EAL

Language Continuum Grades 1-2

English As An Additional Language Program Continuum
The AISB Elementary English as an Additional Language (EAL) Continuum is designed for First through Fifth Grade students at
AISB. The continuum is organized by grade level clusters; 1-2 and 3-5. This reflects the developmental and cognitive differences
between the groups, although there is overlap in skills. The five levels outline the progression of language acquisition within the
four domains of Listening, Speaking, Reading and Writing. It provides expectations and descriptions of what EAL learners can do
within each of the domains. Although reading it horizontally will show more complex skills in each of the levels, it is meant to be
read vertically.
Language acquisition is a long term process involving a progression through developmental stages. In general, Listening and
Speaking skills develop before Reading and Writing skills. Although sometimes, depending on socio-cultural frameworks, skills in
each domain can develop at varying rates and ways. A student may not progress at the same level in each of the domains. The EAL
department strives to develop each students ability to communicate effectively in English in social situations and to succeed in the
Elementary Schools academic program. Academic success in English is directly influenced by students Mother Tongue literacy
skills. EAL students at AISB come from a broad range of linguistic backgrounds. Our continuum considers that students move
through these stages and strands at individual rates.
The ASIB Elementary EAL Language Continuum has been developed based on the roles established for the AISB EAL department;
which are notably:

To identify students requiring English language learning assistance through a process of screening and assessment (WIDA)
To develop in students a confidence in English in all areas of English usage
To foster the acquisition of social language and assist students in acquiring the academic proficiency necessary for success in
the mainstream program
To support the content of the AISB PYP curriculum
To support and foster the continued development of students mother tongue

2011-2012 EAL Department Staff: Heather Wildes, K & Grade 1; Erika Albinson, Grade 2; Susie Myers, Grade 3; Jane Tiberi, Grades
4&5
2013-2014 EAL Department staff (revised edition): Heather Wildes. K & Grade 1; Alina Guzganu, K & Grade 2; Susie Myers, Grade
3; Erika Monaghan, K & Grade 4; David Carollo, Grade 5

EAL Language Continuum Grades 1-2

Listening

Language
Domain

Entering

Emerging

Developing

Expanding

Bridging

Follows modeled,
one-step directions.
Identifies pictures of
everyday objects.
Demonstrates some
understanding of
classroom
instructions after
modeling
Points to visual aids
(real life objects and
pictures) reflective
of content-related
vocabulary or oral
statements
Watches others and
joins in activities
e.g. mimic gestures
or movement.
Uses translations to
support
understanding

Follows 2-step
directions
Matches oral reading
of stories to
illustrations
Sequences a series of
oral statements using
real objects or
pictures
Locates objects
described orally
Uses some English to
take part in games
and other simple
collaborative
activities.
Follows the gist of
curriculum-focused
teacher-talk with
visuals and
repetition

Follows multi-step
directions.
Sequences
pictures of stories
read aloud
Matches people
with jobs or
objects with
functions based
on oral
descriptions
Classifies objects
according to
descriptive oral
statements
Understands
curriculumfocused teacher
talk with visual
support and
repetition.
Understands some
basic elements of a
story (character/s
and setting)

Compares/contrasts
objects according to
physical attributes
based on oral
information
Finds details in
illustrated, narrative,
or expository text read
aloud
Identifies illustrated
activities from oral
descriptions
Locates objects,
figures, places based
on detailed oral
descriptions
Understands most
curriculum-focused
teacher talk, including
abstract explanation,
with visual support
and repetition.
Understands most of
the detail of a more
complex
story/curriculum topic

Uses context
clues to gain
meaning from
grade-level text
read orally
Applies ideas
from oral
discussions to
new situations
Interprets
information from
oral reading of
narrative or
expository text
Identifies
ideas/concepts
expressed with
grade-level
content-specific
language

2011-2012 EAL Department Staff: Heather Wildes, K & Grade 1; Erika Albinson, Grade 2; Susie Myers, Grade 3; Jane Tiberi, Grades
4&5
2013-2014 EAL Department staff (revised edition): Heather Wildes. K & Grade 1; Alina Guzganu, K & Grade 2; Susie Myers, Grade
3; Erika Monaghan, K & Grade 4; David Carollo, Grade 5

EAL Language Continuum Grades 1-2

Speaking

Entering

Emerging

Repeats simple
words, phrases, and
memorized chunks of
language
Repeats letters /
sounds or sounds of
words as modeled
Responds to visually
supported questions
of academic content
with one word or
phrase
Identifies and names
everyday objects with
visual support
Participates in whole
group chants and
song
Uses nonverbal
communication to
answer questions
Uses yes / no
appropriately
Uses high-frequency
content related
vocabulary

Uses first language to

fill in gaps in oral
English
Repeats facts or
statements
Describes what
people do from action
pictures
Begins to join words
to make phrases to
express need
Begins to sort out
some detail (e.g.
she/he/I)
Joins in repeating the
refrain of a
story/poem
Gives information on
familiar topics (e.g.
self/home)
Speaks in short
phrases or sentences
Describes things in
terms of
size/color/quantity
Uses general content
vocabulary

Developing

Expanding

Bridging

Asks questions of a
social nature
Expresses feelings
(e.g., Im happy
because)
Retells simple stories
from picture clues
Sorts and explains
grouping of objects
Compares real-life
objects (e.g., smaller,
biggest)
Makes predictions and
hypotheses
Uses sequential
language (first, then,
next and finally)
Uses general and some
specific content
vocabulary

Asks questions for

social and academic
purposes
Participates in class
discussions on familiar
social and academic
topics
Gives personal opinion
Retells stories with
details
Sequences stories with
transitions
Speaks with reasonable
fluency and accuracy on
content-specific
topics/activities.
Engages in sustained
conversation with
adults and peers.
Uses specific and some
technical content
vocabulary

Uses academic
vocabulary in
class discussions
Expresses and
supports ideas
with examples
Gives oral
presentations on
content-based
topics
approaching
grade level
Initiates in-depth
conversations
with peers and
teachers
Uses technical
vocabulary

2011-2012 EAL Department Staff: Heather Wildes, K & Grade 1; Erika Albinson, Grade 2; Susie Myers, Grade 3; Jane Tiberi, Grades
4&5
2013-2014 EAL Department staff (revised edition): Heather Wildes. K & Grade 1; Alina Guzganu, K & Grade 2; Susie Myers, Grade
3; Erika Monaghan, K & Grade 4; David Carollo, Grade 5

Reading

EAL Language Continuum Grades 1-2

Entering

Emerging

Developing

Expanding

Bridging

Identifies symbols,
icons, and
environmental print
Connects print to
visuals
Matches real-life
familiar objects to
labels
Follows directions
using diagrams or
pictures
Begins to recognize
letters of the alphabet
Knows print carries
meaning
Joins in with simple
shared reading
Knows that print in
English reads left to
right and top to
bottom

Searches for pictures

associated with
word patterns
Puts words in order
to form sentences
Identifies and
interprets pre-taught
labeled diagrams
Matches voice to
print by pointing to
icons, letters or
illustrated words
Begins to recognize
sound/symbol
correspondence
Begins to apply
decoding strategies
(e.g. chunking,
pictures cues)
Reads familiar
words and class
signs with visual
support
Reads and
understands a
simple narrative text
Uses picture walks
to prepare for
reading

Makes text-to-self
connections with
prompting
Selects titles to match
a series of pictures
Sorts illustrated
content words into
categories
Matches phrases and
sentences to pictures
Extracts some
meaning from
subject-specific text
with clear context
and support of
pictures/diagrams
Attempts to extract
meaning from
familiar text by using
context clues
Identifies elements
of a story: beginning,
middle, end, problem
and solution
Responds
appropriately to
literal questions on
text

Follows sentence-level
directions
Distinguishes between
general and specific
language in context
Begins to use books
independently for
research purposes with
reference to text features
Understands much of
the detail of a complex
narrative and subjectspecific text without
visual
support/explanation
Begins to make
inferences
independently
Uses punctuation to
develop oral fluency
Begins to use expression
appropriately

Begins using
features of nonfiction text to aid
comprehension
Uses learning
strategies (e.g.
context clues)
Identifies main
ideas
Matches
figurative
language to
illustrations
Uses books
independently
for research
purposes using
text features

2011-2012 EAL Department Staff: Heather Wildes, K & Grade 1; Erika Albinson, Grade 2; Susie Myers, Grade 3; Jane Tiberi, Grades
4&5
2013-2014 EAL Department staff (revised edition): Heather Wildes. K & Grade 1; Alina Guzganu, K & Grade 2; Susie Myers, Grade
3; Erika Monaghan, K & Grade 4; David Carollo, Grade 5

Writing

EAL Language Continuum Grades 1-2

Entering

Beginning

Developing

Expanding

Bridging

Copies written
language
Uses first language to
help form words in
English
Communicates
through drawings
Labels familiar
pictures or objects
Adds details to
drawings
Uses descriptive
words and action
verbs with support of
vocabulary and
visuals
Writes simple words
with support
Writes a limited
number of words
Uses inventive
spelling

Provides
information using
graphic organizers
Generates lists of
words/phrases from
word banks.
Selects a topic and
writes/speaks for 2+
related sentences
Completes model
starters
Describes people,
places or objects
from illustrated
models and
examples.
Writes unaided a
simple 3 or 4 word
sentence, even if
displaying some
inaccuracies
Begins to use simple
tenses
Makes use of simple
conjunctions (e.g.
and, but) to
construct longer
sentences

Engages in
prewriting strategies
(e.g., use of graphic
organizers)
Forms simple
sentences using
word/phrase banks
Gives content-based
information using
visuals or graphics
Writes a series of
related sentences or
paragraphs with one
central idea
Uses different types
and lengths of
sentences
Writes simple
stories/accounts of
events with visual
support
Uses sequential
language (first, then,
next and finally)

Produces original
sentences
Creates messages for
social purposes (e.g., get
well cards)
Composes journal
entries about personal
experiences
Uses classroom
resources (e.g., picture
dictionaries, word
walls) to compose
sentences
Selects and uses
information appropriate
to the topic, task and
audience
Writes for different
purposes using features
of different forms
Begins to use a greater
variety of conjunctions
(because, so, then) to
produce longer and more
complex sentences

Creates a related
series of sentences
in response to
prompts
Produces contentrelated sentences
Composes stories
similar to those of
a native English
speaker
Explains processes
or procedures
using connected
sentences
Approaches
comparability to
that of an English
proficient peer

2011-2012 EAL Department Staff: Heather Wildes, K & Grade 1; Erika Albinson, Grade 2; Susie Myers, Grade 3; Jane Tiberi, Grades
4&5
2013-2014 EAL Department staff (revised edition): Heather Wildes. K & Grade 1; Alina Guzganu, K & Grade 2; Susie Myers, Grade
3; Erika Monaghan, K & Grade 4; David Carollo, Grade 5

EAL Language Continuum Grades 1-2

Vocabulary

Entering
Greetings
School vocabulary
Basic nouns
Feelings/emotions
Adjectives
People
Countries

Resources

Beginning
Time
Money
Occupations
Basic Math
language
Safety

Developing

Expanding

adapted from
mainstream
classroom for U of
I, writing, reading,
and math units

adapted from
mainstream
classroom for U of I,
writing, reading, and
math units

Bridging
adapted from
mainstream
classroom for U
of I, writing,
reading, and
math units

(for all language competencies)

Gini Rojas Hyperlinks on the EL Transfer (\\myfiles\EL_Transfer\2.Grade-level-dept-files\EAL\Gini November

2011\Hyperlink Tools-10)
Cambridge Primary Box (Pronunciation, Curriculum, Reading, Vocabulary, Grammar, Activity, Music and
Communication)
Word Walls
Dictionaries
Reading A-Z
Thesauruses
Photo libraries
Jazz Chants, Carolyn Graham
TPR by James Asher

WEBSITES
2011-2012 EAL Department Staff: Heather Wildes, K & Grade 1; Erika Albinson, Grade 2; Susie Myers, Grade 3; Jane Tiberi, Grades
4&5
2013-2014 EAL Department staff (revised edition): Heather Wildes. K & Grade 1; Alina Guzganu, K & Grade 2; Susie Myers, Grade
3; Erika Monaghan, K & Grade 4; David Carollo, Grade 5

EAL Language Continuum Grades 1-2

http://www.bbc.co.uk/schools/ks2bitesize/english/ - British website for activities to aid teaching of
grammar/reading/writing
http://www.firstschoolyears.com/atoz.htm - British website for teaching literacy
http://www.usingenglish.com/handouts/ - interactive activities for further English students
http://a4esl.org/ - teacher resource
www.manythings.org games and quizzes for language development
www.edhelper.com teacher resource for everything
www.esl-lounge.com online exercises and games for EAL students
www.sparklebox.co.uk vocabulary resources pictures/words
www.mes-english.com flashcards,
www.bogglesworldesl.com flashcards, phonics
www.starfall.com letter/sound correspondence, reading, sight words
www.readwritethink.org beginning reading skills
www.gameaquarium.com sight words, grammar, vocabulary games and quizzes
www.sheppardsoftware.com grammar, vocabulary games
www.vocabulary.co.il - vocabulary

2011-2012 EAL Department Staff: Heather Wildes, K & Grade 1; Erika Albinson, Grade 2; Susie Myers, Grade 3; Jane Tiberi, Grades
4&5
2013-2014 EAL Department staff (revised edition): Heather Wildes. K & Grade 1; Alina Guzganu, K & Grade 2; Susie Myers, Grade
3; Erika Monaghan, K & Grade 4; David Carollo, Grade 5