An Introduction
Purpose
In the past decade, the number of English language learners (ELLs) across Maryland has increased by 40%. These students bring to our state a vast richness of cultural and linguistic diversity. The Maryland State Department of Education (MSDE) is committed to providing effective language instruction to all students with limited English proficiency, so that they may be able to meet grade level expectations, perform well on state assessments and participate fully in the academic environment. One of MSDE's highest priorities is closing the achievement gap between ELL students and their English-speaking peers. The passage of the No Child Left Behind Act of 2001 has drawn national attention to the needs of the ELL population in schools throughout the US and has served as a catalyst for states to develop, refine and implement English Language Proficiency (ELP) Standards which align curriculum, instruction and assessment.
The Maryland ELP standards project has been a collaborative effort of many educators who work with ELL students throughout the state. Their mission was to create a conceptual framework for standards-based classroom instruction and assessment of ELL students at all levels of language proficiency in grades K-12. The purpose of the ELP Standards is to identify and describe the language skills that are necessary for ELL students to be able to communicate effectively and participate fully in school. The ELP Standards specify the English language skills needed to perform the tasks required by the Maryland Voluntary State Curriculum across content areas. The criteria outlined in the ELP Standards will guide educators in systematic and thoughtful planning and delivery of English language instruction throughout the state. ELL students who meet these standards will possess the English language competence needed for academic success and for life in a literate culture.
The Maryland ELP standards are closely aligned with the Maryland Voluntary State Curricula in the content areas. The ELP Standards demonstrate the connection between learning the correct forms of English and the functional application of that knowledge to the content areas of Reading/Language Arts, Math, Science and Social Studies. They focus on the development of academic language proficiency by identifying the forms and functions of English that ELL students need in order to access, comprehend and participate successfully in the classroom setting.
Organization and Format
Grade Bands:
The ELP Standards have been organized into the following grade bands: Grades PreK-1, Grades 2-3, Grades 4-5, and Grades 6-12. This organization reflects the students' cognitive development as it relates to language acquisition among the various age groups.
Proficiency Levels:
Five proficiency levels within each topic outline the progression of language development as implied in the acquisition of English as a second language. They are: Low Beginning, High Beginning, Low Intermediate, High Intermediate, and Advanced.
Topics:
The topics included in the Maryland ELP standards are:
- 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 basic interpersonal and academic purposes, with fluency, using appropriate vocabulary, grammar, pronunciation, and nonverbal communication strategies.
- Reading/ Reading Comprehension - 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 basic interpersonal and academic purposes with fluency, using appropriate vocabulary, grammar and Standard English writing conventions.
- Basic Literacy - English Language Learners with limited or interrupted education will develop the literacy skills and academic behaviors required for successful participation in ESOL and content classes.
- Culture - English Language Learners will demonstrate knowledge and understanding of American institutions and customs in order to interact appropriately in social and academic situations.
Implementation of the Standards
The Maryland ELP Standards are intended to be used by policy makers, administrators, classroom teachers, ESOL teachers and other school personnel who work with English Language Learners. 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 tracking progress as they move through the five stages of language proficiency.
The Standards have been designed for flexibility and versatility so that they will be applicable to all of the many diverse ESOL programs and ELL populations throughout the state of Maryland. Local school districts will use the standards 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 Standards 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.
Voluntary State Curriculum
Speaking: Grades Prek – 5 [Acrobat 151k]
Speaking: Grades 6 – 12 [Acrobat 41k]Writing: Grades Prek – 5 [Acrobat 139k]
Writing: Grades 6 – 12 [Acrobat 36k]Culture: Grades Prek – 12 [Acrobat 11k]
Literacy: Grades 3 – 12 [Acrobat 26k]Listening: Grades Prek – 5 [Acrobat 83k]
Listening: Grades 6 – 12 [Acrobat 47k]Reading: Grades Prek – 5 [Acrobat 123k]
Reading: Grades 6 – 12 [Acrobat 612k]
