscales.
18 Department of Education, Training and Employment
5.5 On-going monitoring of EAL/D learners’ progress
Teachers can build activities into their unit of
work to facilitate the collection of language
observations and samples for ongoing
monitoring using the bandscales. These can
be used to document the progress of EAL/D
learners’ SAE language development.
• Include an initial lesson for a unit that
enables learners to demonstrate the
language that they are bringing to the
unit of work, their general language
proficiency and their subject-specific
language. This alerts teachers to how
they might need to differentiate their
curriculum delivery so these learners can
access the information.
• Explicitly teach the language learners
require to complete the unit of work.
• Collect writing samples and responses
to texts, and make notes about spoken
responses in class discussions during the
course of the unit.
• Document ongoing observations and
interactions that indicate noticeable
progress.
Bandscale the EAL/D learner every six months
using a collection of observations and
samples, taking into consideration level of
teacher support. Use recent language samples
for bandscaling.
Department of Education, Training and Employment 19
BANDSCALING OUTCOMES
BANDSCALING PROCESS
CLASSROOMENROLMENT
Identification on enrolment Learner’s (likely) EAL/D status is
self-declared through the provision
of language or other background
information.
Identification in the classroom Learner’s (likely) EAL/D status
is indicated through learning
behaviours, conversations and/
or language features.
A whole school approach
EAL/D learner identification
1. Collect information about learners’ listening,
speaking, reading/viewing and writing in SAE:
• Background information (4.3)
• In-class observations and interactions (5.3)
• Language samples (5.5)
2. Assign bandscale levels in the four macro skills.
3. Record EAL/D status and bandscale levels in OneSchool.
4. Determine whole school support structure for EAL/D learners.
5. Review bandscale levels every six months.
Bandscaling process
20 Department of Education, Training and Employment
6.1 Teaching and learning considerations
In the Education Queensland P-12
curriculum, assessment and reporting
framework, the policy statement Curriculum
provisions to students with diverse learning
needs makes provision for the differentiation
and focused teaching that is necessary for
EAL/D learners. It states:
By identifying the English language
proficiency of the student using the
Education Queensland Bandscales for
EAL/D Learners, teachers can target
the language learning needs of the
students within the context of the
classroom.
6.2 Supporting EAL/D learners
Once schools have bandscaled EAL/D
learners they have a profile of learners
and their SAE proficiency levels. This data,
gained through bandscaling, can be used to
determine the model or types of support that
can be offerered to enable EAL/D learners to
develop proficiency in SAE and to access the
curriculum.
Section
SIX
6. After bandscaling
Access the P-12 curriculum, assessment and reporting framework at: http://education.qld.gov.au/curriculum/framework/p-12/
Access the Policy statement: Curriculum provisions to students with diverse learning needs at: http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-diverse-needs.pdf
Schools will choose one or a combination
of appropriate responses for their context
based on the numbers of EAL/D learners,
their distribution across year levels and their
SAE proficiencey levels.
Models of responses to bandscale data
could include:
• Provision of support for EAL/D learners
through a whole class differentiated
approach by the classroom teacher.
• Provision of intensive support for
EAL/D learners with additional support
provided by specialist staff.
• Establishment of an intensive language
class that provides explicit and targeted
SAE language teaching to groups of
EAL/D learners.
• Implementing a whole-school
pedagogical response that includes
integrating SAE and curriculum teaching
and includes differentiating teaching
for learners with different levels of SAE
proficiency.
Department of Education, Training and Employment 21
6.3 EAL/D approach to teaching and learning: Break it Down, Build it Up
Break it down, Build it up is a planning and
teaching framework to meet the needs of
EAL/D learners through explicit and targeted
language teaching in whole class settings.
It focuses and contextualises language
teaching and learning within the school
curriculum by:
• explicitly identifying the language
demands of a task/unit of work for a
specific cohort of students (Break it down)
• sequencing teaching and learning to
address these language demands within
the curriculum focus (Build it up).
Break it down, Build it up, is an example of
differentiation of teaching in a whole class
context to address:
• the language learning needs of EAL/D
learners in the classroom
• the language requirements of English
speaking students who may not be
familiar with (SAE).
This framework can be used across all
learning areas from Prep to Year 12. It has
been trialled by teachers in over 50 schools
across Queensland and has been used
successfully in classrooms with varying
proportions of EAL/D and non-EAL/D
learners.
Access information on Break it down, Build it up online at: http://www.learningplace.com.au/deliver/content.asp?pid=48633
Access the Dimensions of teaching and learning at: http://www.learningplace.com.au/deliver/content.asp?pid=49267
Break it down, Build it up is comprised
of 10 practical steps that guide teachers
as they support their students in
building the English language required
to successfully complete a unit of work
or a task within a unit of work. It aligns
with quality professional practice as
described by the Dimensions of teaching
and learning.
22 Department of Education, Training and Employment
Step 1. BREAK IT DOWN WHAT DO STUDENTS NEED TO DO?Curriculum Intent (for example, Australian Curriculum, Early Years Curriculum Guidelines, Essential Learnings, Senior Syllabus requirements) and language demands of assessment tasks
WHAT CAN STUDENTS ALREADY DO?Feedback/Assessment (for example, oral and written work samples, developmental maps, Bandscale levels, observations, interviews)
Step 2. BREAK IT DOWN
Step 5. BUILD IT UPMAKE MEANING, BUILD LANGUAGE AND DEVELOP ORACY
Step 6. BUILD IT UPAPPLY LANGUAGE TO DEVELOP LITERACY
Step 8. BUILD IT UPENGAGE WITH ASSESSMENT
Step 7. BUILD IT UPEXPAND UNDERSTANDING OF FOCUS CONTENT AREAS
WHAT IS IN THE GAP?
TEACH THIS
Step 3. BREAK IT DOWN
NEED CAN TO DO DO
‘GAP’
Step 4. BRIDGE ACROSSA TEXT AS A FOUNDATION FOR A UNIT
HOW WELL DID STUDENTS PROGRESS?Analyse what students produced in their assessment task(s)
Step 9. BREAK IT DOWN
A framework for working with EAL/D learners in whole class contexts
Develop students’ language and core understanding on the curriculum focus through oral, kinaesthetic, visual, dramatic and/or art activities based on this text
Develop students’ literacy by utilising language and understanding from the textto create and/or explore other texts related to the curriculum focus
Develop students’ understanding by applying this language and literacy todeepen learning within the curriculum focus
Develop students’ capability to respond to a range of spoken and written assessment tasks based on this language, literacy and content
© The State of Queensland (Department of Education, Training and Employment) 2013
Monitor students’ language progressHOW ARE STUDENTS DEVELOPING?
Step 10. BREAK IT DOWN
Watch a recorded web conference on Break it down, Build it up at:https://staff.learningplace.eq.edu.au/OneChannel/Pages/Program.aspx?cid=2&eid=2101&PD-
Department of Education, Training and Employment 23
Key referencesAll policy statements that are available
on the P-12 curriculum, assessment and
reporting framework can be found online at:
http://education.qld.gov.au/curriculum/
framework/p-12/
Education Queensland, The Learning Place,
ESL in the Classroom (online).
http://www.learningplace.com.au/default_
community.asp?orgid=126&suborgid=866
ESL in the classroom supports teachers
and schools in meeting the needs of EAL/D
learners within a whole school approach. It
outlines the knowledge and understanding
necessary for identifying, planning and
responding to English as a second language/
dialect (EAL/D) learners in Queensland
schools. It also contributes towards providing
all students with equitable access to
learning.
Topics include:
• A definition of EAL/D learners
• Processes for identification of EAL/D
students
• Hidden EAL/D learners
• Language and EAL/D learners
• Standard Australian English
• Assessing EAL/D learners
• Bandscales for EAL/D learners
• Teaching EAL/D learners
• Language in the classroom
• Language acquisition
• Explicit language teaching
• A downloads store of documents in Adobe
and Word formats.
Bandscale documents:
Education Queensland 2002, Bandscales for
Aboriginal and Torres Strait Islander Learners
(online).
http://education.qld.gov.au/students/
evaluation/monitoring/bandscales/
Education Queensland 2013, EQ Bandscales
for English as a second language/dialect
(EAL/D) learners (online).
http://www.learningplace.com.au/
uploads/documents/store/doc_866_2964_
bandscales.pdf
McKay, P. (ed.) 2007, Assessing, Monitoring
and Understanding English as a Second
Language in Schools: The NLLIA ESL
Bandscales Version 2. Queensland University
of Technology and Independent Schools
Queensland, Brisbane.
NLLIA 1994, NLLIA ESL Development:
Language and Literacy in Schools Project,
Vol. 1 (Coordinator P.McKay) National
Languages and Literacy Institute of Australia,
Canberra.
24 Department of Education, Training and Employment
Appendix 1:
The diversity of EAL/D learner groups
Islander languages as first languages;
however, many speak ‘contact languages’.
These may be creoles which have historical
influences from English, or non-standard
dialects of English. These languages may
erroneously be construed as a developing
form of SAE, rather than a distinct language,
so careful attention should be given to
assessing Aboriginal and Torres Strait Islander
students from these language backgrounds.
In a significant number of rural and remote
locations across Queensland, EAL/D learners
of Aboriginal and Torres Strait Islander
backgrounds make up the majority or the
entire student cohort, so they receive little
practice in peer interaction with SAE.
2. Students with Maori or Pacific Islander backgrounds
This group is comprised of students either
born in Australia (or another English speaking
country) or arriving in Australia on New
Zealand (or other) passports. If they have
another language spoken at home they will
often be EAL/D learners. If arriving on step
migration from a Pacific or South Sea Island
their SAE learning needs may be quite high,
depending on the language of instruction in
their home school. These students may have
spent considerable time learning in English
in New Zealand schools or they may have low
literacy in English, having spent very little time
in New Zealand. Some may be experiencing
1. Aboriginal students and Torres Strait Islander students
EAL/D learners of Aboriginal and Torres
Strait Islander backgrounds commence and
undertake their formal schooling in SAE.
Some may have a degree of prior learning
in SAE, depending on individual, family or
community circumstances. Many, however,
commence their schooling with beginner
levels of SAE, especially in remote, rural and
urban communities where SAE is not used in
the home or in daily interactions. Aboriginal
and Torres Strait Islander EAL/D learners
in these situations can be thought of as
learning SAE as a foreign language, because
they may only hear and use SAE with their
SAE-speaking teachers.
Some Aboriginal and Torres Strait Islander
EAL/D learners in Queensland speak
traditional Aboriginal and Torres Strait
Appendix 1 introduces the diversity of EAL/D learners who may be present in a Queensland state school classroom. The information contained in this appendix is intended to assist teachers in identifying and supporting their EAL/D learners.
Department of Education, Training and Employment 25
the effects of a shift of language use within
their family or their speech community from
traditional languages towards dialects of
English. Often these do not match classroom-
based, instructional SAE.
3. Students of Australian South Sea Islander background
Australian South Sea Islanders are
the Australian-born descendants of
predominantly Melanesian people who were
brought to Queensland between 1863 and
1904 from 80 Pacific islands, but primarily
Vanuatu and the Solomon Islands. The
Queensland Government formally recognises
Australian South Sea Islanders as a distinct
cultural group. Australian South Sea Islanders
are all Australian permanent residents or
citizens.
4. Immigrants to Australia and temporary visa holders from non-English speaking backgrounds
EAL/D learners who come from non-English
speaking countries to Australia enter
school from a broad range of educational
backgrounds. They arrive in Australia at
any age and might enter school at any time
of the year and at any stage in the school
program. They may or may not be applying
for permanent residency. Some students
may have had age-appropriate schooling in
their first language. Others may have only
completed some English studies, or none at
all. They also bring varying levels of literacies,
skills and knowledge with them which may
assist their learning in Australia. This group
includes:
4a. Temporary residents
This group is comprised of students arriving
as dependants of temporary visa holders.
Their parent/s have obtained a visa to work
or stay in Australia for a specified period of
time (indicated on their visa). If they enrol
their children in an Education Queensland
school they may or may not be required
to pay fees depending on the type of visa
that they hold. This group of students is
not actively or currently seeking permanent
residency.
4b. Migrants on recognised permanent,
temporary or bridging visas
This group is comprised of students arriving
as dependants of migrants on temporary or
permanent or bridging visas. Their parents
have obtained a visa to work or stay in
Australia for either a specified period of time
(indicated on their visa) or permanently (also
indicated on their visa). Some students in
this group may have experienced multiple
migrations before arriving in Australia,
and have had few opportunities to access
educational programs. These students either
have, or are seeking, permanent residency.
26 Department of Education, Training and Employment
5. Students with a refugee background (or students who have a refugee-like status or circumstance)
These students have usually come to
Australia on permanent visas of which there
are many categories. The Human Rights
Education Associates (HRES), defines
refugees:
People who are forced to flee their
homes due to persecution, whether
on an individual basis or as part of a
mass exodus due to political, religious,
military or other problems, are known
as refugees.
Refugee students often have low literacy in
their first language due to lack of schooling
accompanying their displacement. They
may require more assistance than other
overseas-born students. Many students have
left their country in a problematic way and
have endured extreme hardship and other
traumatic experiences.
6. Children born in Australia of migrant heritage where English is not spoken at home
These EAL/D learners are born in Australia
with one or both parents born overseas. They
are second generation migrants and may live
in a home where:
• English is not used
• English may not be the only language
used
• English may be used as a common
language between parents without the
same first language
• a form of spoken English which differs
from SAE is used
• little or no written English is used.
These EAL/D learners may be exposed to
much, some, little or no print-based literacy
in their first language or in English prior to
entering school. This category also includes
learners born in another English-speaking
country where their primary language is not
the national language.
HRES Refugees and Displaced Persons http://www.hrea.org/index.php?doc_id=418
See also: A teacher’s guide to working with students from refugee and displaced backgrounds
http://www.qpastt.org.au/documents/Schoolteachersguide2007.pdf
Find other QPASTT resources at:
http://www.qpastt.org.au/resources_index.html
Department of Education, Training and Employment 27
7. Australian-born students returning from abroad having lived for extended periods of time in countries where their schooling was not in English
Some students were born in Australia but
have travelled with their parents to non-
English speaking countries, sometimes going
back and forth. These students may have
acquired the language of the country they
spent time in and may not have acquired full
proficiency in SAE due to the nature of their
schooling overseas and the lack of SAE being
spoken in that country. They may have EAL/D
needs when they return to Australian schools.
8. Children of deaf adults who use AUSLAN as their first language
AUSLAN is the language of the deaf
community in Australia. Hearing children
raised by deaf family members who use
AUSLAN are referred to as Children of Deaf
Adults (CODAs). These children who have
Australian sign language (AUSLAN) as their
first language may also be EAL/D learners
and can benefit from EAL/D classroom
strategies.
9. International students from non-English speaking countries including:
9a. Dependants of international students on
student visas
Dependants of international students are
school-aged students in Australia with a
parent (or parents) who is studying with
a Queensland education provider. Their
parents enrol school-age students in
Queensland state schools by agreement with
Education Queensland International (EQI) for
the period of their parents’ study program.
They may or may not have EAL/D learning
needs and usually return to their county of
origin.
9b. Fee paying international students
accessing international student programs on
student visas
Fee paying international students on student
visas, requiring EAL/D support, are provided
for as part of the tuition fees paid to schools
by EQI.
28 Department of Education, Training and Employment
Appendix 2:
The EQ Bandscales for EAL/D learners
This is the complete version of the EQ Bandscales for
EAL/D learners. It is the central reference document used
for bandscaling EAL/D learners in Queensland.
The EQ bandscales are used to determine the students’
English language proficiency levels in the four macro
skills of listening, speaking, reading/viewing and writing.
Department of Education, Training and Employment 29
EQ
B
an
ds
ca
le
s
fo
r
EA
L/
D
le
ar
ne
rs
EQ
Band
scale
s
EQ B
ands
cale
s fo
r Eng
lish
as a
n ad
ditio
nal l
angu
age
or d
iale
ct (E
AL/
D) l
earn
ers
EEEQQQBBBaaannndddssscccaaallleeesssfffooorrrEEEAAALLL///DDDllleeeaaarrrnnneeerrrsss
Lang
uage
for E
AL/
D le
arne
rs
Pag
e2
Ban
dsca
les
for E
AL/
D le
arne
rs —
Ear
ly p
hase
P
age
5
Ban
dsca
les
for E
AL/
D le
arne
rs —
Mid
dle
phas
e P
age
9
12/1
1157
2
L
an
gu
ag
e
fo
r
EA
L/
D
le
ar
ne
rs
E
AL/
D le
arne
rs a
re le
arne
rs o
f Eng
lish
as a
n ad
ditio
nal l
angu
age
or d
iale
ct (E
AL/
D).
They
spe
ak
lang
uage
s ot
her t
han
Sta
ndar
d A
ustra
lian
Eng
lish
(SA
E) a
s th
eir f
irst l
angu
age(
s) a
nd b
ring
rich
and
dive
rse
lingu
istic
and
cul
tura
l kno
wle
dge
from
thes
e to
the
clas
sroo
m.
EA
L/D
lear
ners
are
sim
ulta
neou
sly
lear
ning
a n
ew la
ngua
ge p
lus
the
know
ledg
e, u
nder
stan
ding
and
sk
ills
of th
e cu
rric
ulum
thro
ugh
that
new
lang
uage
. Tea
chin
g ne
eds
to s
uppo
rt E
AL/
D s
tude
nts
as
they
add
Eng
lish
to th
eir e
xist
ing
lang
uage
repe
rtoire
.
EA
L/D
lear
ners
may
requ
ire a
dditi
onal
tim
e an
d su
ppor
t alo
ng w
ith in
form
ed te
achi
ng th
at e
xplic
itly
addr
esse
s th
eir l
angu
age
need
s, a
nd a
sses
smen
ts th
at ta
ke in
to a
ccou
nt th
eir d
evel
opin
g E
nglis
h la
ngua
ge p
rofic
ienc
y.
Thro
ugh
who
le-s
choo
l pla
nnin
g, s
choo
ls u
se v
ario
us s
trate
gies
and
adj
ustm
ents
to s
uppo
rt E
AL/
D
lear
ners
in a
chie
ving
the
lear
ning
des
crib
ed fo
r the
ir ag
e co
hort
in th
e m
anda
ted
curr
icul
um. A
ll cl
assr
oom
teac
hers
, acr
oss
all l
earn
ing
area
s, w
ill n
eed
to id
entif
y th
e la
ngua
ge d
eman
ds a
nd
cultu
ral u
nder
pinn
ings
of l
earn
ing
task
s an
d ex
plic
itly
teac
h bo
th th
ese
aspe
cts.
Wha
t are
the
EQ b
ands
cale
s fo
r EA
L/D
lear
ners
? Th
e E
Q b
ands
cale
s pr
ovid
e a
map
of E
AL/
D le
arne
r pro
gres
s in
lear
ning
the
Eng
lish
lang
uage
in
the
scho
ol c
onte
xt.
Thei
r pur
pose
is n
ot to
des
crib
e an
inte
nded
EA
L/D
cur
ricul
um.
Rat
her,
the
band
scal
es a
re d
escr
iptio
ns o
f typ
ical
sec
ond
lang
uage
acq
uisi
tion
and
deve
lopm
ent.
The
y en
able
te
ache
rs to
ass
ess
the
lang
uage
and
lear
ning
sup
port
nece
ssar
y to
ena
ble
EA
L/D
lear
ners
to
acce
ss th
e in
tend
ed c
urric
ulum
acr
oss
all l
earn
ing
area
s.
The
band
scal
es p
rovi
ded
here
are
a s
umm
ary
of d
escr
ipto
rs ta
ken
from
the
Nat
iona
l Lan
guag
es
and
Lite
racy
Inst
itute
of A
ustra
lia (N
LLIA
) ES
L ba
ndsc
ales
(McK
ay P
., H
udso
n, C
., an
d S
apup
po, M
. 19
94) i
n P
. McK
ay (e
d) E
SL
Dev
elop
men
t: La
ngua
ge a
nd L
itera
cy in
Sch
ools
. Can
berr
a, N
atio
nal
Lang
uage
s an
d Li
tera
cy In
stitu
te o
f Aus
tralia
, as
adap
ted
in th
e E
duca
tion
Que
ensl
and
Indi
geno
us
band
scal
es w
ith th
e in
clus
ion
of re
leva
nt n
ew d
escr
ipto
rs to
enc
ompa
ss a
ll E
AL/
D le
arne
rs.
Thes
e de
scrip
tors
wer
e co
mpi
led
base
d on
sec
ond
lang
uage
exp
ertis
e an
d te
ache
r obs
erva
tions
of
stud
ent b
ehav
iour
as
part
of th
e N
LLIA
ES
L D
evel
opm
ent p
roje
ct (1
994)
and
the
Edu
catio
n Q
ueen
slan
d In
dige
nous
Ban
dsca
les
proj
ect (
1999
, 200
2).
Thes
e ba
ndsc
ales
des
crib
e E
AL/
D le
arne
r pat
hway
s fo
r stu
dent
s fro
m m
igra
nt b
ackg
roun
ds a
nd
from
Aus
tralia
n-bo
rn b
ackg
roun
ds (i
nclu
ding
Indi
geno
us s
tude
nts)
. The
leve
ls a
re e
quiv
alen
t to
thos
e on
the
NLL
IA b
ands
cale
s an
d th
e ba
ndsc
ales
for A
borig
inal
and
Tor
res
Stra
it Is
land
er
lear
ners
.
How
are
the
band
scal
es p
rese
nted
? Th
e ba
ndsc
ales
are
pre
sent
ed fo
r tw
o ph
ases
of l
earn
ing:
early
pha
se, f
or le
arne
rs fr
om P
rep
to Y
ear 3
mid
dle
phas
e fo
r lea
rner
s fro
m Y
ear 4
to Y
ear 9
.
Man
y te
ache
rs u
tilis
e th
e m
iddl
e ph
ase
band
scal
es fo
r mon
itorin
g th
eir E
AL/
D le
arne
rs in
the
seni
or
phas
e of
sch
oolin
g. A
ltern
ativ
ely
the
NLL
IA E
SL
Ban
dsca
les
may
be
used
, if t
hey
are
avai
labl
e, a
s th
ey in
clud
e a
spec
ific
seco
ndar
y ye
ars
set o
f ban
dsca
les.
EA
L/D
lear
ners
com
e in
to Q
ueen
slan
d sc
hool
s w
ith w
idel
y di
ffere
nt le
vels
of E
nglis
h pr
ofic
ienc
y an
d m
ay e
nter
at a
ny y
ear l
evel
. The
refo
re, t
he b
ands
cale
s le
vels
do
not a
lign
with
the
year
leve
ls
pres
ente
d in
lear
ning
are
a se
quen
ces.
For
exa
mpl
e, a
stu
dent
may
be
aged
14
and
be p
lace
d in
Y
ear 9
but
may
be
a ne
w a
rriv
al to
Aus
tralia
with
no
prev
ious
Eng
lish
and
ther
efor
e, m
ay b
e
oper
atin
g at
a b
ands
cale
leve
l 1 o
r 2 o
n th
e m
iddl
e ph
ase
band
scal
e le
vels
. In
this
cas
e, th
e st
uden
t w
ould
nee
d in
tens
ive
EA
L/D
sup
port
to a
cces
s th
e m
ains
tream
cur
ricul
um fo
r the
ir ag
e co
hort.
Som
e, b
ut n
ot a
ll, o
f the
ban
dsca
le le
vels
con
tain
a p
re-le
vel,
gene
rally
at l
evel
s 1,
2 o
r 3. P
re-le
vels
ha
ve b
een
incl
uded
to m
ore
expl
icitl
y de
scrib
e th
e va
st p
rogr
ess
lang
uage
lear
ners
mak
e,
parti
cula
rly if
they
:
com
e fro
m a
low
-prin
t lite
racy
bac
kgro
und
ha
ve h
ad li
ttle
prio
r edu
catio
n in
thei
r firs
t lan
guag
e
are
in c
onte
xts
whe
re th
ey o
nly
use
SA
E in
the
clas
sroo
m (e
.g. s
ome
rem
ote
scho
ols)
.
Pre
-leve
ls in
dica
te a
pos
sibl
y le
ngth
ier p
athw
ay o
f dev
elop
men
t. M
ore
spec
ifica
lly, t
he m
iddl
e ph
ase
band
scal
e de
scrip
tors
for r
eadi
ng a
nd w
ritin
g co
ntai
n di
stin
ct c
ateg
orie
s re
late
d to
lear
ners
fro
m ‘l
imite
d sc
hool
ing’
bac
kgro
unds
, to
bette
r ass
ist t
each
ers
in u
nder
stan
ding
and
des
crib
ing
the
prog
ress
of t
his
grou
p of
stu
dent
s.
Oth
er le
arne
rs, w
ho m
ay h
ave
cons
ider
able
edu
catio
n in
a fi
rst l
angu
age,
may
pro
gres
s ra
pidl
y to
ba
ndsc
ale
leve
l 4 if
giv
en ta
rget
ed E
AL/
D s
uppo
rt, b
ut m
ay ta
ke lo
nger
to p
rogr
ess
from
leve
l 4 to
le
vel 5
and
from
leve
l 5 to
leve
l 6.
Sup
port
for E
nglis
h la
ngua
ge le
arni
ng is
crit
ical
in e
nsur
ing
that
EA
L/D
lear
ners
pro
gres
s to
leve
l 6.
All
EA
L/D
lear
ners
nee
d pa
rticu
lar l
angu
age
lear
ning
sup
port
at k
ey ju
nctu
res,
suc
h as
tim
es o
f m
ovem
ent f
rom
prim
ary
to s
econ
dary
sch
ool a
nd a
s sc
hool
lear
ning
task
s be
com
e m
ore
cogn
itive
ly
dem
andi
ng a
nd c
ompl
ex. A
s ac
adem
ic la
ngua
ge b
ecom
es m
ore
com
plex
in s
econ
dary
sch
ool,
EA
L/D
lear
ners
may
not
pro
gres
s as
rapi
dly
thro
ugh
the
band
scal
e le
vels
, whi
le th
ey c
onso
lidat
e th
eir k
now
ledg
e of
sch
ool s
ubje
cts
as th
ey le
arn
in, t
hrou
gh a
nd a
bout
SA
E.
Stu
dent
s w
ho s
peak
a d
iale
ct o
f Eng
lish
may
not
be
visi
ble
in th
e lo
wer
ban
dsca
le s
peak
ing
leve
ls.
How
ever
, due
to th
e la
ngua
ge d
iffer
ence
s be
twee
n th
eir s
poke
n va
rietie
s an
d w
ritte
n E
nglis
h, th
ey
are
wel
l des
crib
ed b
y th
e re
adin
g an
d w
ritin
g ba
ndsc
ales
.
How
can
teac
hers
use
the
band
scal
es?
The
band
scal
es a
re u
sed
for d
iagn
osin
g w
here
stu
dent
s ar
e ‘a
t’ in
term
s of
thei
r Sta
ndar
d A
ustra
lian
Engl
ish
(SA
E) a
cqui
sitio
n. T
hey
prov
ide
teac
hers
with
a b
road
and
gen
eral
ised
pic
ture
of
seco
nd la
ngua
ge a
cqui
sitio
n in
Eng
lish
in th
e sc
hool
con
text
, and
ena
ble
them
to m
onito
r lea
rner
pr
ogre
ss in
the
four
mac
ro s
kills
: lis
teni
ng, s
peak
ing,
read
ing/
view
ing
and
writ
ing.
Lear
ners
may
be
at d
iffer
ent l
evel
s ac
ross
the
mac
ro s
kills
.
To e
stab
lish
an E
AL/
D le
arne
r's b
ands
cale
leve
l, te
ache
rs n
eed
to fi
nd th
e be
st fi
t. Le
arne
rs m
ay
not d
ispl
ay a
ll th
e de
scrip
tors
in a
leve
l at o
nce,
but
may
dis
play
som
e fro
m tw
o or
thre
e di
ffere
nt
leve
ls.
Teac
hers
nee
d to
look
for a
clu
ster
of d
escr
ipto
rs w
hich
indi
cate
a p
artic
ular
leve
l.
For t
he c
lass
room
teac
her,
the
band
scal
es a
re u
sed
in th
e co
ntex
t of c
olle
ctin
g da
ta to
info
rm th
eir
plan
ning
acr
oss
the
lear
ning
are
as.
Whe
n pl
anni
ng, t
each
ers
star
t with
thei
r stu
dent
s an
d m
ake
curr
icul
um d
ecis
ions
bas
ed o
n th
eir
stud
ents
’ lea
rnin
g ne
eds.
The
cur
ricul
um in
tent
will
be
the
sam
e fo
r the
EA
L/D
lear
ner a
s fo
r oth
er
stud
ents
in th
e ag
e co
hort.
Tea
cher
s m
ay n
eed
to ‘b
uild
lang
uage
brid
ges’
usi
ng a
var
iety
of
teac
hing
stra
tegi
es fo
r the
EA
L/D
lear
ner t
o su
ppor
t the
m in
acc
essi
ng th
e in
tend
ed le
arni
ng.
By
usin
g th
e ba
ndsc
ales
to u
nder
stan
d th
e st
uden
t’s le
vel o
f SA
E a
cqui
sitio
n, th
e te
ache
r is
bette
r ab
le to
pro
vide
the
scaf
fold
ing
— in
term
s of
the
appr
opria
te la
ngua
ge fo
cus
— n
eede
d. S
tude
nts
on a
low
er b
ands
cale
leve
l will
hav
e di
ffere
nt la
ngua
ge re
quire
men
ts fr
om th
ose
on h
ighe
r lev
els.
2
L
an
gu
ag
e
fo
r
EA
L/
D
le
ar
ne
rs
3
Sim
ilarly
, in
asse
ssin
g th
e le
arni
ng, t
each
ers
may
nee
d to
sca
ffold
ass
essm
ent t
asks
to s
uppo
rt st
uden
ts in
dem
onst
ratin
g w
hat t
hey
have
lear
ned.
The
band
scal
es p
rese
nted
in th
is d
ocum
ent d
o no
t sup
port
teac
hers
in k
now
ing
wha
t stra
tegi
es to
us
e, a
lthou
gh th
ey c
lear
ly s
ugge
st im
plic
atio
ns fo
r ped
agog
y. T
hey
supp
ort t
each
ers
in
unde
rsta
ndin
g th
e S
AE
acq
uisi
tion
of th
e st
uden
t and
hen
ce to
reco
gnis
e th
at s
caffo
ldin
g m
ight
be
need
ed.
It is
impo
rtant
to n
ote
that
mos
t EA
L/D
lear
ners
are
dev
elop
ing
Eng
lish
lang
uage
ski
lls, l
itera
cy s
kills
, nu
mer
acy
skill
s an
d co
nten
t kno
wle
dge
and
skills
of t
he le
arni
ng a
reas
sim
ulta
neou
sly.
Wha
t tea
chin
g st
rate
gies
wor
k fo
r EA
L/D
lear
ners
? E
AL/
D le
arne
rs, w
ho a
re le
arni
ng th
roug
h S
AE
whi
le a
t the
sam
e tim
e ac
quiri
ng S
AE
, nee
d sp
ecifi
c te
achi
ng a
ppro
ache
s to
bui
ld a
lang
uage
foun
datio
n fo
r suc
cess
ful c
lass
room
lear
ning
.
Eac
h su
bjec
t are
a ha
s its
ow
n la
ngua
ge d
eman
ds a
nd s
peci
fic s
poke
n an
d w
ritte
n ge
nres
. Te
ache
rs s
houl
d be
aw
are
of th
ese,
and
con
side
r the
exp
licit
teac
hing
requ
ired
in o
rder
for t
heir
EA
L/D
lear
ners
to a
cces
s th
e le
arni
ng e
xper
ienc
es, i
nclu
ding
bot
h th
e in
tend
ed c
urric
ulum
and
as
sess
men
t of t
he le
arni
ng1 .
Whe
n th
ere
is n
o al
ignm
ent o
f lan
guag
e le
arne
r nee
ds to
the
curr
icul
um, l
angu
age
lear
ners
can
be
excl
uded
from
muc
h le
arni
ng.
List
enin
g an
d sp
eaki
ng p
rovi
de th
e ba
sis
for l
itera
cy le
arni
ng. F
or th
is re
ason
, in
plan
ning
for
lang
uage
dev
elop
men
t of E
AL/
D le
arne
rs, l
earn
ing
task
s sh
ould
incl
ude
all t
he m
acro
ski
lls o
f lis
teni
ng, s
peak
ing,
read
ing/
view
ing
and
writ
ing.
At a
ll tim
es, l
angu
age
wor
k sh
ould
sit
with
in th
e ag
e co
hort
curr
icul
um a
nd th
e to
pic
and
genr
es b
eing
stu
died
in th
e cl
assr
oom
.
Bre
ak it
dow
n, B
uild
it u
p B
reak
it d
own,
Bui
ld it
up
is a
pla
nnin
g an
d te
achi
ng fr
amew
ork
desi
gned
to m
eet t
he n
eeds
of
EA
L/D
lear
ners
in w
hole
cla
ss s
ettin
gs th
roug
h ex
plic
it an
d ta
rget
ed la
ngua
ge te
achi
ng fo
r all
stud
ents
.
Teac
hers
who
pla
n fo
r EA
L/D
lear
ners
in c
lass
room
set
tings
kno
w th
at la
ngua
ge is
fund
amen
tal t
o co
mm
unic
atio
n so
they
pla
n ho
w to
bui
ld la
ngua
ge fr
om th
e ou
tset
of t
heir
topi
c or
uni
t.
Thes
e te
ache
rs u
nder
stan
d la
ngua
ge, n
ot ju
st in
term
s of
voc
abul
ary,
but
in a
ll its
inte
ract
ing
com
pone
nts
or ‘l
ayer
s’ w
hich
a s
peak
er o
r writ
er u
ses
to c
onve
y m
eani
ng in
a p
artic
ular
con
text
–
such
as
genr
e, s
eman
tics,
stru
ctur
es, w
ord
form
atio
ns, i
nfle
ctio
ns a
nd s
ound
s.
Bre
ak it
dow
n, B
uild
it u
p fo
cuse
s an
d co
ntex
tual
ises
lang
uage
teac
hing
and
lear
ning
with
in th
e sc
hool
cur
ricul
um b
y:
expl
icitl
y id
entif
ying
the
lang
uage
dem
ands
of a
task
/uni
t of w
ork
for t
he s
peci
fic c
ohor
t of
stud
ents
(Bre
ak it
dow
n)
se
quen
cing
teac
hing
and
lear
ning
to a
ddre
ss th
ese
lang
uage
dem
ands
with
in th
e cu
rricu
lum
fo
cus
(Bui
ld it
up)
.
1 G
ibbo
ns, P
. 200
2. S
caffo
ldin
g la
ngua
ge, s
caffo
ldin
g le
arni
ng: t
each
ing
seco
nd la
ngua
ge le
arne
rs in
the
mai
nstre
am
clas
sroo
m. H
eine
man
n: P
orts
mou
th, N
H.
R
eiss
, J. 2
005.
Tea
chin
g co
nten
t to
Eng
lish
lang
uage
lear
ners
: stra
tegi
es fo
r sec
onda
ry s
choo
l suc
cess
. Pea
rson
E
duca
tion:
Whi
te P
lain
s, N
W.
Bre
ak it
dow
n, B
uild
it u
p su
ppor
ts d
iffer
entia
tion
of te
achi
ng th
roug
h a
who
le c
lass
app
roac
h to
ad
dres
s th
e la
ngua
ge le
arni
ng n
eeds
of E
AL/
D le
arne
rs in
the
clas
sroo
m. I
t als
o he
lps
to a
ddre
ss
the
lang
uage
requ
irem
ents
of E
nglis
h sp
eaki
ng s
tude
nts
who
may
not
be
fam
iliar
with
the
Sta
ndar
d A
ustra
lian
Engl
ish
(SA
E) u
sed
in th
e cl
assr
oom
.
Bre
ak it
dow
n, B
uild
it u
p co
mpr
ises
10
prac
tical
ste
ps th
at g
uide
teac
hers
as
they
sup
port
thei
r st
uden
ts in
bui
ldin
g th
e E
nglis
h la
ngua
ge re
quire
d to
suc
cess
fully
com
plet
e a
unit
of w
ork
or a
task
w
ithin
a u
nit o
f wor
k.
The
ES
L in
the
clas
sroo
mw
ebsi
te c
onta
ins
deta
iled
info
rmat
ion
on th
e us
e of
the
Bre
ak it
dow
n,
Bui
ld it
up
fram
ewor
k.
ESL
spea
king
leve
ls a
nd te
achi
ng s
trat
egie
s (E
SLA
TS)
The
ESLA
TS d
ocum
ent d
evel
oped
by
Den
ise
Ang
elo,
Man
ager
, Lan
guag
e P
ersp
ectiv
es, F
ar N
orth
Q
ueen
slan
d In
dige
nous
Sch
oolin
g Su
ppor
t Uni
t (FN
Q IS
SU
), br
ings
toge
ther
EA
L/D
ban
dsca
les
leve
ls w
ith te
achi
ng s
trate
gies
to ta
rget
the
lang
uage
lear
ning
nee
ds o
f EA
L/D
stu
dent
s at
eac
h ba
ndsc
ale
leve
l.
Teac
hing
stra
tegi
es fo
r spe
cific
ban
dsca
le le
vels
hav
e be
en d
evel
oped
for t
he fo
llow
ing
area
s:
Aw
aren
ess
of s
tude
nts’
lang
uage
situ
atio
n B
eing
sup
porti
ve o
f act
ive
parti
cipa
tion
in c
lass
room
talk
C
oncr
ete
stim
uli f
or p
rom
otin
g ta
lk
Dep
th s
tudi
es o
f writ
ten
or m
ultim
edia
text
sEn
cour
agin
g co
nfid
ent l
angu
age
use
thro
ugh
rehe
arsa
l Fo
cus
on e
xplic
it la
ngua
ge te
achi
ng
Expl
icit
gram
mar
teac
hing
It is
ess
entia
l to
teac
h SA
E g
ram
mar
exp
licitl
y, s
yste
mat
ical
ly a
nd c
onsi
sten
tly, c
onte
xtua
lised
with
in
the
text
s be
ing
stud
ied.
With
out e
xplic
it an
d ap
prop
riate
gra
mm
ar te
achi
ng, s
econ
d la
ngua
ge
lear
ners
typi
cally
pla
teau
at a
leve
l bel
ow th
eir a
cade
mic
pro
ficie
ncy
pote
ntia
l.
Cla
ssro
om te
ache
rs n
eed
know
ledg
e of
gra
mm
atic
al fe
atur
es a
t a te
xt, c
laus
e, g
roup
and
wor
d le
vel.
This
ena
bles
them
to a
naly
se g
ram
mat
ical
feat
ures
of t
arge
t tex
ts a
nd id
entif
y re
leva
nt a
spec
ts to
sh
are
with
stu
dent
s. T
his
prac
tice
help
s to
pro
vide
EA
L/D
lear
ners
with
the
nece
ssar
y lin
guis
tic to
ols
to d
emon
stra
te th
eir l
earn
ing
and
to p
rodu
ce o
ptim
al te
xts.
If te
ache
rs te
ach
a m
eta-
lang
uage
abo
ut g
ram
mar
in S
AE
, the
n st
uden
ts a
nd c
lass
room
teac
hers
w
ill s
hare
a c
omm
on te
rmin
olog
y fo
r dis
cuss
ing
gram
mat
ical
form
s an
d st
ruct
ures
, and
it w
ill b
e po
ssib
le to
sup
port
stud
ents
in a
cqui
ring
a de
eper
and
mor
e ac
cura
te c
ontro
l of t
he s
econ
d la
ngua
ge. A
s th
e la
ngua
ge o
f sch
ool b
ecom
es m
ore
cont
extu
ally
redu
ced
and
mor
e ab
stra
ct, t
he
abili
ty to
exp
licitl
y di
scus
s gr
amm
ar in
all
key
lear
ning
are
as is
nec
essa
ry.
Add
ition
al re
sour
ces
The
EA
L/D
web
site
ht
tp://
ww
w.le
arni
ngpl
ace.
com
.au/
defa
ult_
com
mun
ity.a
sp?o
rgid
=126
&su
borg
id=8
66
Ban
dsca
les
for A
borig
inal
and
Tor
res
Stra
it Is
land
ers
ww
w.e
duca
tion.
qld.
gov.
au/s
tude
nts/
eval
uatio
n/m
onito
ring/
band
scal
es/
TES
OL
reso
urce
s ar
e av
aila
ble
from
Lib
rary
Ser
vice
s ht
tp://
educ
atio
n.ql
d.go
v.au
/libr
ary/
33
Dep
artm
ent o
f Edu
cati
on, T
rain
ing
and
Empl
oym
ent
EQ
Ba
nd
sc
ale
s f
or
EA
L/D
le
arn
ers
— E
arl
y p
ha
se
List
enin
g
New
to S
tand
ard
Aus
tralia
n E
nglis
h (S
AE
) B
egin
ning
to c
ompr
ehen
d fa
milia
r SA
EBe
ginn
ing
to c
ompr
ehen
d cl
assr
oom
SAE
D
evel
opin
g co
mpr
ehen
sion
of S
AE
C
onso
lidat
ing
com
preh
ensi
on o
f SA
EB
ecom
ing
com
pete
nt in
SA
E
Leve
l 1 s
tude
nt u
nder
stan
ds is
olat
ed k
ey
wor
ds in
con
text
. Le
vel 2
stu
dent
is b
egin
ning
to
unde
rsta
nd fa
mili
ar ta
lk.
Leve
l 3 s
tude
nt u
nder
stan
ds s
ome
clas
sroo
m
talk
.Le
vel 4
stu
dent
und
erta
kes
som
e le
arni
ng
thro
ugh
SAE.
Le
vel 5
stu
dent
exp
ands
thei
r co
mpr
ehen
sion
of S
AE.
Le
vel 6
stu
dent
com
preh
ends
ex
tend
ed ta
lk in
SA
E.
Descriptors
The
stud
ent:
re
cogn
ises
a fe
w k
ey fa
mili
ar w
ords
su
ppor
ted
by c
onte
xt, g
estu
res,
real
ob
ject
s, v
isua
ls.
co
mpr
ehen
ds th
roug
h no
n-ve
rbal
cue
s w
hich
mat
ch o
wn
cultu
re o
r are
vis
ually
su
ppor
ted.
w
atch
es c
aref
ully
wha
t oth
ers
are
doin
g,
ofte
n fo
llow
ing
thei
r act
ions
, and
in
terp
retin
g w
hat i
s m
eant
by
gest
ures
and
in
tona
tion.
jo
ins
in a
n ac
tivity
but
may
not
spe
ak.
m
ay e
xper
ienc
e a
soci
al a
nd e
mot
iona
l ‘o
rient
atio
n ph
ase’
(ove
rwhe
lmed
with
new
le
arni
ng s
ituat
ion,
impa
ct o
f tra
uma,
nee
d to
dev
elop
trus
t in
clas
sroo
m re
latio
nshi
ps
with
teac
hers
and
pee
rs),
whi
ch c
an b
e pr
olon
ged.
m
ay s
pend
a p
erio
d (fe
w d
ays
to a
few
m
onth
s) a
cqui
ring
lang
uage
thro
ugh
liste
ning
but
is n
ot y
et re
ady
to s
peak
(‘s
ilent
per
iod’
). T
his
is a
nor
mal
but
not
ne
cess
ary
phas
e of
‘act
ive’
lang
uage
le
arni
ng.
The
stud
ent:
co
mpr
ehen
ds a
nd re
spon
ds to
hig
h fre
quen
cy g
reet
ings
, cou
rtesy
phr
ases
an
d si
mpl
e di
rect
ions
.
de
pend
s on
face
-to-fa
ce c
onta
ct w
ith
acco
mpa
nyin
g bo
dy la
ngua
ge.
re
spon
ds p
hysi
cally
to s
impl
e di
rect
ions
an
d in
stru
ctio
ns w
ith e
xtra
sup
port
(e.g
. ge
stur
es, r
epet
ition
and
reph
rasi
ng a
s ne
eded
) fro
m th
e sp
eake
r.
ne
eds
time
to p
roce
ss w
hat i
s he
ard.
do
es n
ot p
erce
ive
certa
in s
ound
s in
SA
E
or c
erta
in c
ombi
natio
ns o
f sou
nds
due
to
hom
e la
ngua
ge (H
L) c
onso
nant
/vow
el
conf
igur
atio
ns (e
.g. n
ot h
earin
g co
nson
ants
at t
he e
nds
of w
ords
, not
he
arin
g m
iddl
e vo
wel
sou
nds
for r
hym
ing
wor
ds).
m
ay a
ppea
r to
unde
rsta
nd S
AE
, but
may
us
e no
n-st
anda
rd fo
rms
of ta
ught
fo
rmul
aic
SA
E w
hich
pro
vide
evi
denc
e of
be
ing
an E
AL/
D le
arne
r (e.
g. s
ays
‘Gol
dilo
cks
an d
a tre
e be
ar’).
The
stud
ent:
pi
cks
out s
ome
key
wor
ds a
nd p
hras
es fr
om
teac
her t
alk
on fa
mili
ar to
pics
and
whe
re
cont
extu
al s
uppo
rt (p
ictu
res,
ges
ture
s, e
tc.)
is
prov
ided
. Com
preh
ends
bes
t in
face
to fa
ce
cont
act,
and
whe
n re
petit
ion,
sim
plifi
catio
n an
d pa
raph
rasi
ng a
re p
rovi
ded
by th
e te
ache
r.
co
mpr
ehen
ds a
nd re
spon
ds (e
.g. y
es/n
o) to
ro
utin
e en
quiri
es w
ith li
ttle
diffi
culty
.
fo
llow
s a
shor
t seq
uenc
e of
inst
ruct
ions
rela
ted
to
fam
iliar
cla
ssro
om p
roce
dure
s, (e
.g. t
each
er s
ays
‘brin
g yo
ur b
ook
to m
e an
d sh
ow m
e yo
ur s
tory
’).
co
ntin
ues
to n
eed
time
to p
roce
ss w
hat i
s he
ard.
ha
s di
fficu
lty fo
llow
ing
sim
ple
inte
ract
ions
at S
AE
sp
eake
r spe
ed, o
r with
bac
kgro
und
nois
e.
ha
s lim
ited
com
preh
ensi
on o
f a ra
nge
of
gram
mat
ical
feat
ures
suc
h as
pre
posi
tions
, ver
b te
nses
, pro
noun
s an
d ad
verb
s in
add
ition
to
cont
ent w
ords
.
ne
eds
one-
on-o
ne a
ssis
tanc
e af
ter t
each
er
inst
ruct
ion
to c
larif
y th
e ta
sk w
hen
com
men
cing
le
arni
ng a
ctiv
ity (e
.g. w
ritin
g ta
sks,
gro
up
activ
ities
).
m
ay re
ly o
n H
L w
ith p
eers
for c
larif
icat
ion
arou
nd
clas
sroo
m ta
sks.
re
lies
on te
ache
r kno
win
g th
ey s
peak
ano
ther
la
ngua
ge.
The
stud
ent:
co
mpr
ehen
ds w
ith e
ase
soci
al S
AE in
fa
mili
ar c
onte
xts
(e.g
. in
gene
ral s
choo
l co
ntex
t: in
cla
ssro
om in
tera
ctio
n ar
ound
ac
tiviti
es, i
n pl
aygr
ound
inte
ract
ions
, on
excu
rsio
ns),
with
onl
y oc
casi
onal
hel
p gi
ven
by th
e sp
eake
r.
fo
llow
s in
stru
ctio
ns w
ithin
the
clas
sroo
m
lear
ning
act
ivity
if e
xpla
ined
and
pre
sent
ed
clea
rly (i
.e. w
ith c
lear
ste
ps, m
odel
ling
of
the
task
, log
ical
seq
uenc
ing
of s
teps
) but
w
ill o
ften
rely
on
furth
er re
petit
ion
of
inst
ruct
ions
on
a on
e-to
-one
or s
mal
l gr
oups
bas
is.
m
isse
s pr
ecis
e de
tails
of t
each
er ta
lk.
co
ntin
ues
to n
eed
time
to p
roce
ss w
hat i
s he
ard.
m
isse
s ba
sic
info
rmat
ion
due
to le
vels
of
back
grou
nd n
oise
.
be
nefit
s fro
m H
L he
lper
.
re
quire
s co
nsta
nt s
caffo
ldin
g to
pro
cess
cl
assr
oom
lear
ning
, eve
n th
ough
sur
face
so
cial
spo
ken
fluen
cy s
ugge
sts
that
suc
h sc
affo
ldin
g is
not
nec
essa
ry.
m
ay u
se s
trate
gies
whi
ch g
ive
the
impr
essi
on th
at c
ompr
ehen
sion
has
take
n pl
ace
e.g.
nod
ding
, sm
iling
.
The
stud
ent:
co
mpr
ehen
ds s
ocia
l SA
E in
a ra
nge
of
soci
al c
onte
xts
perti
nent
to th
eir a
ge le
vel
with
littl
e de
pend
ence
on
extra
hel
p fro
m
the
spea
ker,
espe
cial
ly if
the
topi
c is
fa
mili
ar.
co
mpr
ehen
ds m
ain
poin
ts a
nd m
ost d
etai
l in
lear
ning
act
iviti
es o
n ta
ught
fam
iliar
to
pics
if a
ctiv
ities
are
lang
uage
focu
sed.
ga
ins
gene
ral s
ense
of n
ew to
pic-
spec
ific
lang
uage
if c
onte
xtua
l and
lang
uage
su
ppor
t is
give
n, a
nd ti
me
allo
wed
for
proc
essi
ng.
m
isse
s so
me
spec
ific
deta
ils o
f new
le
arni
ng b
ecau
se o
f lac
k of
‘dep
th’ o
f la
ngua
ge, e
.g. l
ack
of u
nder
stan
ding
of
rela
tions
hips
suc
h as
pro
blem
/sol
utio
n (if
…th
en),
com
pare
/con
trast
(sim
ilar t
o;
diffe
rent
from
), lim
ited
rang
e of
vo
cabu
lary
.
co
ntin
ues
to h
ave
som
e di
fficu
lty
com
preh
endi
ng e
xten
ded
teac
her t
alk
at
norm
al s
peed
.
ex
perie
nces
diff
icul
ty c
ompr
ehen
ding
co
mpl
ex id
eas
in le
arni
ng a
ctiv
ities
whe
n th
ey a
re e
xpre
ssed
thro
ugh
com
plex
SA
E
lang
uage
.
ha
s di
fficu
lty d
istin
guis
hing
rele
vant
in
form
atio
n du
e to
bac
kgro
und
nois
e (e
.g.
in a
sch
ool a
ssem
bly)
.
The
stud
ent:
co
mpr
ehen
ds e
asily
in m
ost
soci
al a
nd le
arni
ng c
onte
xts
rele
vant
to th
eir o
wn
age
and
phas
e of
sch
oolin
g.
un
ders
tand
s ex
tend
ed te
ache
r ta
lk a
t nor
mal
spe
ed in
clud
ing
new
topi
cs. L
apse
s, w
hich
so
met
imes
occ
ur g
ener
ally
, do
not a
ffect
ove
rall
com
preh
ensi
on.
su
stai
ns u
nder
stan
ding
of m
ain
idea
s in
gro
up a
nd w
hole
cla
ss
disc
ussi
ons
invo
lvin
g m
ore
than
on
e in
tera
ctio
n.
4
EQ
Ba
nd
sc
ale
s f
or
EA
L/D
le
arn
ers
— E
arl
y p
ha
se
Spea
king
New
to S
tand
ard
Aus
tralia
n E
nglis
h (S
AE
) B
egin
ning
to u
se fa
milia
r SA
E
Beg
inni
ng to
par
ticip
ate
in S
AED
evel
opin
g us
e of
SA
E
Con
solid
atin
g us
e of
SA
EB
ecom
ing
com
pete
nt in
SA
E
Pre-
Leve
l 1 s
tude
nt u
ses
hom
e la
ngua
ge e
xclu
sive
ly.
Leve
l 1 s
tude
nt u
ses
isol
ated
SA
E w
ords
. Pr
e-Le
vel 2
stu
dent
sta
rtin
g to
us
e re
hear
sed
SAE
phra
ses.
Le
vel 2
stu
dent
trie
s sh
ort u
ttera
nces
on
thei
r ow
n.
Leve
l 3 s
tude
nt p
artic
ipat
es
in s
ome
clas
sroo
m ta
lk.
Leve
l 4 s
tude
nt u
nder
take
s so
me
lear
ning
thro
ugh
SAE.
Le
vel 5
stu
dent
exp
ands
th
eir r
ange
of S
AE.
Le
vel 6
stu
dent
exp
ress
es
mor
e co
mpl
ex id
eas
in
SAE.
Descriptors
The
stud
ent:
m
ay u
se h
ome
lang
uage
(H
L) –
spo
ken
and
‘bod
y la
ngua
ge’ –
eve
n w
ith S
AE
sp
eake
rs (p
artic
ular
ly c
reol
e sp
eake
rs).
m
ay ta
lk s
pont
aneo
usly
in
HL
(e.g
. dur
ing
clas
sroo
m
activ
ities
).
m
ay a
nsw
er S
AE
que
stio
ns
in H
L.
ne
eds
an a
ttent
ive
liste
ner
to p
redi
ct m
eani
ng (e
.g.
from
ges
ture
s an
d co
ntex
t).
m
ay e
xpec
t all
liste
ners
to
unde
rsta
nd H
L (i.
e. e
ven
SA
E s
peak
ers)
.
re
quire
s an
inte
rpre
ter f
or
impo
rtant
com
mun
icat
ion
with
in s
choo
l or b
etw
een
scho
ol a
nd fa
mily
(up
to
leve
l 5).
The
stud
ent:
us
es s
ingl
e S
AE
wor
ds
occa
sion
ally
(e.g
. whe
n na
min
g or
labe
lling
so
me
obje
cts)
.
us
es w
ords
that
exp
ress
im
med
iate
nee
ds.
us
es g
estu
res
to in
dica
te
mea
ning
s, n
eeds
, lik
es
and
disl
ikes
.
ne
eds
an a
ttent
ive
liste
ner t
o pr
edic
t m
eani
ng (e
.g. f
rom
ge
stur
es a
nd c
onte
xt).
m
ay ‘e
cho’
SA
E w
ords
an
d ph
rase
s.
m
ay ta
lk s
pont
aneo
usly
in
HL
(e.g
. dur
ing
clas
sroo
m a
ctiv
ities
).
m
ay s
pend
a p
erio
d (fe
w
days
to a
few
mon
ths)
ac
quiri
ng la
ngua
ge b
ut
is n
ot y
et re
ady
to s
peak
(‘s
ilent
per
iod’
). T
his
is a
no
rmal
but
not
ne
cess
ary
phas
e of
la
ngua
ge le
arni
ng.
m
ay e
xper
ienc
e a
soci
al
and
emot
iona
l ‘o
rient
atio
n ph
ase’
(o
verw
helm
ed w
ith n
ew
lear
ning
situ
atio
n, im
pact
of
trau
ma,
nee
d to
de
velo
p tru
st in
cl
assr
oom
rela
tions
hips
w
ith te
ache
rs a
nd
peer
s), w
hich
can
be
prol
onge
d.
The
stud
ent:
us
es s
ome
rout
ine
and
rehe
arse
d so
cial
SA
E (e
.g.
fam
iliar
cou
rtesi
es s
uch
as
‘goo
d m
orni
ng M
iss’
).
is
dev
elop
ing
a la
rger
set
of
sing
le w
ords
.
us
es re
hear
sed,
mem
oris
ed
or fo
rmul
aic
taug
ht u
ttera
nces
(e
.g. r
epea
ting
mem
oris
ed
phra
ses/
sent
ence
s fro
m a
sh
ared
read
ing
book
; util
isin
g ro
utin
e m
emor
ised
sen
tenc
es
from
wel
l-reh
ears
ed
clas
sroo
m to
pic)
.
pr
oduc
es a
ccur
ate
mem
oris
ed S
AE
whi
ch m
ay
mis
lead
ingl
y su
gges
t a h
ighe
r le
vel.
m
akes
mea
ning
onl
y w
hen
liste
ner h
as p
rior
unde
rsta
ndin
g of
the
cont
ext.
m
ay ta
lk s
pont
aneo
usly
in H
L (e
.g. d
urin
g cl
assr
oom
ac
tiviti
es).
The
stud
ent:
us
es ro
utin
e an
d re
hear
sed
soci
al S
AE
(e
.g. e
very
day
polit
e re
ques
ts s
uch
as
‘can
I ge
t a d
rink,
ple
ase?
’).
be
gins
com
bini
ng w
ords
into
a fe
w (i
.e.
not r
ehea
rsed
) tw
o –
thre
e w
ord
utte
ranc
es li
nked
by
sequ
ence
(i.e
. not
co
nnec
tives
) but
nee
ds s
uppo
rtive
lis
tene
r and
env
ironm
ent.
m
akes
slig
ht d
evia
tions
in ro
utin
e fo
rmul
aic
SA
E w
hich
indi
cate
that
SA
E
is n
ot fi
rst l
angu
age.
is
dev
elop
ing
conf
iden
ce to
take
risk
s w
ith th
eir b
egin
ning
SA
E a
t sch
ool.
m
ay u
se s
ome
SA
E to
exe
rt in
fluen
ce
on a
situ
atio
n (e
.g. d
irect
ing
othe
rs:
says
‘sit
on th
e m
at’ a
s pa
rt of
mor
ning
ro
utin
e).
jo
ins
in re
petit
ive
lang
uage
of s
torie
s,
poem
s an
d so
ngs.
m
ay re
peat
que
stio
ns o
r sta
tem
ents
of
othe
rs.
ta
lks
spon
tane
ousl
y in
HL
(e.g
. dur
ing
clas
sroo
m a
ctiv
ities
) and
will
con
tinue
to
do s
o.
w
ill re
ly o
n at
tent
ive
spea
ker (
gest
ures
, co
ntex
t, ob
ject
and
pic
ture
s) to
hel
p co
mm
unic
atio
n.
The
stud
ent:
jo
ins
in ro
utin
e ex
chan
ges
(e.g
. gre
etin
g, s
impl
e ro
utin
e cl
assr
oom
re
spon
ses)
with
out g
reat
di
fficu
lty.
ne
eds
to re
ly h
eavi
ly o
n th
e co
ntex
t and
on
the
conv
ersa
tion
partn
er fo
r su
ppor
t (e.
g. a
llow
ing
time
for t
he le
arne
r to
proc
ess
wha
t the
y w
ant t
o sa
y,
givi
ng s
uppo
rtive
ges
ture
s an
d fa
cial
exp
ress
ions
, re
phra
sing
que
stio
ns,
usin
g ob
ject
s/pi
ctur
es,
rete
lling
a s
tory
).
pa
rtici
pate
s in
and
initi
ates
fa
ce-to
-face
inte
ract
ion
on
fam
iliar
cla
ssro
om to
pics
w
ith fa
mili
ar p
eopl
e in
a
clas
sroo
m s
ituat
ion
but
relie
s on
sup
port
from
lis
tene
r and
con
text
.
co
nstru
cts
own
lang
uage
be
yond
form
ulae
and
two
--
thre
e w
ord
utte
ranc
es.
gi
ves
shor
t res
pons
es to
te
ache
r’s g
uidi
ng q
uest
ions
ab
out c
lass
room
act
iviti
es
(e.g
. tea
cher
ask
s ’w
hat
have
you
got
ther
e?’).
m
ay n
eed
or p
refe
r a lo
ng
wai
t tim
e be
fore
re
spon
ding
in S
AE
.
us
es H
L fo
r soc
ial
inte
ract
ion.
The
stud
ent:
co
mm
unic
ates
in a
gro
win
g ra
nge
of
fam
iliar
soc
ial a
nd le
arni
ng s
ituat
ions
w
ith s
ome
supp
ort f
rom
list
ener
and
co
ntex
t.
at
tem
pts
to e
xpre
ss c
ompl
ex
thou
ghts
and
feel
ings
in E
nglis
h bu
t re
lies
on a
ttent
ive
conv
ersa
tion
partn
er to
follo
w m
eani
ng.
pr
efer
s to
exp
ress
them
selv
es
with
out i
nter
rupt
ion
or c
orre
ctio
ns.
su
stai
ns a
con
vers
atio
n w
ith a
n at
tent
ive
adul
t on
a fa
mili
ar to
pic
(e.g
. de
scrib
ing
clas
sroo
m a
ctiv
ities
, re
telli
ng s
torie
s, d
escr
ibin
g pa
st a
nd
pres
ent e
vent
s) b
ut m
ay n
ot p
rovi
de
expl
icit
deta
ils.
ha
s co
nfid
ence
to g
ive
a sh
ort
mor
ning
talk
but
has
frag
men
ted
lang
uage
whe
n at
tem
ptin
g lo
nger
di
scou
rses
.
ex
plor
es m
ore
com
plex
idea
s in
HL
with
HL-
spea
king
pee
rs a
nd a
dults
.
ca
n gi
ve s
hort
answ
ers
to w
ho, w
hat,
whe
re, w
hen,
why
and
how
sin
gle-
clau
se q
uest
ions
abo
ut
cont
extu
alis
ed c
lass
room
act
iviti
es.
re
quire
s tim
e to
pro
cess
thou
ghts
an
d fo
rmul
ate
SA
E u
ttera
nces
.
m
akes
app
roxi
mat
ions
to S
AE
form
s
and
so s
peak
ing
and
writ
ing
will
co
ntai
n er
rors
(whi
ch a
re a
sig
n of
la
ngua
ge d
evel
opm
ent)
but m
eani
ng
is g
ener
ally
uni
mpe
ded.
The
stud
ent:
su
stai
ns p
artic
ipat
ion
in
smal
l gro
up d
iscu
ssio
ns
on fa
mili
ar le
arnt
topi
cs.
co
ntrib
utes
ow
n id
eas
and
opin
ions
in S
AE
in
one-
to-o
ne c
onve
rsat
ion
and
with
enc
oura
gem
ent
with
in s
uppo
rtive
cl
assr
oom
con
text
.
is
flue
nt in
fam
iliar
are
as,
thou
gh m
ay s
till
appr
oxim
ate
SA
E fo
rms.
pa
rtici
pate
s in
regu
lar
clas
sroo
m a
ctiv
ities
on
fam
iliar
topi
cs, b
ut d
oes
not h
ave
the
‘dep
th’ o
f la
ngua
ge n
eede
d to
re
late
mor
e co
mpl
ex
idea
s ne
eded
in le
arni
ng
thro
ugh
SA
E.
The
stud
ent:
us
es S
AE
with
flue
ncy
in a
ll so
cial
and
lear
ning
ac
tiviti
es.
ca
n pa
rtici
pate
in a
n in
tera
ctio
n ex
pres
sing
ow
n id
eas
and
opin
ions
with
littl
e he
lp fr
om te
ache
rs o
r pee
rs
thou
gh w
ith s
ome
diffi
culti
es w
ith p
reci
sion
of
mea
ning
.
ex
pres
ses
mor
e co
mpl
ex
idea
s on
bot
h fa
mili
ar a
nd
new
topi
cs a
s lo
ng a
s th
e co
nten
t is
wel
l gro
unde
d.
5
35
Dep
artm
ent o
f Edu
cati
on, T
rain
ing
and
Empl
oym
ent
EQ
Ba
nd
sc
ale
s f
or
EA
L/D
le
arn
ers
— E
arl
y p
ha
se
R
eadi
ng/v
iew
ing
New
to re
adin
g an
d to
SA
E
Beg
inni
ng to
reco
gnis
e w
ords
and
wor
d cl
uste
rs
Beg
inni
ng to
com
preh
end
shor
t fa
milia
r tex
ts
App
lyin
g de
velo
ping
read
ing
skills
C
onso
lidat
ing
read
ing
skills
B
ecom
ing
com
pete
nt
read
ers
Pre-
Leve
l 1 s
tude
nt is
new
to
read
ing
and
to S
AE.
Le
vel 1
stu
dent
is n
ew to
read
ing
in S
AE.
Pr
e-Le
vel 2
stu
dent
beg
ins
to
reco
gnis
e fa
mili
ar w
ords
and
m
emor
ised
wor
d cl
uste
rs.
Leve
l 2 s
tude
nt b
egin
s to
re
cogn
ise
wor
ds a
nd
shor
t wor
d cl
uste
rs.
Leve
l 3 s
tude
nt b
egin
s to
co
mpr
ehen
d sh
ort f
amili
ar te
xts
in
SAE
with
con
text
ual s
uppo
rt.
Leve
l 4 s
tude
nt a
pplie
s re
adin
g sk
ills
in fa
mili
ar c
onte
xts
and
topi
cs.
Leve
l 5 s
tude
nt is
bec
omin
g a
conf
iden
t rea
der w
ithin
thei
r lim
ited
lang
uage
pro
ficie
ncy.
Leve
l 6 s
tude
nt
com
preh
ends
mos
t te
xts.
Descriptors
The
stud
ent:
m
akes
mea
ning
from
vi
sual
cue
s in
thei
r en
viro
nmen
t (e.
g. fi
ndin
g ite
ms
in th
e lo
cal s
hop
or
supe
rmar
ket,
McD
onal
ds
logo
).
m
ay d
emon
stra
te w
ell-
deve
lope
d ob
serv
atio
nal
skill
s (e
.g. r
eadi
ng tr
acks
in
the
envi
ronm
ent).
sh
ows
fam
iliar
ity w
ith
mul
timed
ia (e
.g. D
VD
s,
tele
visi
on p
rogr
ams)
.
ha
s lit
tle e
xper
ienc
e w
ith
book
s an
d th
eir
purp
oses
.
lo
oks
at p
ictu
res
in b
ooks
.
us
es h
ome
lang
uage
(H
L) in
any
atte
mpt
s to
co
mm
unic
ate
thei
r ide
as.
The
stud
ent:
re
cogn
ises
and
nam
es s
ome
lette
rs a
nd w
ords
with
in v
isua
l co
ntex
t, w
hich
they
enc
ount
er
frequ
ently
and
for w
hich
mea
ning
is
giv
en (e
.g. s
igns
and
labe
ls,
bran
d na
mes
, pol
ice,
sch
ool).
re
cogn
ises
thei
r nam
e, o
r par
t of i
t, in
prin
t.
ex
hibi
ts re
adin
g-lik
e be
havi
our,
(e.g
. whe
n ch
oosi
ng a
boo
k, s
ittin
g an
d lo
okin
g at
a b
ook,
turn
ing
page
s, s
tudy
ing
pict
ures
).
be
gins
to d
evel
op c
once
pts
of
clas
sroo
m li
tera
cy.
re
lies
heav
ily o
n m
emor
y, te
ache
r, vi
sual
and
con
text
ual s
uppo
rt to
m
ake
mea
ning
in s
hare
d te
xts.
pr
ogre
sses
mor
e ra
pidl
y th
roug
h th
is le
vel i
f the
y ha
ve fi
rst
lang
uage
prin
t lite
racy
bac
kgro
und
(up
to le
vel 4
).
The
stud
ent:
re
cogn
ises
mem
oris
ed w
ords
an
d sh
ort w
ord
clus
ters
in
SA
E if
thes
e ha
ve b
een
recy
cled
, ofte
n in
a v
arie
ty o
f la
ngua
ge a
ctiv
ities
(e.g
. w
ords
on
the
wea
ther
cha
rt).
re
cogn
ises
mem
oris
ed w
ords
in
con
text
(e.g
. may
kno
w a
w
ord
on a
cha
rt bu
t may
not
be
abl
e to
reco
gnis
e it
in a
st
oryb
ook/
com
pute
r gam
e).
sh
ows
sign
s of
resp
ondi
ng to
kn
own
text
‘rea
d’
inde
pend
ently
, e.g
. lau
ghte
r, su
rpris
e an
d di
sapp
oint
men
t an
d ve
rbal
resp
onse
s in
HL.
m
akes
mea
ning
s an
d pr
edic
tions
in H
L an
d be
gins
to
und
erst
and
SA
E in
text
s re
ad to
them
with
teac
her
supp
ort.
ca
n ‘re
ad’ s
hort
and
very
fa
mili
ar S
AE
text
s fro
m
mem
ory.
lin
ks s
poke
n S
AE
wor
ds a
nd
phra
ses
with
pic
ture
s.
The
stud
ent:
be
gins
to s
ee
them
selv
es a
s re
ader
s,
and
disp
lays
‘one
to o
ne
corr
espo
nden
ce’
conf
iden
tly.
at
tem
pts
to re
ad s
impl
e an
d sh
ort t
exts
with
re
petit
ive
sent
ence
pa
ttern
s on
ow
n.
be
gins
to u
se c
onte
xtua
l an
d vi
sual
cue
s to
gai
n m
eani
ng fr
om te
xt (e
.g.
who
le w
ord
shap
e, u
sing
a
lette
r sha
pe in
wor
ds
to re
cogn
ise
the
wor
d,
usin
g cu
es fr
om
pict
ures
).
is
dev
elop
ing
phon
emic
aw
aren
ess
skill
s an
d so
und-
sym
bol
rela
tions
hips
.
ha
s a
limite
d ra
nge
of
read
ing
voca
bula
ry
/phr
ases
unt
il th
ey h
ave
acqu
ired
the
rele
vant
sp
oken
lang
uage
.
re
quire
s ab
ility
to h
ear
SA
E s
ound
s be
fore
they
ca
n be
iden
tifie
d in
re
adin
g.
The
stud
ent:
re
ads
shor
t fam
iliar
text
s (w
ords
and
ph
rase
s in
pas
sage
s, s
hort
pass
ages
) with
con
text
ual s
uppo
rt w
hich
use
s la
ngua
ge th
at h
as b
een
recy
cled
in a
var
iety
of w
ays.
is
lim
ited
by th
eir d
evel
opin
g sp
oken
pr
ofic
ienc
y in
SA
E.
re
ads
own
writ
ten
stor
ies
to p
eers
an
d te
ache
rs (u
sing
bot
h m
emor
y an
d w
ord
reco
gniti
on).
re
tells
sto
ries
in H
L w
ith g
uide
d qu
estio
ning
and
pro
mpt
ing
from
the
teac
her (
e.g.
Tea
cher
ask
s ‘w
hat
happ
ened
then
? O
h th
ey…
did
then
?
Wha
t did
they
do
then
?’).
be
gins
to e
xpec
t wha
t is
read
in S
AE
to
mak
e se
nse.
in
dica
tes
full
mea
ning
not
ach
ieve
d (e
.g. s
ays
‘Tha
t mak
e no
sen
se!’)
and
ne
eds
assi
stan
ce to
mov
e fro
m
deco
ding
to c
ompr
ehen
sion
.
ne
eds
expl
icit
lang
uage
teac
hing
(w
ord
orde
r, gr
amm
ar, u
nfam
iliar
vo
cabu
lary
) and
lite
racy
teac
hing
(p
hone
mic
aw
aren
ess,
gr
apho
phon
ics,
wor
d at
tack
ski
lls) o
r m
ay p
late
au a
t dec
odin
g le
vel.
re
quire
s su
ppor
t and
exp
licit
teac
hing
if
creo
le/d
iale
ct s
peak
er in
un
ders
tand
ing
the
diffe
renc
es in
vo
cabu
lary
and
gra
mm
ar.
The
stud
ent:
ga
ins
mea
ning
from
text
s ar
ound
w
hich
lang
uage
act
iviti
es h
ave
been
ba
sed
and
for w
hich
con
text
ual c
ues
are
prov
ided
(e.g
. sho
rt re
petit
ive
narr
ativ
es, s
impl
e pr
oced
ures
in
clud
ing
reci
pes,
sim
ple
invi
tatio
ns,
lette
rs, e
mai
l).
ga
ins
a ‘s
ense
’ of t
exts
(whi
ch m
ay
be o
n cl
assr
oom
topi
cs) b
ased
on
clas
s ex
perie
nce
and
join
tly
cons
truct
ed b
y th
e te
ache
r and
st
uden
ts; h
owev
er c
ompr
ehen
sion
m
ay b
e sp
orad
ic.
in
depe
nden
tly re
ads
with
in th
e ra
nge
of th
ese
type
s of
text
s, a
nd w
ithin
the
rang
e of
thei
r ove
rall
prof
icie
ncy
in
SA
E.
dr
aws
on a
gro
win
g bu
t stil
l lim
ited
over
all p
rofic
ienc
y in
SA
E;
com
preh
ensi
on in
unf
amili
ar to
pics
is
rest
ricte
d.
be
nefit
s fro
m in
tens
ive
voca
bula
ry
build
ing
as th
ey e
ncou
nter
new
text
s.
re
quire
s ex
tra p
roce
ssin
g tim
e,
espe
cial
ly w
hen
oper
atin
g un
der t
est
cond
ition
s up
unt
il le
vel 6
.
The
stud
ent:
re
ads
mos
t tex
ts (w
ithin
leve
l ra
nges
exp
ecte
d at
thei
r ph
ase
of s
choo
ling)
on
fam
iliar
/taug
ht to
pics
but
us
ing
less
com
plex
lang
uage
an
d co
ntex
tual
cue
s.
la
cks
‘dep
th’ o
f co
mpr
ehen
sion
and
pr
edic
ting
abili
ty in
nar
rativ
es,
and
in in
form
atio
nal t
exts
on
unfa
mili
ar to
pics
and
pr
oced
ures
.
re
ads
at th
e lit
eral
leve
l but
no
t at i
nfer
entia
l and
ev
alua
tive
leve
ls.
co
mpr
ehen
ds s
traig
ht fo
rwar
d te
xts
whi
ch re
late
to o
ral
lang
uage
and
whi
ch a
re n
ot
over
load
ed w
ith n
ew
lang
uage
, con
cept
s an
d cu
ltura
lly s
peci
fic in
form
atio
n.
ne
eds
teac
her a
nd c
onte
xtua
l su
ppor
t for
new
lang
uage
and
co
ncep
ts in
info
rmat
iona
l te
xts
on u
nfam
iliar
topi
cs.
The
stud
ent:
re
ads
com
pete
ntly
in
SA
E w
ithin
the
rang
e of
ab
ility
exp
ecte
d at
thei
r ph
ase
of s
choo
ling
thou
gh s
till n
eed
mor
e tim
e th
an th
eir
mai
nstre
am p
eers
to
proc
ess
info
rmat
ion
to
gain
mea
ning
from
text
s an
d to
inte
rnal
ise
the
cont
ent.
co
mpr
ehen
ds m
ost t
exts
(w
ithin
the
rang
e of
ab
ility
exp
ecte
d at
thei
r ph
ase
of s
choo
ling)
, w
ith th
e su
ppor
t no
rmal
ly p
rovi
ded
to
lear
ners
at t
heir
phas
e of
sch
oolin
g (e
.g.
intro
duct
ion
of n
ew
voca
bula
ry a
nd
conc
epts
, tal
king
aro
und
the
topi
c).
is
abl
e to
read
to
acqu
ire n
ew le
arni
ng.
ne
eds
supp
ort w
ith
cultu
ral r
efer
ence
s an
d id
iom
atic
lang
uage
, pa
ttern
s of
poe
try a
nd
rhym
es in
SA
E.
6
EQ
Ba
nd
sc
ale
s f
or
EA
L/D
le
arn
ers
— E
arl
y p
ha
se
7
Writ
ing New
to w
ritin
g B
egin
ning
to
expe
rimen
t with
writ
ing
in S
AE
Beg
inni
ng to
writ
e ow
n sh
ort s
impl
e te
xts
App
lyin
g un
ders
tand
ing
of te
xts
to o
wn
writ
ing
Dev
elop
ing
cont
rol o
ver
lang
uage
and
text
B
ecom
ing
com
pete
nt
writ
ers
Pre-
Leve
l 1 s
tude
nt is
new
ly
intr
oduc
ed to
con
cept
of
writ
ing.
Leve
l 1 s
tude
nt is
new
to
writ
ing.
Le
vel 2
stu
dent
atta
ches
m
eani
ng to
thei
r writ
ing
in
an a
ppro
xim
atio
n of
SA
E.
Pre-
Leve
l 3 s
tude
nt b
egin
s to
writ
e w
ith s
impl
e se
nten
ce s
truc
ture
s.
Leve
l 3 s
tude
nt b
egin
s to
w
rite
own
very
sho
rt te
xts.
Le
vel 4
stu
dent
pro
duce
s sm
all r
ange
of
sim
ple,
sho
rt te
xts.
Le
vel 5
stu
dent
writ
es lo
nger
, fa
mili
ar te
xt ty
pes.
Le
vel 6
stu
dent
writ
es
mos
t tex
t typ
es in
pr
ofic
ient
SA
E.
Descriptors
The
stud
ent:
pl
ays
as in
itial
form
of s
elf-
expr
essi
on.
pr
efer
s to
use
con
stru
ctio
n m
ater
ials
and
obj
ects
to
repr
esen
t ide
as ra
ther
than
dr
aw.
m
ay h
ave
wel
l-dev
elop
ed
fine
mot
or s
kills
, spa
tial
awar
enes
s an
d gr
oss
mot
or
skill
s.
us
es h
ome
lang
uage
(HL)
w
hen
com
mun
icat
ing
idea
s.
is
new
to li
tera
cy
impl
emen
ts: p
aper
, pen
cils
, cr
ayon
s.
The
stud
ent:
us
es d
raw
ing
as a
n in
itial
form
of s
elf-
expr
essi
on.
m
ay h
ave
little
spo
ken
SA
E fo
r tal
king
abo
ut
thei
r dra
win
gs a
nd
writ
ing.
m
akes
app
roxi
mat
ions
of
lette
rs a
nd s
ymbo
ls
(role
-pla
y w
ritin
g).
be
gins
to d
evel
op
conc
epts
of c
lass
room
lit
erac
y.
The
stud
ent:
dr
aws
pict
ures
as
the
cont
ext f
or th
eir w
ritin
g.
re
spon
ds to
pro
mpt
s fro
m
teac
her a
bout
thei
r ow
n pi
ctur
es fo
r tea
cher
to
expa
nd a
nd s
crib
e.
ex
perim
ents
with
writ
ing
lette
rs a
nd w
ords
.
co
pies
from
env
ironm
enta
l pr
int (
day
and
date
on
whi
tebo
ard)
to la
bel
pict
ures
.
w
rites
ow
n na
me.
The
stud
ent:
be
gins
to w
rite
to a
ccom
pany
dr
awin
gs, f
orm
ulai
c si
mpl
e se
nten
ce/s
or o
wn
tele
grap
hic
capt
ions
.
dr
aws
on p
erso
nally
sig
nific
ant
even
ts a
nd p
eopl
e, u
sual
ly w
ritte
n in
firs
t per
son
(e.g
. I/w
e).
as
sign
s a
cons
iste
nt m
essa
ge to
th
eir m
emor
ised
sim
ple
SA
E
stru
ctur
es (w
hich
are
ofte
n re
peat
ed to
ens
ure
succ
ess
in
thei
r writ
ing
atte
mpt
s).
The
stud
ent:
be
gins
to w
rite
thei
r ow
n ve
ry s
hort
text
s (e
.g. e
arly
re
coun
ts).
is
con
sign
ing
a co
nsis
tent
m
essa
ge to
thei
r writ
ing
in
SA
E.
is
affe
cted
in w
ritin
g by
lim
ited
prof
icie
ncy
in
spea
king
and
list
enin
g in
S
AE
.
w
rites
with
EA
L/D
feat
ures
(e
.g.
inap
prop
riate
pr
epos
ition
s, m
issi
ng
endi
ngs,
non
-SA
E w
ord
orde
r) a
s th
ey e
xper
imen
t w
ith w
ritin
g.
is
less
acc
urat
e th
an
prev
ious
leve
l due
to
writ
ing
own
lang
uage
.
ne
eds
one-
on-o
ne
assi
stan
ce a
fter t
each
er
inst
ruct
ion
to c
larif
y th
e ta
sk w
hen
com
men
cing
le
arni
ng a
ctiv
ity (e
.g.
writ
ing
task
s, g
roup
ac
tiviti
es) b
ecau
se o
f E
AL/
D li
sten
ing
leve
l (up
to
Leve
l 5).
The
stud
ent:
w
rites
sim
ple
shor
t ver
sion
s of
an
expa
ndin
g ra
nge
of te
xt ty
pes
on fa
mili
ar to
pics
(e.g
. si
mpl
e le
tters
, sim
ple
desc
riptio
ns, s
impl
e re
coun
ts, s
impl
e in
form
atio
n re
ports
, sim
ple
proc
edur
es).
w
rites
with
ear
ly te
xt s
truct
ure
but E
AL/
D
feat
ures
are
cle
arly
pre
sent
and
mea
ning
will
so
met
imes
bre
ak d
own.
ne
eds
stro
ng s
uppo
rt (e
.g. p
re-ta
sk ta
lk,
mod
ellin
g, jo
int c
onst
ruct
ion
of te
xts,
co
nfer
enci
ng b
y te
ache
r, pr
ovis
ion
of
voca
bula
ry) a
nd n
eeds
mor
e tim
e th
an th
eir
SA
E-s
peak
ing
peer
s.
w
ritin
g is
influ
ence
d by
ove
rall
prof
icie
ncy
in
SA
E.
be
gins
to w
rite
text
s co
ntai
ning
rela
ted
idea
s ar
ound
cen
tral t
opic
or t
hem
e.
m
ay b
e lim
ited
by w
ritin
g on
ly w
hat i
s ‘c
orre
ct’
acco
rdin
g to
gen
eric
and
lang
uage
mod
els
and
ther
efor
e pl
atea
u in
thei
r writ
ing
from
lack
of
expe
rimen
tatio
n (r
epro
duci
ng to
a fo
rmul
a ra
ther
than
lear
ning
).
m
ay b
e in
nova
tive
with
gen
re a
nd la
ngua
ge
mod
els
and/
or fo
llow
ow
n so
cio-
cultu
ral t
ext
stru
ctur
es w
hich
sho
uld
be v
alue
d as
a s
ign
of
lang
uage
and
lite
racy
dev
elop
men
t.
The
stud
ent:
w
rites
with
som
e flu
ency
som
e fa
mili
ar w
ritte
n te
xt ty
pes
(e.g
. pe
rson
al le
tters
, des
crip
tions
, re
coun
ts, i
nfor
mat
ion
repo
rts,
narra
tives
) on
fam
iliar
ised
cl
assr
oom
topi
cs.
ne
eds
supp
ort (
e.g.
pre
task
-ta
lk, m
odel
ling,
join
t co
nstru
ctio
n of
text
s,
conf
eren
cing
by
teac
hers
, pr
ovis
ion
of v
ocab
ular
y) a
nd
mor
e tim
e th
an th
eir S
AE
- sp
eaki
ng p
eers
.
w
rites
with
som
e E
AL/
D
feat
ures
, how
ever
thes
e ge
nera
lly d
o no
t im
pede
m
eani
ng. E
xpre
sses
ow
n id
eas
in w
ritin
g w
ith e
ncou
rage
men
t.
The
stud
ent:
w
rites
mos
t tex
ts a
t the
le
vel e
xpec
ted
at th
e la
ter
stag
es o
f jun
ior p
rimar
y,
e.g.
nar
rativ
es, r
ecou
nts,
pr
oced
ures
, inf
orm
atio
n re
ports
.
is
now
sup
porte
d by
a
wel
l-dev
elop
ed o
vera
ll pr
ofic
ienc
y in
SA
E th
at is
re
flect
ed in
thei
r writ
ing.
w
rites
with
occ
asio
nal
EA
L/D
fea
ture
s.
w
rites
with
incr
easi
ng
fluen
cy a
nd s
peed
and
th
is in
fluen
ces
the
leng
th
of te
xt le
arne
rs a
re a
ble
to p
rodu
ce.
Implications
EAL/
D s
tude
nts
at th
ese
leve
ls o
f lis
teni
ng, s
peak
ing,
read
ing/
view
ing
and
writ
ing
will
requ
ire s
peci
alis
t, in
tens
ive
supp
ort.
Whe
re th
is is
not
pos
sibl
e, th
e te
achi
ng a
nd le
arni
ng p
rogr
am a
t the
mai
nstr
eam
sc
hool
sho
uld
prov
ide
extr
a sc
affo
ldin
g to
mee
t the
se s
tude
nts’
nee
ds a
nd a
dditi
onal
sup
port
sho
uld
be p
rovi
ded.
Som
e st
uden
ts, f
or e
xam
ple
stud
ents
who
spe
ak c
reol
es, m
ay p
late
au a
t lev
el 3
in
liste
ning
bec
ause
of t
he la
ck o
f und
erst
andi
ng th
at th
e la
ngua
ge th
ey s
peak
is n
ot S
AE.
Tha
t is,
it m
ay b
e er
rone
ousl
y as
sum
ed b
y bo
th s
tude
nts
and
teac
hers
that
the
stud
ents
are
SA
E us
ers
and
ther
efor
e th
ey ‘s
houl
d’ b
e ab
le to
und
erst
and
wha
t is
bein
g sa
id in
the
clas
sroo
m.
Stud
ents
at t
his
leve
l nee
d sp
ecia
list s
uppo
rt. W
here
this
is
not
pos
sibl
e, th
e te
achi
ng
and
lear
ning
pro
gram
at t
he
mai
nstr
eam
sch
ool s
houl
d pr
ovid
e ex
tra
scaf
fold
ing
to
mee
t the
se s
tude
nts’
nee
ds
and
addi
tiona
l sup
port
sho
uld
be p
rovi
ded.
Stu
dent
s w
ill
bene
fit fr
om m
ore
time
for t
he
read
ing
and
writ
ing
requ
ired
in
asse
ssm
ent t
asks
.
Stud
ents
at t
his
leve
l nee
d su
ppor
t with
task
s th
at
are
cultu
rally
ove
rload
ed.
They
may
nee
d in
divi
dual
su
ppor
t to
unde
rsta
nd th
e cu
ltura
l dem
ands
of t
asks
, an
d w
ill b
enef
it fr
om m
ore
time
for t
he re
adin
g an
d w
ritin
g re
quire
d in
as
sess
men
t tas
ks.
37
Dep
artm
ent o
f Edu
cati
on, T
rain
ing
and
Empl
oym
ent
EQ
Ba
nd
sc
ale
s f
or
EA
L/D
le
arn
ers
— M
idd
le p
ha
se
List
enin
g
New
to S
tand
ard
Aus
tralia
n E
nglis
h (S
AE
)B
egin
ning
to c
ompr
ehen
d fa
milia
r SA
EB
egin
ning
to c
ompr
ehen
d cl
assr
oom
SA
ED
evel
opin
g co
mpr
ehen
sion
of S
AE
C
onso
lidat
ing
com
preh
ensi
on o
f SA
EB
ecom
ing
com
pete
nt in
SA
E
Leve
l 1 s
tude
nt is
new
to S
AE
and
draw
s on
kno
wle
dge
of th
eir w
orld
in h
ome
lang
uage
.
Leve
l 2 s
tude
nt is
beg
inni
ng to
co
mpr
ehen
d ro
utin
e so
cial
lang
uage
in
thei
r im
med
iate
, fam
iliar
env
ironm
ent a
nd
to e
xplo
re le
arni
ng in
SA
E.
Leve
l 3 s
tude
nt is
dev
elop
ing
liste
ning
co
mpe
tenc
e in
SA
E fo
r a ra
nge
of s
ocia
l an
d cl
assr
oom
eve
nts
and
mov
ing
into
le
arni
ng th
roug
h SA
E.
Leve
l 4 s
tude
nt is
ext
endi
ng th
eir r
ange
of
lang
uage
bey
ond
thei
r ow
n im
med
iate
so
cial
env
ironm
ent a
nd is
exp
erim
entin
g w
ith le
arni
ng th
roug
h SA
E.
Leve
l 5 s
tude
nt is
con
solid
atin
g SA
E in
an
exp
andi
ng ra
nge
of s
ocia
l con
text
s bu
t is
lim
ited
in a
bilit
y to
com
preh
end
com
plex
idea
s in
SA
E le
arni
ng a
ctiv
ities
.
Leve
l 6 s
tude
nt is
bec
omin
g a
com
pete
nt
user
of S
AE
in m
ost s
ocia
l con
text
s an
d a
soun
d us
er o
f SA
E in
lear
ning
con
text
s bu
t with
gap
s th
at n
eed
fillin
g.
Descriptors
The
stud
ent:
re
cogn
ises
a fe
w k
ey fa
mili
ar w
ords
su
ppor
ted
by c
onte
xt, g
estu
res,
real
ob
ject
s, v
isua
ls.
w
atch
es c
aref
ully
wha
t oth
ers
are
doin
g,
ofte
n fo
llow
ing
thei
r act
ions
, and
in
terp
retin
g w
hat i
s m
eant
by
gest
ures
and
in
tona
tion.
co
mpr
ehen
ds th
roug
h no
n-ve
rbal
cue
s gi
ven
by th
e sp
eake
r whi
ch m
atch
ow
n cu
lture
or w
hen
visu
ally
sup
porte
d,
parti
cula
rly in
a fa
ce-to
-face
situ
atio
n.
jo
ins
in a
n ac
tivity
but
may
not
spe
ak.
m
ay tu
ne o
ut e
asily
and
avo
id ta
sks
that
re
quire
a re
spon
se.
m
ay b
e un
able
to s
usta
in c
once
ntra
tion
and
may
be
very
tire
d in
ear
ly s
tage
s of
le
arni
ng.
m
ay e
xper
ienc
e a
soci
al a
nd e
mot
iona
l ‘o
rient
atio
n ph
ase’
(ove
rwhe
lmed
with
new
le
arni
ng s
ituat
ion,
impa
ct o
f tra
uma,
nee
d to
dev
elop
trus
t in
clas
sroo
m re
latio
nshi
ps
with
teac
hers
and
pee
rs),
whi
ch c
an b
e pr
olon
ged.
m
ay s
pend
a p
erio
d (fe
w d
ays
to a
few
m
onth
s) a
cqui
ring
lang
uage
thro
ugh
liste
ning
but
is n
ot y
et re
ady
to s
peak
(‘s
ilent
per
iod’
). Th
is is
a n
orm
al b
ut n
ot
nece
ssar
y ph
ase
of ‘a
ctiv
e’ la
ngua
ge
lear
ning
.
ne
eds
resp
ect f
or a
ge a
nd h
ome
lang
uage
(H
L) s
ocio
-ling
uist
ic c
ompe
tenc
e.
The
stud
ent:
co
mpr
ehen
ds a
nd re
spon
ds to
hig
h-fre
quen
cy g
reet
ings
, cou
rtesy
phr
ases
and
si
mpl
e di
rect
ions
.
re
lies
heav
ily o
n fa
ce-to
-face
con
tact
and
ac
com
pany
ing
body
lang
uage
, with
re
petit
ion
and/
or s
impl
ifica
tion
on th
e pa
rt of
the
spea
ker.
re
spon
ds p
hysi
cally
and
ver
bally
to s
impl
e di
rect
ions
and
inst
ruct
ions
if s
uppo
rted
by
gest
ures
, rep
etiti
on a
nd re
phra
sing
as
need
ed.
ne
eds
time
to p
roce
ss w
hat i
s he
ard.
ha
s ve
ry li
mite
d un
ders
tand
ing
of
inte
ract
ions
am
ongs
t SA
E s
peak
ers
in
clas
s ac
tiviti
es a
nd a
mon
gst p
eers
.
do
es n
ot p
erce
ive
certa
in s
ound
s in
SA
E
or c
erta
in c
ombi
natio
ns o
f sou
nds
due
to
HL
cons
onan
t/vow
el c
onfig
urat
ions
(e.g
. no
t hea
ring
cons
onan
ts a
t the
end
s of
w
ords
, not
hea
ring
mid
dle
vow
el s
ound
s fo
r rhy
min
g w
ords
).
m
ay c
ue in
to c
lass
room
act
ivity
(e.g
. so
ng) b
y fo
llow
ing
wor
ds o
n a
page
with
fin
ger,
thou
gh c
ompr
ehen
sion
sho
uld
not
be a
ssum
ed.
m
ay a
ppea
r to
unde
rsta
nd S
AE
, but
may
us
e no
n-st
anda
rd fo
rms
of ta
ught
fo
rmul
aic
SA
E w
hich
pro
vide
evi
denc
e of
be
ing
an E
AL/
D le
arne
r (e.
g. s
ays
‘whe
reda
fore
s’ m
eet d
a se
a’).
is
dev
elop
ing
awar
enes
s (if
cre
ole
spea
ker)
of d
iffer
ence
s in
lang
uage
va
rietie
s (i.
e. S
AE
v H
L) a
nd n
eeds
as
sist
ance
from
teac
hers
to e
xpan
d th
ese
early
und
erst
andi
ngs
to a
void
the
stud
ent
adap
ting
HL
rath
er th
an le
arni
ng S
AE
.
The
stud
ent:
be
gins
to c
ompr
ehen
d an
d us
e a
rang
e of
so
cial
and
cla
ssro
om s
poke
n in
tera
ctio
ns
whi
ch a
re s
hort,
sim
ple
and
on fa
mili
ar
topi
cs.
co
mpr
ehen
ds b
est i
n fa
ce-to
-face
con
tact
, an
d w
hen
repe
titio
n, s
impl
ifica
tion
and
para
phra
sing
are
pro
vide
d by
the
teac
her.
co
ntin
ues
to n
eed
time
to p
roce
ss w
hat i
s he
ard.
co
mpr
ehen
ds a
nd re
spon
ds (e
.g. y
es/n
o)
to ro
utin
e en
quiri
es w
ith li
ttle
diffi
culty
.
ha
s di
fficu
lty fo
llow
ing
inte
ract
ions
at S
AE
sp
eake
r spe
ed, o
r if t
here
is n
oise
.
fo
llow
s a
shor
t and
fam
iliar
seq
uenc
e of
in
stru
ctio
ns (e
.g. t
each
er s
ays
‘ope
n yo
ur
Eng
lish
book
s an
d w
rite
thes
e se
nten
ces’
) .
ha
s lim
ited
com
preh
ensi
on o
f a ra
nge
of
gram
mat
ical
feat
ures
suc
h as
pr
epos
ition
s, v
erb
tens
es, p
rono
uns
and
adve
rbs
in a
dditi
on to
con
tent
wor
ds.
ne
eds
one-
on-o
ne a
ssis
tanc
e af
ter
teac
her i
nstru
ctio
n to
cla
rify
the
task
w
hen
com
men
cing
lear
ning
act
ivity
(e.g
. w
ritin
g ta
sks,
gro
up a
ctiv
ities
).
m
ay re
ly o
n H
L w
ith p
eers
for c
larif
icat
ion
arou
nd c
lass
room
task
s.
re
lies
on te
ache
r kno
win
g th
ey s
peak
an
othe
r lan
guag
e.
The
stud
ent:
un
ders
tand
s so
cial
SA
E in
mos
t fam
iliar
co
ntex
ts b
ut s
till n
eeds
add
ition
al h
elp
from
S
AE
spe
aker
s (e
.g. g
estu
res,
mod
ified
sp
eech
, pro
visi
on o
f wai
t-tim
e).
be
gins
to c
ompr
ehen
d in
aca
dem
ic
lear
ning
act
iviti
es if
hel
p is
giv
en b
y th
e S
AE
spe
aker
s (a
s ab
ove)
and
if c
onte
xtua
l su
ppor
t (e.
g. re
fere
nce
to p
ictu
res,
di
agra
ms,
mat
eria
ls, a
nd s
o on
) is
prov
ided
.
fo
llow
s in
stru
ctio
ns w
ithin
the
clas
sroo
m
lear
ning
act
ivity
if e
xpla
ined
and
pre
sent
ed
clea
rly (i
.e. w
ith c
lear
ste
ps, m
odel
ling
of
the
task
, log
ical
seq
uenc
ing
of s
teps
) but
w
ill o
ften
rely
on
furth
er re
petit
ion
of
inst
ruct
ions
on
a on
e-to
-one
or s
mal
l gr
oups
bas
is.
co
ntin
ues
to n
eed
proc
essi
ng ti
me.
re
quire
s in
tens
ive
scaf
fold
ing
and
bilin
gual
as
sist
ance
to c
ompr
ehen
d sp
oken
inpu
t in
task
s co
ntai
ning
an
abst
ract
leve
l (e.
g.
com
paris
on, c
lass
ifica
tion;
sci
ence
co
ncep
ts s
uch
as m
agne
tism
, stre
ngth
, fo
rce,
orb
it; m
aths
con
cept
s su
ch a
s m
aths
fo
rmul
ae, a
lgeb
ra a
nd tr
igon
omet
ry; h
isto
ry
conc
epts
suc
h as
exp
lora
tion,
dis
tanc
e tra
velle
d).
m
isse
s de
tails
of t
each
er ta
lk (e
.g.
part/
who
le v
ocab
ular
y su
ch a
s co
llar,
cuff,
se
am a
s pa
rts o
f shi
rt).
m
isse
s ba
sic
info
rmat
ion
due
to le
vels
of
back
grou
nd n
oise
.
re
quire
s co
nsta
nt s
caffo
ldin
g to
pro
cess
cl
assr
oom
lear
ning
, eve
n th
ough
sur
face
so
cial
spo
ken
fluen
cy s
ugge
sts
that
suc
h sc
affo
ldin
g is
not
nec
essa
ry.
m
ay u
se s
trate
gies
whi
ch g
ive
the
impr
essi
on th
at c
ompr
ehen
sion
has
take
n pl
ace
e.g.
nod
ding
, sm
iling
.
The
stud
ent:
co
mpr
ehen
ds S
AE
in m
ost s
ocia
l si
tuat
ions
.
co
mpr
ehen
ds m
ost e
xten
ded
teac
her a
nd
peer
talk
in a
cade
mic
lear
ning
act
iviti
es o
n fa
mili
ar to
pics
, if c
onte
xtua
l sup
port
is
avai
labl
e, h
owev
er w
ill la
ck ‘d
epth
’ of
com
preh
ensi
on o
f mor
e co
mpl
ex
disc
ours
e.
ga
ins
the
sens
e of
new
topi
cs d
eliv
ered
w
ith e
xten
sive
con
text
ual a
nd te
ache
r su
ppor
t tho
ugh
will
lack
pre
cisi
on, a
nd
need
par
aphr
asin
g an
d ex
plan
atio
n.
gr
asps
the
conn
ectio
n of
idea
s an
d de
tails
with
in a
n ex
tend
ed s
poke
n di
scou
rse
on a
new
topi
c on
ly if
ext
ensi
ve
supp
ort a
nd ti
me
to p
roce
ss a
re p
rovi
ded
(e.g
. vie
win
g ‘B
ehin
d th
e N
ews’
with
te
ache
r int
rodu
ctio
n, p
re-li
sten
ing
focu
s ac
tiviti
es a
nd m
ultip
le v
iew
ings
bro
ken
into
sec
tions
).
re
quire
s ex
tens
ive
voca
bula
ry s
uppo
rt fo
r ne
w to
pics
.
co
ntin
ues
to h
ave
som
e di
fficu
lty
com
preh
endi
ng e
xten
ded
teac
her t
alk
at
norm
al s
peed
.
ex
perie
nces
diff
icul
ty c
ompr
ehen
ding
co
mpl
ex id
eas
in le
arni
ng a
ctiv
ities
whe
n th
ey a
re e
xpre
ssed
thro
ugh
com
plex
SA
E
lang
uage
.
ha
s di
fficu
lty d
istin
guis
hing
rele
vant
in
form
atio
n du
e to
bac
kgro
und
nois
e (e
.g.
in a
sch
ool a
ssem
bly)
.
The
stud
ent:
co
mpr
ehen
ds s
ocia
l SA
E w
ith e
ase.
un
ders
tand
s ex
tend
ed te
ache
r tal
k on
fa
mili
ar a
nd n
ew c
urric
ulum
topi
cs (w
ithin
th
e ra
nge
of a
bilit
y ex
pect
ed a
t the
ir ph
ase
of s
choo
ling)
with
onl
y oc
casi
onal
laps
es o
f un
ders
tand
ing,
thou
gh la
pses
will
gen
eral
ly
not a
ffect
ove
rall
com
preh
ensi
on.
su
stai
ns u
nder
stan
ding
of m
ain
idea
s in
gr
oup
disc
ussi
ons
invo
lvin
g an
incr
easi
ng
num
ber o
f int
erac
tions
, but
will
hav
e so
me
gaps
in c
ompr
ehen
sion
whe
re
ther
e is
qui
ck in
tera
ctio
n of
idea
s.
ha
s di
fficu
lty c
ompr
ehen
ding
cul
tura
lly
over
lade
n te
xts,
hum
our,
puns
and
id
iom
s.
ne
eds
supp
ort t
o ev
alua
te c
ultu
ral
attit
udes
, ass
umpt
ions
and
bel
iefs
in
spok
en te
xts.
8
EQ
Ba
nd
sc
ale
s f
or
EA
L/D
le
arn
ers
— M
idd
le p
ha
se
Spea
king
New
to S
tand
ard
Aus
tralia
n E
nglis
h (S
AE
) B
egin
ning
to u
se fa
milia
r SA
E
Beg
inni
ng to
par
ticip
ate
in S
AE
D
evel
opin
g us
e of
SA
E
Con
solid
atin
g us
e of
SA
E
Bec
omin
g co
mpe
tent
in
SAE
Leve
l 1 s
tude
nt u
ses
occa
sion
al s
ingl
e SA
E w
ords
.
Pre-
Leve
l 2 s
tude
nt is
be
ginn
ing
to u
nder
stan
d an
d us
e so
me
fam
iliar
SA
E w
ords
and
phr
ases
.
Leve
l 2 s
tude
nt is
beg
inni
ng
to e
xper
imen
t with
ow
n sh
ort S
AE
utte
ranc
es.
Leve
l 3 s
tude
nt is
dev
elop
ing
a ra
nge
of s
ocia
l an
d cl
assr
oom
lang
uage
and
is m
ovin
g in
to
lear
ning
thro
ugh
SAE.
Leve
l 4 s
tude
nt is
ext
endi
ng th
e ra
nge
of
lang
uage
bey
ond
own
imm
edia
te s
ocia
l en
viro
nmen
t and
exp
erim
entin
g w
ith le
arni
ng
thro
ugh
SAE.
Leve
l 5 s
tude
nt is
con
solid
atin
g SA
E la
ngua
ge u
se in
an
expa
ndin
g ra
nge
of c
onte
xts
and
able
to ta
ke a
co
llabo
rativ
e ro
le in
aca
dem
ic
lear
ning
act
iviti
es.
Leve
l 6 s
tude
nt is
bec
omin
g a
com
pete
nt u
ser o
f SA
E in
m
ost s
ocia
l con
text
s. U
se o
f SA
E in
lear
ning
con
text
s is
so
und
but g
aps
need
filli
ng.
Descriptors
The
stud
ent:
la
bels
som
e ob
ject
s an
d us
es
occa
sion
al w
ords
rela
ted
to
clas
sroo
m n
eeds
(e.g
. pen
cil;
Mis
s).
m
ay u
se h
ome
lang
uage
(HL)
to
exp
ress
imm
edia
te n
eeds
.
us
es H
L ge
stur
es to
indi
cate
m
eani
ng, p
artic
ular
nee
ds,
likes
and
dis
likes
.
m
ay w
ork
thro
ugh
a H
L-sp
eaki
ng p
eer o
r adu
lt to
co
mm
unic
ate
need
s.
m
ay e
cho
wor
ds a
nd p
hras
es
of o
ther
chi
ldre
n an
d ad
ults
.
m
ay s
pend
a p
erio
d (fe
w d
ays
to a
few
mon
ths)
acq
uirin
g la
ngua
ge b
ut is
not
yet
read
y to
spe
ak (‘
sile
nt p
erio
d’).
Thi
s is
a n
orm
al b
ut n
ot n
eces
sary
ph
ase
of la
ngua
ge le
arni
ng.
m
ay e
xper
ienc
e a
soci
al a
nd
emot
iona
l ‘or
ient
atio
n ph
ase’
(o
verw
helm
ed w
ith n
ew
lear
ning
situ
atio
n, im
pact
of
traum
a, n
eed
to d
evel
op tr
ust
in c
lass
room
rela
tions
hips
w
ith te
ache
rs a
nd p
eers
), w
hich
can
be
prol
onge
d.
re
quire
s an
inte
rpre
ter f
or
impo
rtant
com
mun
icat
ion
with
in s
choo
l or b
etw
een
scho
ol a
nd fa
mily
(up
to le
vel
5).
The
stud
ent:
be
gins
to u
se p
arts
of
rout
ine
and
form
ulai
c so
cial
la
ngua
ge (e
.g. s
ays
‘goo
d m
orni
ng’).
us
es s
ingl
e w
ords
or t
augh
t tw
o –
thre
e w
ord
form
ulae
to
con
vey
basi
c ne
eds.
is
dev
elop
ing
a la
rger
set
of
sing
le w
ords
.
re
lies
on a
ttent
ive
spea
ker
(ges
ture
s, c
onte
xt, o
bjec
t an
d pi
ctur
es) t
o he
lp
com
mun
icat
ion.
pa
rtici
pate
s in
gro
up re
citin
g of
lear
nt c
lass
room
vo
cabu
lary
, alp
habe
t, nu
mbe
rs a
nd s
o on
.
re
peat
s si
mpl
e fo
rmul
aic
SA
E s
ente
nces
follo
win
g m
odel
pro
vide
d by
teac
her
and
supp
orte
d by
sy
mpa
thet
ic s
peak
er w
ho
prov
ides
pro
mpt
s as
re
quire
d.
The
stud
ent:
us
es ro
utin
e an
d re
hear
sed
soci
al S
AE
(e.g
. eve
ryda
y po
lite
requ
ests
suc
h as
‘Can
I g
et a
drin
k, p
leas
e?’).
pa
rtici
pate
s in
gui
ded
face
-to
-face
inte
ract
ions
with
a
fam
iliar
, sup
porti
ve a
dult.
be
gins
com
bini
ng w
ords
into
a
few
, (i.e
. not
rehe
arse
d),
two
– th
ree
wor
d st
atem
ents
lin
ked
by s
eque
nce
(i.e.
not
co
nnec
tives
) but
nee
ds
supp
ortiv
e lis
tene
r and
en
viro
nmen
t.
re
lies
on g
estu
res
and/
or
peer
s an
d he
lp fr
om th
e lis
tene
r.
re
lies
heav
ily o
n le
arne
d fo
rmul
aic
lang
uage
and
ro
utin
e ph
rase
s th
at a
re
com
preh
ensi
ble
and
subs
titut
es n
ew w
ords
or
phra
ses
as th
ey a
re
acqu
ired.
m
ay m
ake
slig
ht d
evia
tions
in
rout
ine
form
ulai
c S
AE
w
hich
indi
cate
that
SA
E is
no
t firs
t lan
guag
e.
co
nstru
cts
(say
s al
oud)
si
mpl
e fo
rmul
aic
SA
E
sent
ence
s, g
uide
d b y
te
ache
r mod
ellin
g.
The
stud
ent:
pa
rtici
pate
s in
face
-to-fa
ce in
tera
ctio
ns in
SA
E o
n fa
mili
ar c
lass
room
or p
erso
nal i
nter
est t
opic
s bu
t w
ith fr
eque
nt b
reak
dow
ns in
flue
ncy
and
mea
ning
du
e to
lim
ited
SA
E re
sour
ces.
ge
nera
tes
own
lang
uage
bey
ond
form
ulae
and
tw
o –
thre
e w
ord
utte
ranc
es. T
his
crea
tive
use
of
SA
E is
an
expe
cted
dev
elop
men
tal p
hase
.
re
lies
heav
ily o
n th
e co
ntex
t and
on
the
conv
ersa
tion
partn
er fo
r sup
port
(e.g
. allo
win
g tim
e fo
r the
lear
ner t
o pr
oces
s w
hat t
hey
wan
t to
say,
giv
ing
supp
ortiv
e ge
stur
es a
nd fa
cial
ex
pres
sion
s, re
phra
sing
que
stio
ns).
pa
rtici
pate
s in
cla
ss in
tera
ctio
n on
fam
iliar
topi
cs
whe
re te
ache
r dire
cts
ques
tions
tow
ards
them
in
divi
dual
ly, u
sing
con
text
ual s
uppo
rt, re
peat
ing
and
reph
rasi
ng a
nd e
labo
ratin
g, b
ut w
ill h
ave
diffi
culty
par
ticip
atin
g in
dis
cuss
ions
bet
wee
n te
ache
r and
lear
ners
at S
AE
-spe
aker
spe
ed.
pa
rtici
pate
s in
gro
up le
arni
ng a
ctiv
ities
with
SA
E-
spea
ker p
eers
onl
y w
ith a
cle
ar ro
le d
efin
ition
(e.g
. as
the
time
keep
er),
whi
ch d
oes
not r
equi
re m
uch
spea
king
in S
AE
.
m
ay n
eed
or p
refe
r a lo
ng w
ait t
ime
befo
re
resp
ondi
ng in
SA
E.
m
akes
err
ors
whe
n ap
prox
imat
ing
SA
E a
nd th
ese
shou
ld b
e va
lued
as
a si
gn o
f lan
guag
e ac
quis
ition
an
d on
goin
g de
velo
pmen
t.
re
lies
on te
ache
r kno
win
g th
ey s
peak
ano
ther
la
ngua
ge (c
reol
e sp
eake
rs).
The
stud
ent:
in
tera
cts
soci
ally
with
fam
iliar
SA
E-s
peak
ing
adul
ts a
nd p
eers
in m
ost i
nfor
mal
con
text
s (e
.g.
disc
ussi
ng e
vent
s w
ith th
e te
ache
r and
pee
rs in
th
e sc
hool
veh
icle
/at t
he s
hop;
on
an e
xcur
sion
w
ith te
ache
rs/a
dults
).
at
tem
pts
to e
xpre
ss c
ompl
ex th
ough
ts a
nd
feel
ings
in E
nglis
h bu
t rel
ies
on a
ttent
ive
conv
ersa
tion
partn
er to
follo
w m
eani
ng.
pr
efer
s to
exp
ress
them
selv
es w
ithou
t int
erru
ptio
n or
cor
rect
ions
.
us
es w
ords
and
phr
ases
in s
tring
s to
par
ticip
ate
in
long
er s
peak
ing
turn
s.
re
coun
ts a
n ev
ent o
r a s
erie
s of
eve
nts
oral
ly (e
.g.
reco
unt o
f sha
red
lear
ning
exp
erie
nce)
.
pa
rtici
pate
s in
aca
dem
ic le
arni
ng a
ctiv
ities
on
fam
iliar
topi
cs if
sup
porte
d by
teac
her a
nd c
onte
xt
(mod
ellin
g, s
caffo
ldin
g, re
cycl
ing
of la
ngua
ge) a
nd
if su
ffici
ent t
ime
is p
rovi
ded
(e.g
. can
des
crib
e pr
oces
ses
such
as
‘the
wat
er c
ycle
’ in
sim
ple
term
s).
ex
plor
es m
ore
com
plex
idea
s in
HL
with
HL-
spea
king
pee
rs a
nd a
dults
.
gi
ves
a sh
ort p
repa
red
form
al s
poke
n re
port
with
he
avy
wor
d-fo
r-w
ord
relia
nce
on th
eir w
ritte
n te
xt
and
with
littl
e ab
ility
to re
spon
d to
que
stio
ns
beyo
nd g
ivin
g ye
s/no
ans
wer
s.
gi
ves
shor
t res
pons
es to
ope
n-en
ded
ques
tions
.
m
akes
app
roxi
mat
ions
to S
AE
form
s an
d so
sp
eaki
ng a
nd w
ritin
g w
ill c
onta
in e
rror
s (w
hich
are
a
sign
of l
angu
age
deve
lopm
ent)
but m
eani
ng is
ge
nera
lly u
nim
pede
d.
re
quire
s tim
e to
pro
cess
thou
ghts
and
form
ulat
e S
AE
utte
ranc
es.
The
stud
ent:
su
stai
ns p
artic
ipat
ion
in in
tera
ctio
ns
in S
AE
in a
n ex
pand
ing
rang
e of
co
ntex
ts e
xpec
ted
at th
eir p
hase
of
scho
olin
g.
is
flue
nt in
soc
ial s
peec
h w
ith fe
w
brea
kdow
ns in
com
mun
icat
ion.
pa
rtici
pate
s an
d co
llabo
rate
s in
cl
ass
and
grou
p le
arni
ng a
ctiv
ities
w
ith o
ther
SA
E-s
peak
ing
lear
ners
, bu
t doe
s no
t hav
e th
e ‘d
epth
’ of
lang
uage
requ
ired
to re
late
com
plex
id
eas
whi
ch a
re n
eede
d in
cer
tain
ac
adem
ic le
arni
ng a
ctiv
ities
in S
AE
(e.g
. in
a pe
rsua
sive
text
in S
tudi
es
of S
ocie
ty a
nd E
nviro
nmen
t; in
an
expl
anat
ion
of a
sci
ence
pro
cess
).
is
less
dep
ende
nt o
n th
e co
nver
satio
n pa
rtner
for r
epet
ition
or
refo
rmul
atio
n, e
spec
ially
if th
e to
pic
is fa
mili
ar b
ut w
ill h
ave
diffi
culty
if
topi
cs a
re u
nfam
iliar
and
cul
tura
l re
fere
nces
are
freq
uent
and
if
spec
ific
deta
ils a
re re
quire
d.
co
ntrib
utes
to n
ew to
pic-
spec
ific
disc
ussi
ons
if te
ache
rs a
nd
cont
extu
al s
uppo
rt is
giv
en a
nd if
tim
e is
allo
wed
for p
roce
ssin
g be
fore
a re
spon
se is
exp
ecte
d.
The
stud
ent:
ta
kes
an a
ctiv
e an
d pr
oduc
tive
part
in a
ll so
cial
and
aca
dem
ic
lear
ning
act
iviti
es (w
ithin
the
rang
e of
abi
lity
expe
cted
at
thei
r pha
se o
f sch
oolin
g).
ex
pres
ses
mor
e co
mpl
ex
idea
s (a
t the
ir le
vel o
f co
gniti
ve d
evel
opm
ent)
on
both
fam
iliar
and
new
cu
rric
ulum
topi
cs a
s lo
ng a
s th
e co
nten
t is
wel
l gro
unde
d.
ha
s so
me
diffi
culti
es in
ex
pres
sing
pre
cisi
on o
f m
eani
ng in
aca
dem
ic
lang
uage
.
ta
kes
an a
ctiv
e an
d pr
oduc
tive
part
in g
roup
act
iviti
es a
roun
d ac
adem
ic to
pics
.
ha
s a
parti
cula
r stre
ngth
in
fluen
cy.
ha
s so
me
diffi
culti
es
cont
ribut
ing
to d
iscu
ssio
ns
invo
lvin
g ev
alua
tion
of c
ultu
ral
attit
udes
, ass
umpt
ions
and
be
liefs
exp
ress
ed in
writ
ten
text
s be
caus
e of
the
com
plex
ity o
f lan
guag
e ne
eded
.
9
39
Dep
artm
ent o
f Edu
cati
on, T
rain
ing
and
Empl
oym
ent
EQ
Ba
nd
sc
ale
s f
or
EA
L/D
le
arn
ers
— M
idd
le p
ha
se
Rea
ding
/vie
win
g
New
to re
adin
g B
egin
ning
to re
cogn
ise
wor
ds a
nd w
ord
clus
ters
B
egin
ning
to
com
preh
end
shor
t fa
milia
r tex
ts
App
lyin
g de
velo
ping
read
ing
skills
C
onso
lidat
ing
read
ing
skill
s B
ecom
ing
com
pete
nt
read
ers
Pre-
Leve
l 1 le
arne
r is
new
to
read
ing
prin
t in
SAE.
Le
vel 1
lear
ner i
s be
ginn
ing
to d
evel
op e
arly
em
erge
nt
prin
t lite
racy
ski
lls.
Pre-
Leve
l 2 le
arne
r is
begi
nnin
g to
reco
gnis
e fa
mili
ar w
ords
and
sho
rt
clus
ters
in k
now
n co
ntex
ts.
Leve
l 2 le
arne
r is
begi
nnin
g to
re
cogn
ise
wor
ds a
nd s
hort
wor
d cl
uste
rs in
SA
E in
a v
arie
ty o
f tex
ts.
Leve
l 3 le
arne
r is
begi
nnin
g to
com
preh
end
shor
t tex
ts in
SA
E on
fa
mili
ar to
pics
with
co
ntex
tual
sup
port
.
Leve
l 4 le
arne
r has
an
expa
ndin
g re
adin
g ra
nge
base
d on
thei
r gr
owin
g pr
ofic
ienc
y in
SA
E.
Leve
l 5 le
arne
r is
read
ing
a ra
nge
of te
xts
but w
ith th
e ‘d
epth
’ of u
nder
stan
ding
lim
ited
by o
vera
ll pr
ofic
ienc
y in
SA
E.
Leve
l 6 le
arne
r is
beco
min
g a
com
pete
nt
read
er in
SA
E.
Descriptors
The
stud
ent w
ith li
mite
d sc
hool
ing:
ha
s vi
sual
lite
raci
es fr
om re
al
life
setti
ngs
(e.g
. can
re
cogn
ise
diffe
rent
CD
/DV
D
cove
rs a
nd a
rtist
s, te
levi
sion
pr
ogra
ms;
ord
erin
g a
fast
food
m
eal).
ga
ins
mea
ning
from
vis
ual
cues
in th
eir e
nviro
nmen
t and
m
ay d
emon
stra
te w
ell-
deve
lope
d ob
serv
atio
nal
skill
s.
ne
eds
early
lite
racy
sup
port
in
orde
r to
unde
rsta
nd th
e di
ffere
nt v
arie
ties
of p
rint
(incl
udin
g fo
nts)
, the
pur
pose
s of
read
ing,
how
to h
andl
e an
d or
ient
ate
book
s, h
ow to
read
pi
ctur
es a
nd h
ow to
use
vis
ual
cues
to h
elp
gain
un
ders
tand
ing:
this
can
be
achi
eved
thro
ugh
mod
ellin
g re
adin
g an
d ch
oosi
ng
lang
uage
leve
l-app
ropr
iate
re
adin
g m
ater
ials
.
co
mm
unic
ates
in th
eir h
ome
lang
uage
(HL)
and
may
hav
e so
me
oral
pro
ficie
ncy
and
com
preh
ensi
on in
SA
E.
m
ay h
ave
conc
eptu
alis
atio
ns
of s
choo
l prin
t lite
racy
bas
ed
on p
revi
ous
scho
ol-b
ased
ex
perie
nces
and
may
be
relu
ctan
t to
enga
ge in
read
ing
and
view
ing
activ
ities
.
The
stud
ent:
re
cogn
ises
and
nam
es
som
e le
tters
and
wor
ds
(with
in v
isua
l con
text
) whi
ch
they
enc
ount
er fr
eque
ntly
an
d fo
r whi
ch m
eani
ng is
gi
ven
(e.g
. com
mer
cial
lo
gos,
sig
ns a
nd la
bels
, br
and
nam
es, s
choo
ls,
polic
e).
is
bec
omin
g fa
mili
ar w
ith
Rom
an s
crip
t.
m
ay h
ave
liter
acy
unde
rsta
ndin
gs a
nd
stra
tegi
es fr
om fi
rst
lang
uage
.
The
stud
ent w
ith li
mite
d sc
hool
ing:
is
con
tinui
ng to
dev
elop
an
unde
rsta
ndin
g of
prin
t lit
erac
y to
var
ying
deg
rees
, ba
sed
on p
rior e
xper
ienc
es
and
is p
rogr
essi
ng th
roug
h a
rang
e of
ste
ps in
ear
ly
liter
acy
(dep
endi
ng u
pon
prio
r lite
racy
exp
erie
nces
) an
d so
may
sta
y at
this
leve
l fo
r som
e co
nsid
erab
le ti
me.
br
ings
to th
eir l
earn
ing
leve
ls o
f mat
urity
and
a
rang
e of
kno
wle
dge,
vis
ual
liter
acie
s, u
nder
stan
ding
, sk
ills
and
attit
udes
whi
ch
will
affe
ct th
eir a
ppro
ach
to
lear
ning
.
The
stud
ent:
re
cogn
ises
fam
iliar
wor
ds
and
shor
t wor
d cl
uste
rs in
S
AE
if th
ese
have
bee
n re
cycl
ed o
ften
in v
arie
ty o
f la
ngua
ge a
ctiv
ities
(e.g
. w
ord
bank
cha
rts).
re
cogn
ises
mem
oris
ed
wor
ds in
con
text
but
is n
ot
able
to tr
ansf
er th
is
know
ledg
e to
a d
iffer
ent
cont
ext (
e.g.
may
kno
w a
w
ord
on a
cha
rt bu
t may
no
t be
able
to re
cogn
ise
it in
a b
ook)
.
‘re
ads’
fam
iliar
SA
E te
xts
from
mem
ory.
ha
s a
limite
d ra
nge
of
sigh
t voc
abul
ary
(wor
ds/p
hras
es).
pa
rtici
pate
s in
beg
inni
ng
liter
acy
activ
ities
(e.g
. m
atch
es b
egin
ning
and
en
ding
sou
nds
in w
ords
w
ith a
lpha
bet l
ette
rs (‘
t’,
‘s’)
but h
as d
iffic
ulty
id
entif
ying
mid
dle
soun
ds
in o
ne s
ylla
ble
wor
ds;
mat
ches
alp
habe
t let
ters
in
diff
eren
t fon
ts).
The
stud
ent:
re
cogn
ises
and
gai
ns m
eani
ng fr
om
shor
t tex
ts, i
.e. f
amili
ar w
ords
and
ch
unks
of t
exts
in S
AE
, usi
ng
cont
extu
al a
nd v
isua
l cue
s (e
.g.
who
le w
ord
shap
e, p
ictu
re c
lues
, re
cent
exp
erie
nces
) whi
ch u
se
lang
uage
that
has
bee
n re
cycl
ed in
a
varie
ty o
f way
s.
jo
ins
in w
ith k
ey w
ords
and
re
petit
ive
phra
ses
in fa
mili
ar te
xt
(e.g
. pic
ture
s, s
torie
s, w
ritte
n ch
ants
an
d rh
ymes
) in
shar
ed re
adin
g se
ssio
ns, b
ut is
una
war
e of
the
mea
ning
car
ried
by s
truct
ural
wor
ds
such
as
‘the’
, ‘an
d’, ‘
in’,
‘of’,
‘wha
t’.
us
es s
ome
deco
ding
ski
lls w
hen
read
ing
unfa
mili
ar S
AE
but
is
rest
ricte
d in
thei
r abi
lity
to g
ain
mea
ning
from
wor
ds a
nd te
xt (e
ven
if th
ey a
re a
ble
to d
ecod
e) u
ntil
thei
r pr
ofic
ienc
y in
SA
E la
ngua
ge a
nd
cultu
re d
evel
ops.
is
una
ble
to re
ad o
r pre
dict
mea
ning
in
text
s be
caus
e of
ove
rload
of n
ew
lang
uage
.
ha
s di
fficu
lty b
ecau
se th
eir s
poke
n la
ngua
ge is
diff
eren
t fro
m th
at m
et
in th
e te
xt (i
.e. p
ronu
ncia
tion,
se
nten
ce s
truct
ure
will
be
diffe
rent
).
ca
n ex
pres
s la
ck o
f und
erst
andi
ng
in S
AE
whe
n re
adin
g co
mpr
ehen
sion
has
bro
ken
dow
n (e
.g. ‘
wha
t “es
cala
tor”
?’),
how
ever
, m
ay n
ot a
lway
s be
abl
e to
exp
ress
th
eir l
ack
of u
nder
stan
ding
pr
ecis
ely.
The
stud
ent:
co
mpr
ehen
ds s
hort
text
s in
SA
E o
n fa
mili
ar to
pics
(e
.g. s
hort
reco
unts
) with
co
ntex
tual
sup
port.
re
ads,
with
sup
port
(e.g
. sc
affo
ldin
g th
e te
xt,
intro
duct
ion
to n
ew
voca
bula
ry a
nd c
once
pts)
sh
ort t
each
er-s
elec
ted,
in
form
atio
n te
xts
(e.g
. an
imal
repo
rt) o
n a
fam
iliar
topi
c on
in
form
atio
n ge
ared
to th
e m
ains
tream
cur
ricul
um
but a
t a le
ss c
ompl
ex
lang
uage
leve
l.
re
ads
sim
ple
inst
ruct
ions
(e
.g. c
ut th
e ci
rcle
in h
alf)
but w
ill re
quire
HL
assi
stan
ce fo
r in
stru
ctio
ns.
m
ay h
ave
diffi
culty
co
mpr
ehen
ding
eve
n sp
ecifi
cally
sel
ecte
d na
rrat
ive
text
s be
caus
e th
ey d
o no
t fol
low
ow
n cu
ltura
l ora
l nar
rativ
e ge
nres
and
bec
ause
of
diffi
culty
of l
angu
age
and
cultu
ral r
efer
ence
s (u
p to
Le
vel 5
).
ne
eds
expl
icit
lang
uage
te
achi
ng (w
ord
orde
r, gr
amm
ar, u
nfam
iliar
vo
cabu
lary
) and
lite
racy
te
achi
ng (p
hone
mic
aw
aren
ess,
grap
hoph
onic
s, w
ord
atta
ck s
kills
) or m
ay
plat
eau
at d
ecod
ing
leve
l.
The
stud
ent:
ac
quire
s fa
ctua
l inf
orm
atio
n fro
m
a gr
owin
g ra
nge
of te
xts
on
fam
iliar
topi
cs b
ut s
till n
eeds
vi
sual
ly s
uppo
rted
text
s w
hich
av
oid
dens
ity o
f inf
orm
atio
n an
d la
ngua
ge c
ompl
exity
.
un
ders
tand
s te
xts
(as
abov
e) th
at
do n
ot re
quire
sig
nific
ant c
ultu
ral
know
ledg
e sp
ecifi
c to
the
text
.
sk
ims,
sca
ns a
nd ‘g
ets
the
sens
e of
’ mai
nstre
am te
xts
at c
ohor
t le
vel,
only
with
EA
L/D
-info
rmed
su
ppor
t inc
ludi
ng m
appi
ng o
f re
fere
nce,
dra
win
g on
HL,
el
iciti
ng/s
uppl
ying
voc
abul
ary.
re
peat
s co
nten
t of s
hort,
teac
her-
sele
cted
fairl
y si
mpl
e an
d ex
plic
it fa
ctua
l mai
nstre
am s
choo
l tex
ts
whi
ch c
onta
in s
ome
argu
men
t and
pe
rsua
sion
(e.g
. tex
ts o
n po
llutio
n,
wha
ling)
with
EA
L/D
-info
rmed
su
ppor
t.
m
ay re
ad fo
r ple
asur
e si
mpl
y st
ruct
ured
long
er p
erso
nal
reco
unts
, whi
ch d
o no
t con
tain
too
man
y un
fam
iliar
cul
tura
l re
fere
nces
or c
ompl
ex la
ngua
ge
stru
ctur
es.
in
clud
es a
ll de
tails
rath
er th
an
sele
ctin
g pi
vota
l poi
nts
whe
n re
calli
ng in
form
atio
n.
ha
s lim
ited
com
preh
ensi
on o
f sel
f-se
lect
ed te
xts
appr
opria
te fo
r S
AE
-spe
akin
g pe
ers,
whi
ch a
re
expe
cted
to b
e re
ad w
ithin
a s
et
time
fram
e.
re
tells
, in
HL,
a s
tory
read
in S
AE
.
re
quire
s ex
tra p
roce
ssin
g tim
e,
espe
cial
ly w
hen
oper
atin
g un
der
test
con
ditio
ns, u
p un
til L
evel
6.
The
stud
ent:
co
mpr
ehen
ds a
wid
e ra
nge
of
text
s w
hich
are
rela
ted
to
pers
onal
, soc
ial a
nd g
ener
al
scho
ol c
onte
xts
whi
ch a
re n
ot
cultu
rally
ove
r-la
den
(e.g
. sel
f-ch
osen
sto
ries,
pop
ular
m
agaz
ines
, ins
truct
ions
for
gam
es, s
choo
l not
ices
, cla
ss-
cons
truct
ed a
nd in
divi
dual
bo
oks
and
text
s).
re
ads
subj
ect-s
peci
fic te
xts
and
mor
e co
mpl
ex le
arni
ng
mat
eria
ls, b
ut ‘d
epth
’ of
unde
rsta
ndin
g is
lim
ited
by th
eir
over
all p
rofic
ienc
y in
SA
E
(kno
wle
dge
of c
ompl
ex
stru
ctur
es, b
read
th o
f vo
cabu
lary
, cul
tura
l ref
eren
ces)
an
d th
eref
ore
thei
r abi
lity
to
pred
ict m
eani
ng fr
om s
eman
tic
and
synt
actic
cue
s.
id
entif
ies
mai
n id
ea a
nd s
ome
supp
ortin
g de
tails
from
ar
gum
ent t
exts
on
fam
iliar
su
bjec
t-spe
cific
topi
cs.
ne
eds
text
s to
be
cont
ext-
enha
nced
(e.g
. with
sup
porti
ng
pict
ures
) and
sup
porte
d by
te
ache
r exp
lana
tions
of
conc
epts
, cul
tura
l ref
eren
ces,
te
xt s
truct
ure
and
lang
uage
us
ed.
The
stud
ent:
co
mpr
ehen
ds m
ost t
exts
at
the
leve
l and
with
in th
e ra
nge
of a
bilit
y ex
pect
ed
at th
eir p
hase
of s
choo
ling
but h
as d
iffic
ulty
with
hi
ghly
cul
ture
-spe
cific
co
nten
t.
us
es in
form
atio
n ac
quire
d th
roug
h re
adin
g to
find
re
latio
nshi
ps, m
ake
infe
renc
es a
nd d
raw
co
nclu
sion
s (a
t the
leve
l an
d w
ithin
the
rang
e of
ab
ility
exp
ecte
d at
the
phas
e of
sch
oolin
g).
ne
eds
mor
e tim
e th
an
SA
E-s
peak
ing
peer
s to
pr
oces
s in
form
atio
n.
ha
s di
fficu
lty a
t the
mid
dle
scho
olin
g le
vel i
f tex
ts a
re
very
com
plex
, den
se,
cultu
rally
ove
rlade
n or
to
tally
non
-con
text
ualis
ed.
10
EQ
Ba
nd
sc
ale
s f
or
EA
L/D
le
arn
ers
— M
idd
le p
ha
se
Writ
ing New
to w
ritin
g in
SA
E
Beg
inni
ng to
exp
erim
ent w
ith w
ritin
g in
SA
E
Beg
inni
ng to
writ
e ow
n sh
ort s
impl
e te
xts
App
lyin
g un
ders
tand
ing
of
text
s to
ow
n w
ritin
gD
evel
opin
g co
ntro
l ove
r la
ngua
ge a
nd te
xt
Bec
omin
g co
mpe
tent
w
riter
s
Pre-
Leve
l 1 le
arne
r is
new
to w
ritin
g.
Leve
l 1 le
arne
r has
a
conc
ept o
f writ
ing.
Pr
e-Le
vel 2
lear
ner i
s be
ginn
ing
to re
prod
uce
writ
ing.
Leve
l 2 le
arne
r is
begi
nnin
g to
exp
erim
ent
with
writ
ing.
Le
vel 3
lear
ner i
s be
ginn
ing
self-
gene
rate
d w
ritin
g in
fa
mili
ar g
uide
d co
ntex
ts.
Leve
l 4 le
arne
r is
expe
rimen
ting
with
long
er a
nd m
ore
stru
ctur
ed
disc
ours
e.
Leve
l 5 le
arne
r is
grow
ing
in
inde
pend
ence
in w
ritin
g bu
t co
mpl
exity
and
pre
cisi
on is
lim
ited.
Leve
l 6 le
arne
r is
beco
min
g a
com
pete
nt w
riter
.
Descriptors
The
stud
ent w
ith li
mite
d sc
hool
ing:
ha
s pr
actic
es th
at
enab
le th
em to
ne
gotia
te th
eir w
ay in
th
eir f
amili
ar
envi
ronm
ent (
e.g.
pl
anni
ng a
nd
sequ
entia
l ski
lls,
spok
en h
ome
lang
uage
(H
L) c
ompe
tenc
y).
m
ay h
ave
wel
l-de
velo
ped
fine
mot
or
skill
s (e
.g. a
ble
to c
arve
w
ood,
thre
ad s
inke
rs,
brai
d ha
ir, p
lay
elec
troni
c ga
mes
).
m
ay b
e in
expe
rienc
ed
with
usi
ng w
ritin
g im
plem
ents
and
may
ne
ed ti
me
to
expe
rimen
t with
pen
s an
d ot
her w
ritin
g im
plem
ents
.
ha
s ha
d lim
ited
scho
ol
expe
rienc
e.
br
ings
to th
eir l
earn
ing
leve
ls o
f mat
urity
and
a
rang
e of
kno
wle
dge,
un
ders
tand
ings
, ski
lls
and
attit
udes
and
will
be
nefit
from
resp
ect
and
ackn
owle
dgem
ent
of th
is.
The
stud
ent:
m
ay c
opy
som
e w
ords
fro
m e
nviro
nmen
tal p
rint,
and
phra
ses
from
the
clas
sroo
m c
onte
xt,
thou
gh u
nder
stan
ding
is
as y
et v
ery
limite
d be
caus
e of
lack
of
know
ledg
e of
SA
E.
m
ay h
ave
liter
acy
unde
rsta
ndin
gs a
nd
skill
s in
thei
r L1
to
vary
ing
degr
ees
of
abili
ty.
The
stud
ent w
ith li
mite
d sc
hool
ing:
is
dev
elop
ing
conc
epts
an
d aw
aren
ess
of p
rint
upon
whi
ch li
tera
cy
deve
lopm
ent c
an b
e ba
sed.
is
pro
gres
sing
thro
ugh
a ra
nge
of s
teps
in e
arly
lit
erac
y (d
epen
ding
upo
n pr
ior l
itera
cy
expe
rienc
es) a
nd s
o m
ay
stay
at t
his
leve
l for
so
me
cons
ider
able
tim
e.
is
rest
ricte
d in
thei
r ab
ility
to w
rite
in S
AE
un
til th
eir l
itera
cy s
et is
fu
lly e
stab
lishe
d an
d un
til
an in
itial
fam
iliar
ity w
ith
SA
E la
ngua
ge a
nd
cultu
re in
the
scho
ol a
nd
clas
sroo
m c
onte
xt is
ga
ined
.
m
ay b
e le
arni
ng a
new
sc
ript.
The
stu
dent
:
re
prod
uces
env
ironm
ent
prin
t and
sen
tenc
es fr
om
teac
her’s
scr
ibin
g (fr
om
blac
kboa
rdw
ritin
g/te
ache
r’s w
ritin
g in
th
eir w
orkb
ooks
/sen
tenc
e st
rips/
wor
d ba
nks)
.
se
lect
s w
ords
(with
pic
ture
cu
es) t
o fil
l in
the
blan
ks in
gu
ided
clo
ze a
ctiv
ity w
ith
teac
her s
uppo
rt.
w
rites
cap
tions
/labe
ls o
n pi
ctur
es/d
iagr
ams
with
m
axim
um s
caffo
ldin
g (e
.g.
labe
ls p
arts
of a
n en
gine
us
ing
a w
ord
list).
re
quire
s a
high
deg
ree
of
inte
nse
scaf
fold
ing
and
one-
to-o
ne te
ache
r/adu
lt su
ppor
t to
enga
ge in
and
co
mpl
ete
task
s de
sign
ed
for t
heir
year
leve
l.
m
ay s
elec
t and
cop
y pr
inte
d m
ater
ial w
hen
give
n an
uns
uppo
rted
task
ab
ove
thei
r writ
ing
abili
ty
with
out o
ne-o
n-on
e su
ppor
t, bu
t as
yet m
ay
have
littl
e un
ders
tand
ing
of w
hat t
hey
are
copy
ing
(e.g
. cop
ying
out
pag
es o
f an
enc
yclo
paed
ia to
sho
w
that
they
are
writ
ing)
.
The
stud
ent w
ith li
mite
d sc
hool
ing:
is
stil
l dev
elop
ing
hand
writ
ing
skill
s: s
hapi
ng
lette
rs c
orre
ctly
, writ
ing
on
a lin
e.
The
stud
ent:
w
rites
lear
ned
phra
ses
and
can
com
plet
e sh
ort c
loze
act
iviti
es a
roun
d fa
mili
ar la
ngua
ge
with
con
text
ual s
uppo
rt.
m
akes
atte
mpt
s at
cap
tions
/labe
ls o
n pi
ctur
e/di
agra
ms
with
teac
her s
uppo
rt.
us
es b
egin
ning
gra
phop
honi
c kn
owle
dge
in
thei
r atte
mpt
s at
writ
ing
lear
ned
phra
ses,
ca
ptio
ns.
m
ay s
pell
wor
ds u
sing
vis
ual m
emor
y so
that
le
tters
may
be
corr
ect,
but m
ay b
e in
the
wro
ng o
rder
.
w
rites
lang
uage
, whi
ch is
rela
ted
to th
eir l
evel
of
spo
ken
SA
E a
nd to
the
teac
her’s
mod
els
of
read
ing
and
writ
ing.
pa
rtici
pate
s or
ally
(at m
inim
al le
vel)
in g
uide
d w
hole
cla
ss a
nd g
roup
con
stru
ctio
ns o
f tex
t.
m
ay w
rite
with
influ
ence
s of
HL
on w
ritin
g an
d at
tem
pts
shou
ld b
e en
cour
aged
.
re
ads
back
ow
n w
ritin
g.
m
ay b
e ab
le to
pro
vide
onl
y lim
ited
com
men
ts
abou
t the
ir pi
ctur
es o
r writ
ing
in S
AE
; ho
wev
er, m
ay c
hoos
e to
giv
e co
mm
ents
and
ex
plan
atio
ns in
thei
r HL
to th
eir H
L pe
ers.
The
stud
ent w
ith li
mite
d sc
hool
ing:
ha
s ta
ken
cons
ider
able
tim
e to
reac
h th
is le
vel
and
will
con
tinue
to re
quire
hig
h le
vels
of
supp
ort i
n or
der t
o be
abl
e to
dra
w o
n th
e va
riety
of l
itera
cy k
now
ledg
e re
quire
d to
pr
oduc
e si
mpl
e te
xts.
The
stud
ent:
ge
nera
tes
own
shor
t tex
ts
on fa
mili
ar to
pics
(e.g
. re
coun
ts, e
mai
l mes
sage
s,
stra
ight
forw
ard
tele
phon
e m
essa
ges,
lette
rs, r
epor
ts,
desc
riptio
ns),
in h
ighl
y su
ppor
ted
cont
exts
with
sp
ecifi
c m
odel
ling
of te
xt
stru
ctur
e an
d la
ngua
ge
feat
ures
(e.g
. wor
d ba
nks)
.
co
nnec
ts s
impl
e se
nten
ces/
stat
emen
tsap
prox
imat
ing
sent
ence
s w
ith c
ohes
ive
devi
ces
(e.g
. an
d, b
ut, t
hen)
, ver
y lim
ited
in ra
nge,
typi
cal o
f the
sp
oken
mod
e.
w
rites
with
EA
L/D
feat
ures
re
flect
ing
thei
r acq
uisi
tion
of S
AE
and
this
use
of
inte
r-la
ngua
ge is
a s
ign
of
seco
nd la
ngua
ge p
rogr
ess
and
shou
ld b
e se
nsiti
vely
su
ppor
ted.
re
quire
s on
e-on
-one
as
sist
ance
to c
larif
y an
d un
ders
tand
whe
n co
mm
enci
ng w
ritin
g ta
sks,
be
caus
e of
gap
s in
EA
L/D
lis
teni
ng (u
p to
leve
l 5).
re
quire
s ex
tra ti
me
to
proc
ess
thou
ghts
in te
st
situ
atio
ns (u
p to
Lev
el 6
).
The
stud
ent:
w
rites
coh
eren
t tex
ts o
n fa
mili
ar
topi
cs (e
.g. r
epor
ts, l
onge
r re
coun
ts, p
roce
dure
s) m
odel
led
on th
ose
read
with
and
/or b
y th
e te
ache
r but
with
EA
L/D
fe
atur
es (e
.g. d
iffic
ulty
with
wor
d or
der,
tens
e us
age,
pr
epos
ition
s, p
lura
ls).
w
rites
upp
er p
rimar
y/ju
nior
se
cond
ary
text
s (e
.g.
imag
inat
ive
narr
ativ
e, lo
nger
de
scrip
tive,
sim
ple
film
revi
ews
and
info
rmat
ion
text
s) w
ith
exte
nsiv
e E
AL/
D-in
form
ed
supp
ort.
ha
s un
even
con
trol o
f tex
t st
ruct
ures
suc
h as
par
agra
phs,
se
nten
ces,
syn
tax,
coh
esiv
e de
vice
s an
d m
ay c
onfo
rm
clos
ely
to te
ache
r mod
el.
se
es th
emse
lves
as
writ
ers
and
have
suc
cess
.
ex
pres
ses
com
plex
thou
ghts
(e
.g. e
xpla
natio
ns, a
rgum
ents
) bu
t in
doin
g so
, the
text
may
be
com
e le
ss c
oher
ent a
nd le
ss
accu
rate
(a s
ign
of la
ngua
ge
grow
th) a
nd re
quire
s m
ore
on
the
part
of th
e re
ader
to
com
preh
end
inte
nded
mea
ning
. Th
is ri
sk-ta
king
is to
be
enco
urag
ed a
s it
enab
les
prog
ress
.
ne
eds
stro
ng E
AL/
D s
uppo
rt (e
.g. p
re-ta
sk a
nd p
ost-t
ask
talk
, m
odel
ling,
join
t con
stru
ctio
n).
The
stud
ent:
w
rites
(tho
ugh
with
sup
port,
no
rmal
ly g
iven
in c
lass
es)
reco
unts
, nar
rativ
es, s
tory
re
telli
ng a
nd o
ther
text
s, a
s ex
pect
ed a
t the
ir ph
ase
of
scho
olin
g, b
ut w
ith E
AL/
D
feat
ures
.
w
rites
info
rmat
iona
l tex
ts,
incl
udin
g re
ports
and
pro
ject
s (th
ough
with
HL
feat
ures
) with
cl
ear g
uida
nce,
and
if re
adin
g so
urce
mat
eria
l is
at th
eir l
evel
of
read
ing
abili
ty, o
ther
wis
e w
ritin
g m
ay b
reak
dow
n.
w
rites
with
lack
of d
epth
be
caus
e of
lim
ited
cont
rol o
ver
SA
E (e
.g. n
arro
w ra
nge
of
voca
bula
ry, s
truct
ures
, and
su
btle
ties
of th
e la
ngua
ge).
ex
pres
ses
com
plex
thou
ghts
(e
.g. e
xpla
natio
n, in
terp
reta
tion,
ev
alua
tion,
arg
umen
t) bu
t in
doin
g so
, the
text
may
con
tinue
to
be
less
coh
eren
t and
less
ac
cura
te (a
sig
n of
lang
uage
gr
owth
) and
requ
ire m
ore
on th
e pa
rt of
the
read
er to
co
mpr
ehen
d in
tend
ed m
eani
ng.
This
risk
-taki
ng is
to b
e en
cour
aged
as
it en
able
s pr
ogre
ss.
se
lf-ed
its ro
utin
e gr
amm
atic
al
corre
ctio
ns (e
.g. s
impl
e pa
st
tens
e co
rrec
tions
) afte
r tea
cher
fe
edba
ck o
n th
eir d
rafts
, but
m
ay n
ot y
et h
ave
enou
gh
lang
uage
aw
aren
ess
abou
t w
ritte
n S
AE
to a
dequ
atel
y se
lf-ed
it th
eir w
ritte
n te
xts
(e.g
. co
mpl
ex c
laus
es, c
ohes
ion)
.
The
stud
ent:
is
a c
ompe
tent
writ
er (a
t th
e le
vel e
xpec
ted
for t
heir
phas
e of
sch
oolin
g),
thou
gh s
ome
HL
feat
ures
pe
rsis
t whi
ch w
ill n
ot
impe
de m
eani
ng.
ca
n ta
ke n
otes
and
writ
e a
rese
arch
ed re
port
(at t
he
leve
l exp
ecte
d at
the
phas
e of
sch
oolin
g) p
rovi
ded
the
task
is c
aref
ully
stru
ctur
ed
(e.g
. spe
cific
que
stio
ns to
be
rese
arch
ed; t
alki
ng
arou
nd th
e to
pic;
dra
fting
an
d re
draf
ting)
; how
ever
, is
likel
y to
nee
d m
ore
time
for
both
the
read
ing
and
writ
ing
requ
ired
in o
rder
to
prod
uce
thei
r bes
t wor
k.
w
rites
ext
ende
d dr
afts
, gi
ven
time.
w
rites
flue
ntly
, usi
ng s
impl
e an
d co
mpl
ex s
ente
nces
an
d ap
prop
riate
con
nect
ors
(at t
he le
vel e
xpec
ted
of
thei
r pha
se o
f sch
oolin
g)
refle
ctin
g ab
ility
to o
rgan
ise
a se
ries
of m
ain
idea
s an
d de
tails
.
us
es m
ore
com
plex
se
nten
ce s
truct
ures
, with
oc
casi
onal
EA
L/D
feat
ures
(e
.g. o
mitt
ed a
rticl
es,
inap
prop
riate
pre
posi
tions
).
Implications
EAL/
D s
tude
nts
at th
ese
leve
ls o
f lis
teni
ng, s
peak
ing,
read
ing/
view
ing
and
writ
ing
will
requ
ire s
peci
alis
t, in
tens
ive
supp
ort.
Whe
re th
is is
not
pos
sibl
e, th
e te
achi
ng a
nd le
arni
ng p
rogr
am a
t the
m
ains
trea
m s
choo
l sho
uld
prov
ide
extr
a sc
affo
ldin
g to
mee
t the
se s
tude
nts’
nee
ds a
nd a
dditi
onal
sup
port
sho
uld
be p
rovi
ded.
Som
e st
uden
ts, e
.g. s
tude
nts
who
spe
ak c
reol
es, m
ay p
late
au a
t lev
el
3 in
list
enin
g be
caus
e of
the
lack
of u
nder
stan
ding
that
the
lang
uage
they
spe
ak is
not
SA
E. T
hat i
s, it
may
be
erro
neou
sly
assu
med
by
both
stu
dent
s an
d te
ache
rs th
at th
e st
uden
ts a
re S
AE
user
s an
d th
eref
ore
they
‘sho
uld’
be
able
to u
nder
stan
d w
hat i
s be
ing
said
in th
e cl
assr
oom
.
Stud
ents
at t
his
leve
l nee
d sp
ecia
list s
uppo
rt.
Whe
re th
is is
no
t pos
sibl
e, th
e te
achi
ng a
nd
lear
ning
pro
gram
at t
he
mai
nstr
eam
sch
ool s
houl
d pr
ovid
e ex
tra
scaf
fold
ing
to m
eet
thes
e st
uden
ts’ n
eeds
and
ad
ditio
nal s
uppo
rt s
houl
d be
pr
ovid
ed. S
tude
nts
will
ben
efit
from
mor
e tim
e fo
r the
read
ing
and
writ
ing
requ
ired
in
asse
ssm
ent t
asks
.
Stud
ents
at t
his
leve
l nee
d su
ppor
t with
task
s th
at a
re
cultu
rally
ove
rload
ed. T
hey
may
nee
d in
divi
dual
sup
port
to
und
erst
and
the
cultu
ral
dem
ands
of t
asks
, and
will
be
nefit
from
mor
e tim
e fo
r th
e re
adin
g an
d w
ritin
g re
quire
d in
ass
essm
ent
task
s.
11
Appendix 3:
EQ bandscales headings and levels
The EQ bandscales headings and levels table is for
experienced bandscales users.
These pages can be used by EAL/D teachers as a first
point of reference in discussion with school staff to
begin the identification and bandscaling process.
They must be used in conjunction with the EQ
Bandscales for EAL/D learners.
Department of Education, Training and Employment 41
LIST
ENIN
GPr
e 1
1Pr
e 2
23
45
6
New
to S
tand
ard
Aust
ralia
n En
glis
h (S
AE)
Beg
inni
ng to
co
mpr
ehen
d fa
mili
ar
SAE
Beg
inni
ng to
co
mpr
ehen
d cl
assr
oom
SA
E
Dev
elop
ing
com
preh
ensi
on o
f SAE
Co
nsol
idat
ing
com
preh
ensi
on o
f SAE
Bec
omin
g co
mpe
tent
in
SAE
Leve
l 1 s
tude
nt
unde
rsta
nds
isol
ated
ke
y w
ords
in c
onte
xt.
Leve
l 2 s
tude
nt is
be
ginn
ing
to u
nder
stan
d fa
mili
ar ta
lk.
Leve
l 3 s
tude
nt
unde
rsta
nds
som
e cl
assr
oom
talk
.
Leve
l 4 s
tude
nt
unde
rtak
es s
ome
lear
ning
thro
ugh
SAE.
Leve
l 5 s
tude
nt e
xpan
ds
thei
r com
preh
ensi
on o
f SA
E.
Leve
l 6 s
tude
nt
com
preh
ends
ext
ende
d ta
lk in
SAE
.
SPEA
KIN
GPr
e 1
1Pr
e 2
23
45
6
New
to S
AEB
egin
ning
to u
se fa
mili
ar S
AEB
egin
ning
to p
arti
cipa
te
in S
AE
Dev
elop
ing
use
of S
AE
Cons
olid
atin
g us
e of
SAE
Bec
omin
g co
mpe
tent
in
SAE
Pre-
Leve
l 1 s
tude
nt
uses
hom
e la
ngua
ge
excl
usiv
ely.
Leve
l 1 s
tude
nt u
ses
isol
ated
SAE
wor
ds.
Pre-
Leve
l 2 s
tude
nt
is s
tart
ing
to u
se
rehe
arse
d SA
E ph
rase
s.
Leve
l 2 s
tude
nt tr
ies
shor
t utt
eran
ces
on th
eir
own.
Leve
l 3 s
tude
nt
part
icip
ates
in s
ome
clas
sroo
m ta
lk.
Leve
l 4 s
tude
nt
unde
rtak
es s
ome
lear
ning
thro
ugh
SAE.
Leve
l 5 s
tude
nt e
xpan
ds
thei
r ran
ge o
f SAE
.Le
vel 6
stu
dent
ex
pres
ses
mor
e co
mpl
ex
idea
s in
SAE
.
REA
DIN
G /
VIEW
ING
Pre
11
Pre
22
34
56
New
to re
adin
g an
d to
SAE
Beg
inni
ng to
reco
gnis
e w
ords
and
wor
d cl
uste
rsB
egin
ning
to
com
preh
end
shor
t fa
mili
ar te
xts
Appl
ying
dev
elop
ing
read
ing
skill
s Co
nsol
idat
ing
read
ing
skill
sB
ecom
ing
com
pete
nt
read
ers
Pre-
Leve
l 1 s
tude
nt is
ne
w to
read
ing
and
to
SAE.
Leve
l 1 s
tude
nt is
new
to
read
ing
in S
AE.
Pre-
Leve
l 2 s
tude
nt
begi
ns to
reco
gnis
e fa
mili
ar w
ords
and
m
emor
ised
wor
d cl
uste
rs.
Leve
l 2 s
tude
nt b
egin
s to
reco
gnis
e w
ords
and
sh
ort w
ord
clus
ters
.
Leve
l 3 s
tude
nt b
egin
s to
com
preh
end
shor
t fa
mili
ar te
xts
in S
AE w
ith
cont
extu
al s
uppo
rt.
Leve
l 4 s
tude
nt a
pplie
s re
adin
g sk
ills
in fa
mili
ar
cont
exts
and
topi
cs.
Leve
l 5 s
tude
nt is
be
com
ing
a co
nfide
nt
read
er w
ithi
n th
eir
limit
ed la
ngua
ge
profi
cien
cy.
Leve
l 6 s
tude
nt
com
preh
ends
mos
t te
xts.
WR
ITIN
GPr
e 1
12
Pre
33
45
6
New
to w
riti
ngB
egin
ning
to e
xper
imen
t w
ith
wri
ting
in S
AEB
egin
ning
to w
rite
ow
n sh
ort s
impl
e te
xts
Appl
ying
und
erst
andi
ng
of te
xts
to o
wn
wri
ting
D
evel
opin
g co
ntro
l ove
r la
ngua
ge a
nd te
xtB
ecom
ing
com
pete
nt
wri
ters
Pre-
Leve
l 1 s
tude
nt is
ne
wly
intr
oduc
ed to
co
ncep
t of w
riti
ng.
Leve
l 1 s
tude
nt is
new
to
wri
ting
.Le
vel 2
stu
dent
att
ache
s m
eani
ng to
thei
r wri
ting
in
an
appr
oxim
atio
n of
SA
E.
Pre-
Leve
l 3 s
tude
nt
begi
ns to
wri
te w
ith
sim
ple
sent
ence
st
ruct
ures
.
Leve
l 3 s
tude
nt b
egin
s to
wri
te o
wn
very
sho
rt
text
s.
Leve
l 4 s
tude
nt p
rodu
ces
a sm
all r
ange
of s
impl
e,
shor
t tex
ts.
Leve
l 5 s
tude
nt w
rite
s lo
nger
, fam
iliar
text
ty
pes.
Leve
l 6 s
tude
nt w
rite
s m
ost t
ext t
ypes
in
profi
cien
t SAE
.
Thes
e ar
e th
e he
adin
gs a
nd le
vels
for t
he E
Q b
ands
cale
s an
d m
ust b
e us
ed in
con
junc
tion
w
ith
the
EQ B
ands
cale
s fo
r EAL
/D le
arne
rs
EQ b
ands
cale
s he
adin
gs a
nd le
vels
tabl
e - E
arly
pha
se
43
Dep
artm
ent o
f Edu
cati
on, T
rain
ing
and
Empl
oym
ent
LIST
ENIN
GPr
e 1
1Pr
e 2
23
45
6
New
to S
tand
ard
Aust
ralia
n En
glis
h (S
AE)
Beg
inni
ng to
co
mpr
ehen
d fa
mili
ar
SAE
Beg
inni
ng to
co
mpr
ehen
d cl
assr
oom
SA
E
Dev
elop
ing
com
preh
ensi
on o
f SAE
Co
nsol
idat
ing
com
preh
ensi
on o
f SAE
Bec
omin
g co
mpe
tent
in
SAE
Leve
l 1 s
tude
nt
unde
rsta
nds
isol
ated
ke
y w
ords
in c
onte
xt.
Leve
l 2 s
tude
nt is
be
ginn
ing
to u
nder
stan
d fa
mili
ar ta
lk.
Leve
l 3 s
tude
nt
unde
rsta
nds
som
e cl
assr
oom
talk
.
Leve
l 4 s
tude
nt
unde
rtak
es s
ome
lear
ning
thro
ugh
SAE.
Leve
l 5 s
tude
nt e
xpan
ds
thei
r com
preh
ensi
on o
f SA
E.
Leve
l 6 s
tude
nt
com
preh
ends
ext
ende
d ta
lk in
SAE
.
SPEA
KIN
GPr
e 1
1Pr
e 2
23
45
6
New
to S
AEB
egin
ning
to u
se fa
mili
ar S
AEB
egin
ning
to p
arti
cipa
te
in S
AE
Dev
elop
ing
use
of S
AE
Cons
olid
atin
g us
e of
SAE
Bec
omin
g co
mpe
tent
in
SAE
Pre-
Leve
l 1 s
tude
nt
uses
hom
e la
ngua
ge
excl
usiv
ely.
Leve
l 1 s
tude
nt u
ses
isol
ated
SAE
wor
ds.
Pre-
Leve
l 2 s
tude
nt
is s
tart
ing
to u
se
rehe
arse
d SA
E ph
rase
s.
Leve
l 2 s
tude
nt tr
ies
shor
t utt
eran
ces
on th
eir
own.
Leve
l 3 s
tude
nt
part
icip
ates
in s
ome
clas
sroo
m ta
lk.
Leve
l 4 s
tude
nt
unde
rtak
es s
ome
lear
ning
thro
ugh
SAE.
Leve
l 5 s
tude
nt e
xpan
ds
thei
r ran
ge o
f SAE
.Le
vel 6
stu
dent
ex
pres
ses
mor
e co
mpl
ex
idea
s in
SAE
.
REA
DIN
G /
VIEW
ING
Pre
11
Pre
22
34
56
New
to re
adin
g an
d to
SAE
Beg
inni
ng to
reco
gnis
e w
ords
and
wor
d cl
uste
rsB
egin
ning
to
com
preh
end
shor
t fa
mili
ar te
xts
Appl
ying
dev
elop
ing
read
ing
skill
s Co
nsol
idat
ing
read
ing
skill
sB
ecom
ing
com
pete
nt
read
ers
Pre-
Leve
l 1 s
tude
nt is
ne
w to
read
ing
and
to
SAE.
Leve
l 1 s
tude
nt is
new
to
read
ing
in S
AE.
Pre-
Leve
l 2 s
tude
nt
begi
ns to
reco
gnis
e fa
mili
ar w
ords
and
m
emor
ised
wor
d cl
uste
rs.
Leve
l 2 s
tude
nt b
egin
s to
reco
gnis
e w
ords
and
sh
ort w
ord
clus
ters
.
Leve
l 3 s
tude
nt b
egin
s to
com
preh
end
shor
t fa
mili
ar te
xts
in S
AE w
ith
cont
extu
al s
uppo
rt.
Leve
l 4 s
tude
nt a
pplie
s re
adin
g sk
ills
in fa
mili
ar
cont
exts
and
topi
cs.
Leve
l 5 s
tude
nt is
be
com
ing
a co
nfide
nt
read
er w
ithi
n th
eir
limit
ed la
ngua
ge
profi
cien
cy.
Leve
l 6 s
tude
nt
com
preh
ends
mos
t te
xts.
WR
ITIN
GPr
e 1
12
Pre
33
45
6
New
to w
riti
ngB
egin
ning
to e
xper
imen
t w
ith
wri
ting
in S
AEB
egin
ning
to w
rite
ow
n sh
ort s
impl
e te
xts
Appl
ying
und
erst
andi
ng
of te
xts
to o
wn
wri
ting
D
evel
opin
g co
ntro
l ove
r la
ngua
ge a
nd te
xtB
ecom
ing
com
pete
nt
wri
ters
Pre-
Leve
l 1 s
tude
nt is
ne
wly
intr
oduc
ed to
co
ncep
t of w
riti
ng.
Leve
l 1 s
tude
nt is
new
to
wri
ting
.Le
vel 2
stu
dent
att
ache
s m
eani
ng to
thei
r wri
ting
in
an
appr
oxim
atio
n of
SA
E.
Pre-
Leve
l 3 s
tude
nt
begi
ns to
wri
te w
ith
sim
ple
sent
ence
st
ruct
ures
.
Leve
l 3 s
tude
nt b
egin
s to
wri
te o
wn
very
sho
rt
text
s.
Leve
l 4 s
tude
nt p
rodu
ces
a sm
all r
ange
of s
impl
e,
shor
t tex
ts.
Leve
l 5 s
tude
nt w
rite
s lo
nger
, fam
iliar
text
ty
pes.
Leve
l 6 s
tude
nt w
rite
s m
ost t
ext t
ypes
in
profi
cien
t SAE
.
Thes
e ar
e th
e he
adin
gs a
nd le
vels
for t
he E
Q b
ands
cale
s an
d m
ust b
e us
ed in
con
junc
tion
w
ith
the
EQ B
ands
cale
s fo
r EAL
/D le
arne
rs
EQ b
ands
cale
s he
adin
gs a
nd le
vels
tabl
e —
Mid
dle
phas
eLI
STEN
ING
Pre
11
Pre
22
34
56
New
to S
tand
ard
Aust
ralia
n En
glis
h (S
AE)
Beg
inni
ng to
co
mpr
ehen
d fa
mili
ar
SAE
Beg
inni
ng to
co
mpr
ehen
d cl
assr
oom
SA
E
Dev
elop
ing
com
preh
ensi
on o
f SAE
Co
nsol
idat
ing
com
preh
ensi
on o
f SAE
Bec
omin
g co
mpe
tent
in
SAE
Leve
l 1 s
tude
nt
unde
rsta
nds
isol
ated
ke
y w
ords
in c
onte
xt.
Leve
l 2 s
tude
nt is
be
ginn
ing
to u
nder
stan
d fa
mili
ar ta
lk.
Leve
l 3 s
tude
nt
unde
rsta
nds
som
e cl
assr
oom
talk
.
Leve
l 4 s
tude
nt
unde
rtak
es s
ome
lear
ning
thro
ugh
SAE.
Leve
l 5 s
tude
nt e
xpan
ds
thei
r com
preh
ensi
on
of S
AE.
Leve
l 6 s
tude
nt
com
preh
ends
ext
ende
d ta
lk in
SAE
.
SPEA
KIN
GPr
e 1
1Pr
e 2
23
45
6
New
to S
AEB
egin
ning
to u
se fa
mili
ar S
AEB
egin
ning
to p
arti
cipa
te
in S
AE
Dev
elop
ing
use
of S
AE
Cons
olid
atin
g us
e of
SAE
Bec
omin
g co
mpe
tent
in
SAE
Pre-
Leve
l 1 s
tude
nt
uses
hom
e la
ngua
ge
excl
usiv
ely.
Leve
l 1 s
tude
nt u
ses
isol
ated
SAE
wor
ds.
Pre-
Leve
l 2 s
tude
nt
is s
tart
ing
to u
se
rehe
arse
d SA
E ph
rase
s.
Leve
l 2 s
tude
nt tr
ies
shor
t utt
eran
ces
on
thei
r ow
n.
Leve
l 3 s
tude
nt
part
icip
ates
in s
ome
clas
sroo
m ta
lk.
Leve
l 4 s
tude
nt
unde
rtak
es s
ome
lear
ning
thro
ugh
SAE.
Leve
l 5 s
tude
nt e
xpan
ds
thei
r ran
ge o
f SAE
.Le
vel 6
stu
dent
ex
pres
ses
mor
e co
mpl
ex
idea
s in
SAE
.
REA
DIN
G/V
IEW
ING
Pre
11
Pre
22
34
56
New
to re
adin
g an
d to
SAE
Beg
inni
ng to
reco
gnis
e w
ords
and
wor
d cl
uste
rsB
egin
ning
to
com
preh
end
shor
t fa
mili
ar te
xts
Appl
ying
dev
elop
ing
read
ing
skill
s Co
nsol
idat
ing
read
ing
skill
sB
ecom
ing
com
pete
nt
read
ers
Pre-
Leve
l 1 s
tude
nt is
ne
w to
read
ing
and
to
SAE.
Leve
l 1 s
tude
nt is
new
to
read
ing
in S
AE.
Pre-
Leve
l 2 s
tude
nt
begi
ns to
reco
gnis
e fa
mili
ar w
ords
and
m
emor
ised
wor
d cl
uste
rs.
Leve
l 2 s
tude
nt b
egin
s to
reco
gnis
e w
ords
and
sh
ort w
ord
clus
ters
.
Leve
l 3 s
tude
nt b
egin
s to
com
preh
end
shor
t fa
mili
ar te
xts
in S
AE
wit
h co
ntex
tual
sup
port
.
Leve
l 4 s
tude
nt a
pplie
s re
adin
g sk
ills
in fa
mili
ar
cont
exts
and
topi
cs.
Leve
l 5 s
tude
nt is
be
com
ing
a co
nfide
nt
read
er w
ithi
n th
eir
limit
ed la
ngua
ge
profi
cien
cy.
Leve
l 6 s
tude
nt
com
preh
ends
mos
t te
xts.
WR
ITIN
GPr
e 1
12
Pre
33
45
6
New
to w
riti
ngB
egin
ning
to e
xper
imen
t w
ith
wri
ting
in S
AEB
egin
ning
to w
rite
ow
n sh
ort s
impl
e te
xts
Appl
ying
und
erst
andi
ng
of te
xts
to o
wn
wri
ting
D
evel
opin
g co
ntro
l ove
r la
ngua
ge a
nd te
xtB
ecom
ing
com
pete
nt
wri
ters
Pre-
Leve
l 1 s
tude
nt is
ne
wly
intr
oduc
ed to
co
ncep
t of w
riti
ng.
Leve
l 1 s
tude
nt is
new
to
wri
ting
.Le
vel 2
stu
dent
att
ache
s m
eani
ng to
thei
r wri
ting
in
an
appr
oxim
atio
n of
SA
E.
Pre-
Leve
l 3 s
tude
nt
begi
ns to
wri
te w
ith
sim
ple
sent
ence
st
ruct
ures
.
Leve
l 3 s
tude
nt b
egin
s to
wri
te o
wn
very
sho
rt
text
s.
Leve
l 4 s
tude
nt p
rodu
ces
a sm
all r
ange
of s
impl
e,
shor
t tex
ts.
Leve
l 5 s
tude
nt w
rite
s lo
nger
, fam
iliar
text
ty
pes.
Leve
l 6 s
tude
nt w
rite
s m
ost t
ext t
ypes
in
profi
cien
t SAE
.
Thes
e ar
e th
e he
adin
gs a
nd le
vels
for t
he E
Q b
ands
cale
s an
d m
ust b
e us
ed in
con
junc
tion
w
ith
the
EQ B
ands
cale
s fo
r EAL
/D le
arne
rs
Bibliography
ACARA, English as an Additional Language or Dialect Teacher Resource: Overview and EAL/D Learning Progression (online). http://www.acara.edu.au/verve/_resources/English_as_an_Additional_Language_or_Dialect_Teacher_Resource_05_06_12.pdf#search=EAL/
ACARA, The Shape of the Australian Curriculum, Version 3 (online). http://acara.edu.au/verve/_resources/The_Shape_of_the_Australian_Curriculum_V3.pdf
Education Queensland 2002, Bandscales for Aboriginal and Torres Strait Islander Learners (online). http://education.qld.gov.au/students/evaluation/monitoring/bandscales/
Education Queensland, Break it down, Build it up (online). http://www.learningplace.com.au/deliver/content.asp?pid=48633
Education Queensland, Dimensions of teaching and learning (online). http://www.learningplace.com.au/deliver/content.asp?pid=49267
Education Queensland, ESL in the Classroom (online). http://www.learningplace.com.au/default_community.asp?orgid=126&suborgid=866
Education Queensland 2013, EQ Bandscales for English as an additional language and dialect (EAL/D) learners (online). http://www.learningplace.com.au/uploads/documents/store/doc_866_2964_bandscales.pdf
Education Queensland, P-12 curriculum, assessment and reporting framework (online). http://education.qld.gov.au/curriculum/framework/p-12/
Education Queensland, Policy statement: Curriculum provision to students with diverse learning needs (online). http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-diverse-needs.pdf
Education Queensland, Policy statement: English as an additional language or dialect (EAL/D) learners at: http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-statement-eal-learners.pdf
Human Rights Education Associates (HRES), Refugees and Displaced Persons (online). http://www.hrea.org/index.php?doc_id=418
McKay, P., Hudson, C. and Sapuppo, M. 1994: ESL Bandscales. In NLLIA ESL Development: Language and Literacy in Schools Project. Canberra: National Languages and Literacy Institute of Australia.
McKay, P (ed.) 2007, Assessing, Monitoring and Understanding English as a Second Language in Schools: The NLLIA ESL Bandscales Version 2. Queensland University of Technology and Independent Schools Queensland, Brisbane.
NLLIA 1994, NLLIA ESL Development: Language and Literacy in Schools Project, Vol. 1 (Coordinator P.McKay) National Languages and Literacy Institute of Australia, Canberra.
Queensland Government 2012, Queensland Government Recognition Statement Australian South Sea Islander Community (online). http://www.datsima.qld.gov.au/multicultural/community/australian-south-sea-islanders/australian-south-sea-islander-recognition
Queensland Providers of Assistance to Survivors of Torture and Trauma [QPASTT], Resources for Schools (online). http://www.qpastt.org.au/resources_index.html
Queensland Providers of Assistance to Survivors of Torture and Trauma [QPASTT], A teacher’s guide to working with students from refugee and displaced backgrounds (online). http://www.qpastt.org.au/documents/Schoolteachersguide2007.pdf
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