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Purpose
The English Language Proficiency State Curriculum which was accepted by the Maryland State Board of Education on September 21, 2009, is designed to guide curriculum, instruction, and assessment for English language learners (ELLs). The ELP State Curriculum provides content standards, indicators, and objectives in the four language domains of listening, speaking, reading, and writing. These domains represent the skills that ELL students must acquire to achieve proficiency in English. The ELP State Curriculum uses five proficiency levels—low beginning, high beginning, low intermediate, high intermediate, and advanced—to indicate the progression of language development. ELLs enter Maryland's school systems at all proficiency levels. Grade level skills in all grade bands (K-1, 2-3, 4-5, 6-8 and 9-12) are introduced at the low beginning level with reduced linguistic complexity and appropriate instructional support. ELLs do not have the luxury of waiting until they are proficient in English to be introduced to academic language and content instruction. The content rigor of the ELP State Curriculum is designed to positively impact the achievement of ELLs in Maryland.
Organization and Format
Domains
The domains included in the Maryland ELP State Curriculum include:
- Listening/Listening Comprehension - English language learners will listen to English to acquire language, comprehend and interpret meaning, and respond appropriately in basic interpersonal and academic contexts.
- Speaking - English language learners will speak in English for a variety of interpersonal and academic purposes, with fluency, using appropriate vocabulary, grammar, pronunciation, and nonverbal communication strategies.
- Reading - English language learners will read English to acquire language and comprehend, analyze, interpret, and evaluate a variety of literary and informational texts.
- Writing - English language learners will write in English for a variety of interpersonal and academic purposes with fluency, using appropriate vocabulary, grammar and Standard English writing conventions.
Implementation of the ELP State Curriculum
The Maryland ELP State Curriculum is intended to be used by policy makers, administrators, classroom teachers, English for teachers of other languages (ESOL) teachers, and other school personnel who work with English language learners (ELLs). It will serve as a critical resource for understanding the linguistic needs and abilities of ELL students, creating ESOL instructional models, writing curricula, designing assessments, and monitoring ELL students' progress as they move through the five stages of language proficiency.
The ELP State Curriculum has been designed for flexibility and versatility so that it is applicable to the diverse ESOL programs and ELL populations throughout the state of Maryland. Local school districts will use the ELP State Curriculum as a basis for developing their own curricula incorporating a scope and sequence that can be adapted to their individual program requirements and their ELL population. With the ELP State Curriculum as a guide and through collaboration of ESOL and content area teachers, ELL students will be provided with quality instruction that enables them to meet school expectations, perform well on mandated assessments, and become educated and productive members of our society.
State Curriculum
Grades K-1 [Word 280k]
Grades K-1 [Acrobat 232k]
Grades 2-3 [Word 280k]
Grades 2-3 [Acrobat 243k]
Grades 4-5 [Word 280k]
Grades 4-5 [Acrobat 235k]
Grades 6-8 [Word 280k]
Grades 6-8 [Acrobat 196k]
Grades 9-12 [Word 280k]
Grades 9-12 [Acrobat 210k]
