Pennsylvania ESL Goals and Standards

Pennsylvania has established 3 Goals and 3 Standards for each Goal that have been adapted from the TESOL Goals and Standards for Teaching English Language Learners.  They are as follows:

Goal I, Standard 1
Students will use English to participate in social interactions.

Goal I, Standard 2
Students will interact in, through and with spoken and written English for personal expression and enjoyment.

Goal I, Standard 3
Students will use learning strategies to extend their communicative competence.

Goal II, Standard 1
Students will use English to interact in the classroom.

Goal II, Standard 2
Students will use English to obtain, process, construct and provide subject matter in spoken and written form.

Goal II, Standard 3
Students will use appropriate learning strategies to construct and apply academic knowledge.

Goal III, Standard 1
Students will use the appropriate language variety, register and genre according to audience, purpose and setting.

Goal III, Standard 2
Students will use non-verbal communication appropriate to audience, purpose and setting.

Goal III, Standard 3
Students will use appropriate strategies to extend their communicative competence.

Pennsylvania has ESL standards for content areas as well on the PDE website. They are called the ELPS.  Access the ELPS.

Assessment of the English Language Learner  (ELL) is directly linked to curriculum and instruction at all grade levels.  Any assessment tool used is selected and/or designed at an age appropriate and developmentally appropriate level for each of the proficiencies.  Rubrics are researched and/or developed on an ongoing basis to assess oral responses and final written products as well as projects.   

More than one assessment tool may be used at any time.  Any of the following assessments may be selected which link specifically to the TESOL/PA ESL Standards being addressed:

*Participation/observation/documentation of growth in
portfolios
* tape recordings of oral language
* teacher-made written tests
* textbook related assessments
* projects created in class or at home
* verbal response and performance in assigned dialogues, situations
* illustrations
* journal entries
* applied spelling of basic English vocabulary and assigned vocabulary
* timelines
* cartoons
* book reviews
* labeling
* vocabulary tests using matching, demonstration
* role participation in cooperative learning groups