LA Framework

Listen Actively
Framework
OREGON ADULT BASIC SKILLS

Learning Standards Project
August 2010
Oregon Department of Community Colleges and Workforce Development
Table of Contents
Introduction
......
Elements of the Framework

Learning Standard .....
Level Descriptions (Cross-Level Matrix) ..... 10
Benchmarks/Sub-Benchmarks (Cross-Level Matrix) .... 14
Key References...... 32
Appendices
Appendix A Single-Level Views ....... 36
Appendix B Glossary .... 71
Appendix C Correspondence of Learning Standard Levels

and Standardized Test Scores ...... 79
Acknowledgements ...... 80
Listen Actively Framework: Introduction
Introduction to the Listen Actively Framework

In order to realize a consistent set of expectations and
understandings about teaching and learning in Oregon's Adult Basic
Skills (ABS) programs, instructors, administrators, professional
developers, and state leadership collaborated to develop and pilot
Learning Standards for the state. In April 2010, the Oregon Council
of Adult Basic Skills Development adopted Learning Standards that
reflect a common vision of what adults need to know and be able to
do in the areas of reading, speaking, listening, and math in order to
carry out their life goals and purposes. The "Vision for the Oregon
ABS Learning Standards," which guides this initiative, is presented to
the right and outlines the role of the ABS Learning Standards in
supporting practitioners in their ongoing work to create a
responsive, accountable, and adult-focused system.
Each of Oregons ABS Learning Standards is presented through a
Learning Standards Framework, which provides detailed information
for the performance levels defined by the National Reporting
System1, as well as any additional levels needed for transition into
postsecondary education and training. This document presents the
Framework for the Learning Standard Listen Actively.
Elements of the Learning Standard Framework

The Listen Actively Framework was developed primarily by and for
practitioners of English for Speakers of Other Languages (ESOL), but
is intended for use in Adult Basic Education (ABE) and Adult
Secondary Education (ASE) as well. It was created to support adults
effective use of aural skills in family, community, school, and work
contexts, with an eye toward preparing upper level students to
succeed in post-secondary settings. Levels 7 and 8 focus, in
particular, on the aural skills that native and non-native English
speakers need for successful transition to college and/or
occupational training programs.
In developing the Learning Standard Framework, practitioners

attended to four core criteria: 1) maintaining a focus on adults,
2) drawing from research to describe the development of
knowledge, skills, and strategies across levels, 3) being as clear as
possible and providing supports for the reader (e.g., examples,
definitions, etc.), and 4) formatting the document in a way that
permits flexible use in integrated, multi-level, and single-level
classrooms. This section explains how the elements comprising the
Framework reflect these core criteria.
Vision for the Oregon

ABS Learning Standards
(revised August 2010)
The Oregon Adult Basic Skills Learning

Standards support students in developing the
knowledge and skills they need to achieve their
goals as family members, workers, community
members, and lifelong learners. The Learning
Standards and their corresponding frameworks
are accessible and practical tools used by
teachers, program administrators, professional
developers, and State leadership.
Each Learning Standard Framework supports
learning by providing:
An articulation of key sets of knowledge and
skills which are transferable to postsecondary education/training, employment,

family self-sufficiency, civic participation,
and lifelong learning
A clearly-delineated continuum of skill
development that guides goal-setting,

curriculum, instruction, assessment, and
accountability
A focus for instruction and formal and
informal assessment to supplement

the State-approved standardized
assessments (i.e., CASAS, BEST Plus, GED)
Consistency in expectations across
programs for learners who transfer

between institutions
The Learning Standard Frameworks build the
Oregon ABS system by:
Supporting student transition to post-
secondary education/training and work

Supporting program efforts in course
development or revision as part of college

institutional effectiveness goals and
individual program goals
Providing a common language for the
The National Reporting System (NRS) is the outcome-based reporting system for stateadministered, federally-funded adult education programs. One of the primary outcomes
sought is student progress in moving up through the NRS-defined Educational Functioning
Levels.
Oregon ABS Listen Actively Framework, August 2010
system to talk about teaching and learning

Providing the basis for statewide
professional development grounded

in research and best practice
1

The Listen Actively Framework is organized into eight performance levels, each containing the following elements:
Learning Standard
Level Description
Benchmarks/Sub-Benchmarks, organized by Strands
Learning Standard
The Learning Standard is a global statement of what learners at any level should be able to do, related to listening.
Drawing from cognitive science research and the field research/work of Equipped for the Future (see Key
References), the Learning Standard describes a problem-solving process adults use when they engage in listening
tasks for authentic purposes, such as listening to a weather report, listening to updates at a staff meeting,
listening to a radio podcast, or listening during a conversation with a child about how to resist peer pressure. The
Learning Standard for listening is presented in the box below:
Learning Standard: Listen Actively2

Adult learners listen actively for a variety of purposes, integrating their knowledge, skills, and strategies in
the following process:
Determine the purpose for listening
Focus attention and choose listening strategies appropriate to the purpose
Monitor comprehension, adjusting listening strategies as needed
Integrate new information with prior knowledge to address the listening purpose
Each bullet in the Standard is called a component of the Standard, or component, and describes one important
aspect of the problem-solving process. The components are not numbered because they are not always used
sequentially; individuals move back and forth among components as they use their skills to carry out real activities.
The Standard is reiterated throughout the document as a reminder to keep the focus on listening for meaningful
adult purposes and to engage students in applying the full problem-solving process.
Level Descriptions
The Level Descriptions for Listen Activelys eight performance levels draw from the research (see Key References)
to describe what independent adult performance of the Learning Standard looks like when exiting each level.
Although people at every level use a similar problem-solving process to listen actively, they draw upon a
broadening base of knowledge, skills, and strategies as they move up the levels. And at each level, the range of
settings in which they can use the full process, with how much fluency and independence, will increase. The Level
Descriptions support instructors in identifying listening tasks which will provide an appropriate amount of
challenge to learners at particular levels. The Level Descriptions may also be used to guide placement and to
develop or select informal and formal assessments. An example of a Level Description is provided on the following
page:
The Learning Standard has been adapted from Equipped for the Futures Content Standard Listen Actively (http://eff.cls.utk.edu/fundamentals/standard_listen
actively.htm). For more information about EFF, see http://eff.cls.utk.edu.

Example: Level Description for Level 3
Adult learners exiting this level can independently listen actively...
Range of Input
identify relevant information to pass along

to a supervisor
Participate in a conversation with
coworkers about common work

experiences
In common face-to-face situations or

brief, routine phone conversations
with familiar speakers who provide
adjusted language, and where there
are frequent opportunities for
repetition, rephrasing, and use of visual
supports
Examples
Listen and take notes from a recorded
(context, settings,
tasks)
Range of
Situations
In a conversation about a safety problem,
Understanding key information from

short, simple conversations, directions,
narratives and explanations
telephone message, adjusted for English

language learners, about weather-related
school closings
Follow the main idea in an informal
presentation about community clean-up

day
Fluency
In simple, somewhat structured tasks
With effort and varying ease,

confidence, and accuracy in
understanding moderately-paced
speech
Benchmarks/Sub-Benchmarks
Informed by research and best practice (see Key References), the Benchmarks utilize a broad research base to provide
information about the specific knowledge, skills, and strategies learners draw from to perform the Learning Standard as
described in the Level Description for that level, or to lay the foundation for performance at higher levels. As illustrated
in the Example below, Sub-Benchmarks are more explicit examples of the sub-skills/strategies comprising a Benchmark.
Example: A Level 3 Benchmark and Its Sub-Benchmarks
Benchmark
Sub-Benchmark
L3P3 Use more than one

a. Reflect on and draw from experience, needs, interests, and observations
strategy to plan for listening. b. Predict/learn key vocabulary and phrases used in specific interactions
c. Role play the anticipated interaction
d. Predict content of the message
Together, Benchmarks and Sub-Benchmarks can be used by teachers as objectives for instruction. The primary
instructional focus should be the Benchmarks, using the Sub-Benchmarks to identify and practice specific sub-skills that
would help learners with the broader Benchmarks. It is important to remember that the list of Sub-Benchmarks is not
all-inclusive, and it is possible that learners may require instruction in a sub-skill that is not mentioned in order to
achieve the performance described by the Benchmark.

The next sub-sections overview key information about how the Benchmarks/Sub-Benchmarks are organized:
Strands: The Listen Actively Benchmarks are clustered into four Strands to help practitioners easily find specific
Benchmarks of interest. Listeners integrate knowledge from all of these Strands when they use their skill in real
situations. The Benchmark/Sub-Benchmarks above comes from the Preparing to Listen Strand.
As seen in the table below, the Strands that organize the Listen Actively Benchmarks/Sub-Benchmarks are parallel in
name, number, and content to those in the Speak So Others Can Understand Framework. Since the two skills are used
in tandem and are often interwoven (for instance, both a speaker and a listener need to monitor whether the listener
has understood), it makes sense for many speaking and listening Strands to be taught in relationship to one another.
The Strands have been intentionally organized for easy referencing and movement back and forth between the two
Frameworks.
Listen Actively Strands
Speak So Others Can Understand Strands
Preparing to Listen (P)
Preparing to Speak (P)
How English Works (E)
How English Works (E)
Comprehending Meaning (M)
Conveying Meaning (M)
Lifelong Applications (A)
Lifelong Applications (A)
Notation: Each Benchmark is notated by indicating the Learning Standard (a letter), the level (a number), the Strand (a
letter), and the placement of the Benchmark in the Strand (a number). Therefore, for L3E2: L=Listen, 3=Level 3,
E=How English Works, and 2=the 2nd benchmark in that Strand.
The Benchmarks have been constructed so that each one addresses the same content in every level. For example, P2
is about drawing on prior knowledge in order to prepare for listening tasks at each level; E3 addresses the use of word
knowledge to develop a vocabulary that expands as one moves up the levels. The Sub-Benchmarks add lowercase
letters to the Benchmark notation. See the example below:
Example of Level 3 Benchmarks and Sub-Benchmarks in the Comprehending Meaning Strand
Benchmarks
Sub-Benchmarks
Comprehension
Strategies
Strand: Comprehending Meaning (M)

L3M2 Use a few strategies to
understand a general idea or
to extract relevant detail.
a. Make connections between new information and prior experience

b. Read visual cues, body language, and situational context clues to aid comprehension
c. Listen for the main idea or needed information
d. Focus on own listening purpose without trying to understand everything
e. Listen for sequence markers (e.g., first; then; next) to follow organization
of message
f. Listen for familiar phrases or predictable, formulaic exchanges
Monitor
Comprehension
g. Use a graphic organizer to figure out if the information needed has been
received

monitor comprehension and
repair misunderstanding.
a. Use strategies to check comprehension (e.g., repeat what was heard to

see if it makes sense)
b. Use non-verbal and verbal cues (e.g., eye contact; facial expression; gesture; nodding; I understand.) to indicate comprehension or to indicate
point(s) at which comprehension breaks down
c. Use strategies to repair misunderstanding (e.g., ask speaker to provide
visual or other supports)

NOTE: Whereas the Benchmark notation is consistent from level to level, the use of lower-case letters associated with
specific content in the Sub-Benchmarks is not. For instance, b at Level 3 may not be about the same sort of
information as b at Level 4.
Progression across Levels: Similar concepts, skills, and/or strategies are found in Benchmarks and Sub-Benchmarks
across multiple levels; however, differences in language or in the examples provided will mark (perhaps subtly)
important changes in the range or complexity of what is being described. Concepts, skills, and strategies that are
mentioned at a lower level but not at higher levels are assumed to be mastered by most learners performing at those
higher levels. If gaps in those areas are noted and are affecting performance of the Benchmark, instruction should be
provided.
Considerations
The Role of Content Knowledge: Most adult students need ongoing development in a range of knowledge areas (e.g.,
science, government, work culture, etc.) that are not identified in the Learning Standard Framework but which provide
important contexts for skill development and application. This knowledge is identified and developed through
initiatives such as Oregon Pathways to Adult Basic Skills (OPABS), the Ocean Sciences and Math Collaborative, EL/Civics,
and class-negotiated themes.
Learners with Disabilities: The Learning Standard Framework describes what students need to know and be able to do
at each level. The Learning Standard, Level Descriptions, and Benchmarks/Sub-Benchmarks apply to all students except
when the nature of a disability directly affects the students capacity to perform in a specific area. In other cases,
learners have the ability to perform in a specific area but may need accommodations either in how they are instructed
or how they are assessed in order to develop and demonstrate their skills. Programs need to consider carefully how
best to use the Learning Standard Framework equitably with students with disabilities without sacrificing rigor and
opportunity to learn.
Organization of the Document

This document presents the elements of the Framework (Learning Standard, Level Descriptions, Benchmarks/SubBenchmarks) in two formats: cross-level matrices and single-level views. In the cross-level matrices, each Framework
element is presented separately, with one matrix showing all the Level Descriptions across the eight levels and then
another matrix showing all the Benchmarks/Sub-Benchmarks across the eight levels. The purpose of this format is to
enable practitioners to track the development of a particular aspect over multiple levels and to support instructors who
teach in multi-level settings. In the single-level views (Appendix A), all the elements for a level are lifted from the
matrices and pulled together by level.
Although the single-level view may be preferred by teachers in single-level classes, it should be used in conjunction
with the cross-level matrices, since students will have strengths and gaps. Instructors should not assume, for instance,
that students are working at the same level for all the Benchmarks. For instance, a student may have strong (Level 6)
decoding skills which enable her to catch most of what she hears in English, but she may do a limited job of
monitoring how well she has understood. In order to help this student continue to develop as an effective listener, the
teacher may need to work with this student on some of the Comprehending Meaning Benchmarks at Levels 4 and 5. In
essence, the cross-level matrix will help instructors identify which concepts, skills, and strategiesfrom whichever
levelstudents need to develop in order to keep progressing.
In addition to presenting the elements of the Learning Standard Framework, this document also includes features to
aid practitioners in using the elements. A Glossary (Appendix B) has been developed to clearly state how particular
terms found in the Framework are defined. Finally, Appendix C presents a table showing the correspondences provided
by the National Reporting System for CASAS scores levels and each of the eight performance levels addressed by the
Framework.

A Final Word
The Learning Standard Framework is designed to be used flexibly by experienced and new practitioners alike to meet
the diverse needs of students throughout Oregon. By maintaining a focus on adult contexts, research-based skill
development, clarity, and usability, this Framework is a vital tool for the continuous improvement of the field and its
service to ABS learners.
Listen Actively Framework: Elements
Elements of the Framework:
Listen Actively Learning Standard

Level Descriptions & Examples (cross-level matrix)
Benchmarks/Sub-benchmarks (cross-level matrix)
Listen Actively Framework: Learning Standard
Learning Standard: Listen Actively

Adult learners listen actively for a variety of purposes,
integrating their knowledge, skills, and strategies in the
following process:
Focus attention and choose listening strategies

appropriate to the purpose
Monitor comprehension, adjusting listening strategies as

needed
Integrate new information with prior knowledge to

address the listening purpose
Listen Actively Framework: Level Descriptions

Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL
Low Intermediate ESL
10
(context, settings, tasks)
(in performing the

process)
Fluency
Range of
Situations
Range of
Input
Adult learners exiting each level can independently listen actively...

Understanding highly
relevant words and
phrases in simple
questions, statements,
and high frequency
commands
Understanding the gist

of short, simple
conversations,
instructions, or
explanations
Understanding key
information from short,
simple conversations,
directions, narratives, and
explanations
Understanding main ideas

and relevant details from
simple narratives,
conversations,
explanations, and
presentations
In familiar, face-toface situations with

individual, familiar
speakers who provide
adjusted language,
non-verbal cues, a
slowed rate of speech,
frequent repetition,
and visual and
contextual clues
In familiar, face-to-face
situations with
individual, familiar
speakers who provide
adjusted language, nonverbal cues, a slowed
rate of speech, frequent
repetition, and visual
and contextual clues
In common face-to-face
situations or brief, routine
phone conversations with
familiar speakers who
provide adjusted language
and where there are
frequent opportunities for
repetition, rephrasing, and
use of visual supports
In a range of common
situations with one or more
familiar speakers when
there is some adjusted
language and opportunities
for clarification, repetition,
and rephrasing or through
simple, repetitive media
In simple, highlystructured tasks
In simple, highlystructured tasks
In simple, somewhat
structured tasks
In somewhat unstructured
tasks
With considerable
effort and uneven
accuracy in
understanding slowlypaced speech
With considerable effort

and uneven accuracy in
understanding slowlypaced speech
With effort and varying

ease, confidence, and
accuracy in understanding
moderately-paced speech
With growing ease,

understanding moderatelypaced speech

Level 5
Level 6
Level 7
Level 8
High Intermediate ESL
Advanced ESL
Beginning Transition
Transition

Understanding main ideas and
details in extended
conversations, presentations,
or narratives about varied,
general interest topics
Understanding main ideas,

details, and some implied
meaning in extended
conversations and/or detailed
presentations about simple
academic topics
Understanding main ideas,

details, and implied meaning in
direct and indirect
conversations, group
discussions, and simple
academic presentations on
concrete and some abstract
topics
Understanding multiple
meanings (literal, implied, etc.)
in extended conversations and
academic presentations that
may require specialized
vocabulary, understanding of
nuance, and the ability to infer,
analyze, and evaluate
In familiar and some unfamiliar

social, community, work, and
academic contexts with one or
more speakers, or in simple
messages through media when
there are some supports (e.g.,
note-taking; opportunities to
seek clarification or to check
understanding with other
listeners)
In varied social, community,

work, and academic contexts
with a variety of speakers, in
person or by listening to highly
contextualized media, with
minimal support (e.g., few
opportunities to seek
clarification or clarify
understanding)
In formal and informal social,

community, work, and
academic contexts where
communication may be
partially through media and
supports may be minimal

community, work, and
academic contexts where
communication may be
through media with few or no
opportunities for direct
listener feedback and with
minimal support
In somewhat complex and

unstructured tasks

unstructured tasks
In complex and unstructured

tasks
In complex and unstructured

tasks
With varying ease and

accuracy, depending upon the
pace of input and complexity
of grammar and vocabulary
Comfortably, at mostly normal

pace and perhaps able to
function in some classes with
native English speakers when
speed of presentation is
normal and grammar is not
overly complex
Comfortably, at normal pace,

but with some difficulty
following the thematic
organization of longer
discourse or presentations on
topics that include specialized
vocabulary
Comfortably, at varied pace,

with some difficulty only when
following longer discourse or
presentations with complex
grammatical structures or
highly-specialized vocabulary
11

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
The following examples are representative of what a student exiting each level can do:
Listen to classmates
introduce themselves
Examples
Listen and respond

appropriately to a familiar
speaker describing likes
Listen for announcements
and dislikes or opinions
of train arrivals and
related to familiar topics
departures
(e.g., a co-worker
describing a day off or a
Listen to a grocery bill total
child describing a new
and pay correctly
teacher)
Follow neighbors
directions to where ones Listen and respond to
instructions or a short
child has fallen
explanation of a task (e.g.,
Listen to and respond to
instructions for using a
greetings from coworkers
home appliance or simple
piece of work-related
Listen to and write down a
equipment;
a health
classmates phone number
worker
explaining
how to
and address in order to
give
a
child
medicine;
a
carpool
postal worker explaining
how to fill out a form with
a few basic steps and
sequence markers)
Listen and make a
contribution to a class
discussion of a short article
about a current event
(with visuals and other
written supports),
following the main points
In a conversation about a
safety problem, identify
relevant information to
pass along to a supervisor
Participate in a
conversation with
coworkers about common
work experiences
Listen to a simple,
authentic television news
report, summarizing the
issues addressed and
expressing an opinion on
the topic
Listen to a presentation to
identify key information
relevant to ones own
Listen and take notes from
situation (e.g., information
a recorded telephone
related to enrolling in a
message, adjusted for
vocational program)
English language learners,
about weather-related
Listen and provide
school closings
appropriate response as a
familiar speaker describes
Follow the main idea in an
a personal problem
informal presentation
about community clean-up Take part in a simulated
day
job interview, responding
appropriately to openended questions related to
ones own experience and
skills
Record a short interview
with a native speaker on a
general interest topic and
write a response or
summary of the interview
Understand the main

points covered in a brief
narrative such as a
weather forecast
12

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition
The following examples are representative of what a student exiting each level can do:
Listen to a presentation of
Listen to the director of a
moderate length and
food pantry describe his
complexity, asking
needs, watch a video on
appropriate questions
homelessness, and discuss
related to unfamiliar content
priorities for a community
or vocabulary and taking
service activity
notes of key points to share
Listen for, identify and
with others
evaluate the viewpoints and
Listen and respond
truthfulness of various types
appropriately in a simulated
of marketing in recorded
conversation where a
radio commercials
speaker is critical or
Listen to a simulated
displeased with the listener
community college/GED
(e.g., a traffic cop; landlord;
lecture on a literary topic,
neighbor)
taking notes to prepare a
Follow a series of multi-step
brief summary of what was
instructions to use a piece of
heard and discussing ones
equipment or appliance
own ability to listen to
college lectures
Listen and contribute in a
small group meeting where a Listen to and evaluate
difficult decision must be
explanations of services or
made
procedures by a public
agency or service provider
Respond successfully to job
interview questions that
Listen and respond to a job
require adapting responses
performance review
to the speaker and context,
Listen to and evaluate a
such as questions related to
podcast based on personal
why one left ones previous
interest
job or how one might
contribute to the
organization
Listen to an extended college Listen to an extended

lecture, taking somewhat
college lecture, taking
detailed notes and clarifying
somewhat detailed notes
points of view with
and clarifying points of view
classmates
with classmates
Listen to a recorded program Listen to several short
about a specific topic and
poems and identify the
discuss its relevance to ones
underlying themes and
own situation
implied meanings
Listen to and follow detailed Listen to campaign ads and
instructions on how to
identify how language is
operate an unfamiliar
used to bias the listener
machine or device
Identify the key points of a
Listen to an explanation on a
lecture by a professor with
specific workplace topic,
an unfamiliar accent or
such as a change in benefits
presentation style
or policy, which requires
Understand the humor of a
checking and confirming
friend who speaks in puns
information
Clarify ones understanding
Listen to and provide
of instructions from a
appropriate feedback and
hurried, impatient registrar
advice in a simulated
while others wait in line
discussion with a teenager
who wants to drop out of
school
Listen to several short
poems and identify the
underlying themes and
implied meanings
13
Listen Actively Framework: Benchmarks/Sub-Benchmarks

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Strand: Preparing to Listen (P)
Purpose
L1P1 Recognize the listening L2P1 Recognize the listening L3P1 Determine own
purpose in a particular
purpose for listening in a
situation.
situation.
particular situation.
L4P1 Determine own

purpose for listening as well
as the purpose of the
speaker(s) in a particular
situation.
a. Recognize the information a. Recognize the information a. Clarify own purpose for
a. Clarify own purpose for
needed
needed
listening (e.g., to fill out a
listening, whether general
message form; hear about
(e.g., to get oriented;
a childs performance from
relate to the speaker; be
teachers)
entertained) or specific
(e.g., to follow directions;
learn about a certain topic)
b. Predict main purpose of
the speaker (e.g., to vent
about a problem)
Prior Knowledge
L1P2 Draw on prior

knowledge about language,
culture, and context to
anticipate and prepare for
interactions.
14
L2P2 Draw on prior

interactions.
L3P2 Draw on prior

interactions.
L4P2 Draw on prior

interactions.
a. Use prior knowledge about a. Use prior knowledge about a. Use prior knowledge about a. Use prior knowledge about
the setting/situation to aid
the setting/situation (e.g.,
the social, cultural, and
the social, cultural, and
comprehension (e.g., how
waiting in line until called;
situational context to aid
situational context to aid
to respond to greetings)
responding to personal
comprehension (e.g.,
information questions)
predict general
predict organization or
b. Recall and build
organization or flow of
flow of common social
knowledge of simple non- b. Recall and build
common social interaction)
interaction and notice
verbal cues and common
knowledge of simple nonvariations)
discourse patterns (e.g.,
verbal cues and common
b. Compare and contrast
respond to greetings)
discourse patterns (e.g.,
communication norms
b. Compare and contrast
reply to cues from cashier)
here and in home culture,
communication norms
using observations to
between cultures, using
understand expectations
observations to
of the listener
understand expectations
of the listener
c. Draw on prior knowledge
related to personal
c. Draw on prior knowledge
experience and interests
related to personal
experience and interests

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

L5P1 Determine own purpose
for listening as well as the
purpose of the speaker(s) in a



a. Clarify own general or

a. Clarify own purpose(s) for
a. Clarify and revise own
specific purposes for
listening or for intentionally
purpose(s) for listening in
listening (e.g., to understand
not listening (e.g., to assess
light of the speakers
the main points of an
a candidates honesty; to not
purpose (e.g., changing the
argument; to show the boss
participate in gossip)
expectation that you will
you are attentive)
hear certain information)
b. Consider purpose(s) of the
speaker and listener and
speaker and how that relates
how they may differ (e.g.,
speaker and listener and
to own purpose for listening
interest in main points vs.
how they may differ (e.g.,
(e.g., speaker wants to give
details)
interest in seeking
orders while listener wants
agreement or not)
to negotiate)
a. Clarify own purpose(s) for

listening in the context of an
assignment (e.g., to prepare
a rebuttal during debate; to
understand main points and
supporting examples in a
lecture)
L5P2 Draw on prior

interactions.
L8P2 Draw on prior

interactions.
L6P2 Draw on prior knowledge

about language, culture, and
context to anticipate and
prepare for interactions.
L7P2 Draw on prior knowledge

about language, culture, and
b. Identify how listener might

mediate the differences
between the purposes of
listener and speaker (e.g.,
plan curt replies to
unwanted flirtation)
a. Reflect on and use prior

knowledge about the social,
cultural, and situational
context to aid
context to aid
context to aid
context to aid
comprehension (e.g., predict
content and flow of
content of complex
content of a workplace
communication style of a
classroom or workplace
classroom interactions and
training)
displeased boss, an
interactions)
the organization or flow of
introverted co-worker, or a
b. Build and draw on academic
complex work-related
busy instructor)
b. Build and draw on
knowledge related to the
interactions)
specialized knowledge
topic
b. Build and draw on academic
related to work, family, or
b. Build and draw on
knowledge related to the
community topics
specialized knowledge
topic
related to work, family, or
community topics
15

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
(cont.) Strand: Preparing to Listen (P)
Planning Strategies
L1P3 Use at least one simple L2P3 Use at least one simple L3P3 Use more than one
strategy to plan for
listening.
listening.
listening.
16
a. Reflect on and draw from a. Reflect on and draw from

experience, needs,
experience, needs,
interests, and observations
that relate to the specific
b. Learn from others what
interaction
they have heard in similar
situations
b. Learn from others what
they have heard in similar
c. Learn a few key words or
situations
learned phrases typical for
an interaction
c. Learn several key words or
learned phrases used in
d. Predict content of the
basic interactions
message
message

listening.
a. Reflect on and draw from a. Reflect on and draw from

experience, needs,
experience, needs,
b. Predict/learn key
vocabulary and phrases
used in specific
interactions
c. Role play the anticipated
interaction
message
e. Identify possible listener
questions
b. Predict/learn key
vocabulary and phrases
used in specific situations
c. Role play anticipated
interactions
message or presentation
and how you may react
e. Use graphic organizer or
notes to focus listening
(e.g., a list of questions to
be asked; information to
listen for)
f. Determine relevant
content for addressing the
listening purpose

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition
(cont.) Strand: Preparing to Listen (P)

L5P3 Use a variety of
L6P3 Choose among a variety
strategies to plan for listening. of strategies to plan for
listening.
L7P3 Choose among a wide

variety of strategies to plan
for listening.
L8P3 Choose among a wide

variety of strategies to plan
for listening.
a. Reflect on and draw from

experience, needs, interests,
and observations
and observations
and observations
and observations
b. Predict/learn general
vocabulary as well as some
specialized terms used in
specific situations
vocabulary as well as some
specific situations
vocabulary as well as
specific situations
c. Role play the anticipated

interactions
c. Consult English speakers on

their experiences with
similar interactions
c. Identify own questions and

opinions about presentation
topic
d. Predict content of message

or presentation
d. Predict and discuss

d. Predict and discuss
anticipated content of
anticipated content of
presentation, film, or lecture
presentation, film, or lecture
d. Predict content of message

or presentation
e. Use graphic organizer or

notes to focus listening (e.g., e. Identify own questions
a KWL chart)
about presentation topic
b. Predict/learn specialized
terms used in specific
situations
c. Seek out alternative
perspectives and
information on the expected
content
e. Predict style and level of

formality
e. Draw on knowledge of
background and perspective
f. Predict the style and level of
of speaker, which may
formality the speaker might f. Use graphic organizer or
influence information
use
notes to focus listening (e.g.,
presented or way it is
a cause/effect chart)
g. Use graphic organizer or
presented
f. Predict style and level of
a timeline)
formality
g. Use graphic organizer or
a format for noting main
ideas, questions, and
reactions)
17

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Strand: How English Works (E)
Grammar Knowledge
L1E1 Recognize and apply

knowledge of basic
grammar and common
usage.
18
L2E1 Recognize and apply L3E1 Recognize and apply

knowledge of basic
knowledge of basic grammar
grammar and common
and common usage.
usage.

knowledge of basic and
some complex grammar and
common usage.
a. Recognize a few basic

a. Recognize and use
a. Recognize and use knowledge a. Recognize and use
elements of English
knowledge of some
knowledge of a few
of basic grammar and English
grammar (e.g., plural
irregular and complex
basic grammar
word order (e.g., subject +
nouns; subject pronouns)
grammar structures (e.g.,
structures (e.g.,
verb; question formation;
as modeled
irregular past; present
personal pronouns;
regular past tense; negation;
perfect; modals; irregular
simple present tense)
future tense)
b. Distinguish and respond
plural)
to simple statements,
b. Distinguish and respond b. Understand function of simple
b. Understand simple and
commands, and
to simple statements,
parts of speech (e.g.,
compound sentences (e.g.,
questions as modeled
commands, and
prepositions of time and place;
connected with and, but, or
questions
simple conjunctions)
c. Recognize and use
so)
understanding of simple c. Recognize simple word c. Recognize grammatical
c. Understand the meaning of
word order (e.g., simple
order pattern
markers that affect meaning
contractions, including ll,
questions) as modeled
(possessive -s; -ing; past tense
ve, d
-ed)
d. Understand the meaning of
common contractions (e.g., s,
m, re)

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

complex grammar and common
usage.

knowledge of complex
grammar and common/
uncommon usage.
a. Recognize and use knowledge a. Recognize and use

of some complex grammar
structures (e.g., present
perfect; conditionals;
perfect tenses; conditionals;
adverbial clauses; gerunds
adjective clauses; reported
and infinitives)
speech)
b. Understand some complex
sentences (e.g., with
dependent clauses connected
by when, after, before, while,
because, if)
b. Understand a variety of
sentence types (e.g.,
compound and complex
sentences; those with noun
clauses or subordinate
clauses)
c. Demonstrate awareness of
how grammar choices affect
meaning (e.g., present perfect
vs. past for completed action)
meaning (e.g., gerund vs.
infinitive after remember or
d. Distinguish between standard
forget)
and colloquial grammar (e.g.,
aint; I done good)
e. Comprehend comparative and
superlative forms of adverbs
(e.g., more quickly; most
quickly)

grammar and common/
uncommon/formal usage.

grammar and common/

perfect continuous tense;
passive constructions;
embedded questions;
relative clauses)

passive constructions;
subjunctive tense)
sentences; those with
embedded questions or
relative clauses)
how grammar choices
affect meaning (e.g.,
passive vs. active verbs)
sentences; those with
embedded questions or
relative clauses)
meaning (e.g., went vs. had
gone)
d. Understand the contextual

use of standard and
d. Understand the contextual
colloquial grammar (e.g., If I
use of standard vs.
had gone vs. If Ida
colloquial grammar (e.g., It
went)
doesnt work vs. It dont
work.)
19

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
(cont.) Strand: How English Works (E)
Word Knowledge
L1E2 Use strategies to

build and understand
vocabulary related to
experience and
immediate needs.
L2E2 Use strategies to build

and understand vocabulary
related to experience and
needs.
a. Develop word bank

a. Develop word bank
related to basic needs
related to basic needs
and interests (e.g.,
and interests (e.g., likes;
simple warnings;
wants; objects; activities
objects and activities of
of daily life)
daily life)
b. Use understanding of a
b. Use understanding of
few simple suffixes (e.g.,
one or two simple
negative contractions) to
suffixes (e.g., the plural
comprehend words
-s) to comprehend
c. Understand the meaning
words
of memorized words and
c. Understand the
phrases in various
meaning of memorized
combinations
words and phrases in
rehearsed/familiar
combinations

related to topics of interest
and daily interactions.

related to varied topics and
contexts.
a. Learn and draw from a

a. Build and understand
growing vocabulary of
descriptive words, phrasal
various everyday contexts
verbs, and collocations (e.g.,
of home, school, work, and
get ready; sit down; make a
community
mistake)
b. Use understanding of
simple prefixes and suffixes b. Use understanding of a range
(e.g., un-; -ing; -ed) to
of common prefixes and
comprehend words
suffixes (e.g., dis-; re-; in-; -ful;
-est) to comprehend meaning
c. Use knowledge of cognates
from the native language to c. Understand some common
understand personally
idioms (e.g., sick as a dog)
relevant words (e.g., papa;
d. Understand the function and
final; tradition)
use of common placeholders
(e.g., um; uh-huh; Lets see.)
e. Distinguish commonly
confused verbs (do and make,
say and tell, bring and take)
f. Recognize cognates to predict
meaning of new words (e.g.,
frequency/frequencia)
g. Identify meaning of common
homonyms in context (e.g.,
scene/seen; there/their/
theyre)
20

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

related to a broad range of
general and some specialized/
vocational topics.

that includes words needed
for some specialized,
vocational, and/or academic
topics.
a. Learn and draw from

vocabulary to understand
general and specific terms
(e.g., cook vs. fry, steam,
boil)
a. Learn and draw from topicspecific vocabulary

for some specialized, abstract,
topics.

for specialized, abstract,
topics.
a. Learn and draw from a broad a. Learn and draw from a

vocabulary, including
broad vocabulary to
synonyms and vocabulary
understand specialized
b. Use understanding of word
that express shades of
meaning and nuance
morphology (prefixes, roots,
meaning (e.g., simmer vs.
and suffixes) to figure out
stew vs. broil)
meaning of new vocabulary
(e.g., anti-; cardio-; act;
-cracy)
meaning of specialized or
academic vocabulary (e.g.,
meaning of new vocabulary
c. Understand a wide variety of
-ate; -logy; -oid)
(e.g., pre-; joy; vis; -ible;
meaning of specialized or
slang, idioms and
-ion )
academic vocabulary (e.g.,
colloquialisms (e.g., come
c. Understand word play, such
pseudo-; quasi-; lect; text)
c. Understand some common
with; head over heels)
as puns and alliteration
slang, idioms and
c. Understand a wide variety of
d. Recognize false cognates
d. Transfer understanding of
colloquialisms (e.g.,
slang, idioms and
(e.g., ltimamente)
vocabulary learned
whatever; pig out)
colloquialisms (e.g., chill;
previously through reading,
e. Transfer understanding of
devils advocate)
d. Recognize common false
discussion, or media
vocabulary learned
d. Use understanding of
cognates (e.g., embarrassed)
e. Comprehend most words on
prefixes and suffixes to
e. Understand placeholders
discussion, or media
the Academic Word List
comprehend words that
(e.g., I mean; so) and
(AWL)
express abstract concepts
hesitation techniques (e.g.,
(e.g., -ness;-cracy; -ism)
um; well; like)
e. Transfer understanding of
f. Identify the appropriate
vocabulary learned
meaning of homonyms in
context (e.g., effect/affect,
discussion, or media (e.g.,
root/route)
words from a course text)
f. Comprehend many words on
the Academic Word List
(AWL)
21

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Decode Words
L1E3 Distinguish English

sounds in clearly
sounds in clearly
sounds in common words
enunciated, common words. enunciated, common words. and connected speech.
a. Distinguish sounds in
familiar words (e.g., initial
and final sounds; minimal
pairs)
L4E3 Identify commonly

confused sounds and ones
own strengths and
weaknesses in
distinguishing them.
b. Distinguish sounds in
familiar words (e.g., initial
and final sounds; rhymes)
a. Distinguish between
a. Identify English sounds
minimal pairs, especially in
one has difficulty
commonly confused words
distinguishing (e.g., r/l;
used in daily life (e.g., live/
v/w)
c. Recognize the role of
leave; vote/boat)
particular sounds (e.g., the
b. Understand common
b. Start to understand that
plural -s) in changing the
reduced speech (wanna;
words can be linked in fast
meaning of words.
gonna) and linkages (saspeech, (e.g., gonna or
yit; wha-dya)
Izzy? for "Is he?")
c. Identify sentence breaks,
c. Recognize words and
word breaks, and
sounds when they are
individual words in simple
modified by adjacent
sentences
sounds (e.g., walked and
played, walks and plays)
d. Identify word breaks in
simple sentences
Stress and Intonation
L1E4 Distinguish the stress

and intonation of modeled
common, familiar words,
phrases, and simple
commands.
22
L2E4 Distinguish the stress,

intonation and rhythm of
phrases, questions, and
commands.
L3E4 Recognize the stress,

common words, phrases,
questions, and commands.
a. Understand the stress and a. Understand the stress and a. Recognize the stress and
intonation of common
intonation of modeled
intonation of familiar
English words that are
familiar words (numbers,
words (numbers, days,
similar (e.g., THIRty and
days, months, etc.) and
months, etc.), phrases, and
thirTEEN)
phrases
questions
b. Recognize syllables and
how words are separated
into syllables
c. Understand rising and
falling intonation patterns
(e.g., the intonation for
yes/no and WH Qs)
L4E4 Recognize how stress,

intonation, and rhythm are
used in common spoken
English.
a. Recognize syllables and be
able to separate words
into syllables to aid
comprehension
b. Recognize the appropriate
words that carry the stress
within a sentence
c. Understand English
intonation patterns and
pauses in statements,
questions, imperatives,
and exclamations

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

L5E3 Use strategies to address L6E3 Use strategies to
weaknesses in hearing/
address problems
distinguishing English sounds. distinguishing particular
sounds.
L7E3 Use a variety of

strategies to understand
diverse speakers and address
problems distinguishing
particular sounds.
L8E3 Use a variety of strategies

to understand diverse speakers
and address problems
distinguishing particular sounds.
a. Recognize where difficulties a. Recognize where

a. Recognize where difficulties a. Recognize where difficulties in
in hearing and distinguishing
difficulties in hearing and
in hearing and distinguishing
hearing and distinguishing
English sounds are
distinguishing English
English sounds are
English sounds are interfering
interfering with effective
sounds are interfering with
interfering with effective
with effective comprehension
effective comprehension
comprehension
b. Recognize the pronunciation
identify problem sounds and
b. Comprehend the
b. Write what is heard and
patterns of particular speakers,
the words that have them)
pronunciation of a variety
check the word possibilities
such as instructors
b. Recognize that variations in
of speakers (e.g., regional
later (e.g., using a dictionary)
pronunciation exist (e.g.,
accents)
c. Memorize academic
regional dialects; non-native
c. Memorize some academic
vocabulary that include
pronunciation)
vocabulary that includes
problematic sounds
problematic sounds

intonation, and rhythm of
spoken English are used to
communicate meaning.


convey emphasis, mood, and
intention.
a. Recognize shift in
a. Recognize the use of stress,
meanings when hearing
intonation, and rhythm to
different emphases in
convey emphasis and
b. Recognize different meaning
sentence stress (e.g., He
emotion
changes depending upon
is the person I want to
shift in word stress (e.g.,
b. Recognize the use of stress,
meet. vs. He is the
White House vs. white house
rhythm, and pauses to
person I want to meet.)
or blackbird vs. black bird)
communicate meaningful
b. Recognize different
thought groups
c. Recognize shift in meanings
meaning changes
when hearing different
depending upon shift in
emphases in sentence stress
stress (e.g., the verb
(e.g., Where are you
estimATE vs. the noun
going? vs. Where are you
ESTimate)
going?)
c. Recognize the use of
stress, rhythm, and pauses
to communicate
meaningful thought
groups
a. Recognize that syllable
patterns affect stress

intention.
a. Recognize the use of stress,
intonation, and rhythm to
convey nuance, emotion, and
implied meaning (e.g.,humor;
hyperbole; sarcasm; irony)
b. Recognize the use of stress,
rhythm, pauses, and intonation
to communicate emphasis and
opinion
23

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Cultural Knowledge
24
L1M1 Use knowledge of U.S.

culture and context to
understand and interpret
message.

message.
L3M1 Use knowledge of

U.S. culture and context to
message.
a. Use one or two listening

strategies to respond in
familiar situations, relying
heavily on non-verbal
communication (e.g.,
gestures such as nodding
or shaking head, thumbs
up or down, facial
expressions)
a. Use one or two listening

strategies to participate in
simple conversations,
including non-verbal
strategies (e.g., gestures;
appropriate personal
distance)
a. Use listening strategies to a. Use listening strategies to

participate actively in
conversation (e.g., turn
conversation (e.g., listening
taking; responding to
for entry points into
conversation openers and
discussion; asking follow-up
closers)
questions)
b. Build and use knowledge

to guide participation in
daily interactions (e.g.,
daily interactions (e.g., the
understanding common
expected responses to
topics for chatting)
daily interactions (e.g., the
How are you?)
c. Recognize basic formal
expected responses to
and informal social
Whats your name?)
courtesies

message.
b. Build and use knowledge to

guide participation in daily
interactions (e.g.,
understanding when youre
getting a sales pitch)
c. Compare use of register in
U.S. and home cultures

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

L5M1 Use knowledge of
U.S. culture and context to
message.

history, culture, and context to
message.

message.

message.
a. Use a range of listening

strategies to actively
participate in
conversation (e.g.,
interrupting
appropriately; attracting
attention)
a. Select from a range of

listening strategies to
conversation (e.g., asking for
explanation)
a. Select from a wide range of

conversation (e.g., changing
topic; holding the floor)
a. Select from a wide range of

conversation

interactions (e.g.,
understanding the difference
daily interactions (e.g.,
between real and rhetorical
distinguish real invitations
questions)
from formalities)
c. Recognize differences in
c. Recognize and respond to
register used in academic
formal and informal
formal and informal
language in a range of
interactions
cultural contexts

interactions (e.g.,
understanding euphemisms
around taboo subjects and
language)

interactions (e.g.,
understanding historical and
cultural references such as the
notion of reverse
discrimination)
c. Use knowledge of register,

c. Use broad socio-cultural and
pace, and tone to understand
contextual knowledge to make
formality or seriousness of the
inferences and to understand
situation and the relationship
the explicit and implicit
between speakers
meaning of the speaker
25

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
(cont.) Strand: Comprehending Meaning (M)

L1M2 Use a couple of simple
strategies to understand the
main idea or specific
information.

information.
L3M2 Use a few strategies

to understand a general
idea or to extract relevant
detail.
a. Recall prior knowledge to

aid in comprehension
a. Recall prior knowledge to

aid in comprehension and
as point of reference for
new information
a. Make connections
a. Make predictions based on
between new information
prior knowledge and check
and prior experience
the accuracy of predictions
as you listen
b. Read visual cues, body
language, and situational b. Use knowledge of the
context clues to aid
context to aid
comprehension
comprehension
Comprehension Strategies

language, and situational
comprehension
L4M2 Draw from a range of

information and ideas.

language, and situational
c. Listen for learned phrases,
comprehension
key words, or numbers
c. Listen for the main idea
c. Identify the main idea and
c. Listen for learned phrases,
or needed information
key points
key words, or numbers
d. Focus on own listening
d. Evaluate usefulness and
purpose without trying to
relevance of ideas or
understand everything
information to the listening
purpose
e. Listen for sequence
markers (e.g., first; then; e. Listen for organizational
next) to follow
markers (e.g., before/now;
organization of message
here/there; at the
beginning) to follow
f. Listen for familiar phrases
coherence of message
or predictable, formulaic
f. Take simple notes to aid
exchanges
comprehension and recall
g. Use a graphic organizer to
g. Recognize that the
figure out if the
organization of information
information needed has
can vary by culture,
been received
purpose, or speaker
h. Critically evaluate ideas
presented and language
used
26

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

some complex information
and ideas.
L6M2 Draw from a wide range

of strategies to understand
some complex information and
ideas.

complex information and ideas
and explicit and implied
meanings.
a. Evaluate prior knowledge a. Evaluate prior knowledge and a. Synthesize and interpret what
and understanding in
was stated, considering how
understanding in light of new
light of new information,
it fits with prior knowledge
information, ideas, or
ideas, or perspectives
perspectives
b. Identify the relationships
b. Identify main idea,
between key ideas
b. Evaluate usefulness and
supporting claims, ideas,
c. Evaluate usefulness and
and details
purpose
c. Paraphrase key points of
an explanation or
purpose
c. Use understanding of
presentation
rhetorical structures (e.g.,
d. Evaluate the perspective of
cause/effect; narrative
d. Evaluate usefulness and
the speaker and accuracy of
structures) to follow
information presented (e.g.,
organization of presentation
information to the
by analyzing word choice;
d. Recognize language that
listening purpose
what has not been said)
establishes coherence (e.g.,
e. Use understanding of
e. Determine and use notehowever; in addition)
rhetorical structures (e.g.,
taking strategies and tools
e. Distinguish between
chronological order;
appropriate to the purpose
supported and unsupported
problem/solution) to
f. Analyze the way the style,
claims
follow organization of
structure, and rhetorical
presentation
f. Identify multiple possible
devices of a speech support
interpretations of a message,
f. Take notes to aid
or confound its meaning or
depending on context
purpose
g. Take detailed notes to aid
g. Draw conclusions and
make inferences based on
context and intent of
speaker (e.g., to inform,
presented and language used
persuade, accuse)
presented and language
used
L8M2 Draw from a wide

range of strategies to
understand complex
information and ideas and
explicit and implied
meanings.
a. Evaluate what was stated,
considering how it fits with
what is already known
b. Identify the thesis of a
speech in which the ideas
may be abstract or
theoretical and in which the
organization is not
necessarily linear
c. Evaluate usefulness and
purpose
d. Distinguish between more
and less important details
e. Analyze and evaluate the
effectiveness of the style,
structure, and rhetorical
devices of a speech
f. Evaluate the attitude, bias,
and credibility of the
speaker
g. Interpret figurative language, g. Determine relevant

such as similes or
interpretation of language
personification
that may have multiple
meanings
h. Interpret figurative
language, such as
metaphors
27

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Monitor Comprehension
28
L1M3 Use one or two basic

strategies to monitor
comprehension and repair
misunderstanding.
L2M3 Use a few basic

misunderstanding.
L3M3 Use a few strategies to L4M3 Use a range strategies

monitor comprehension and to monitor comprehension
and repair misunderstanding.
a. Use strategies to check

compare ones
understanding with
others)

compare ones
understanding with
others)

repeat what was heard to
see if it makes sense)
b. Use primarily non-verbal

cues or some basic words
(e.g., eye contact;
gestures; nodding; OK;
What?; Huh?) to
indicate level of
comprehension
b. Use non-verbal cues and

some basic words (e.g.,
eye contact; gestures;
nodding; I dont
understand) to indicate
level of comprehension
c. Use strategies to repair

misunderstanding (e.g.,
ask for repetition)

ask for slower delivery)

compare what was heard to
own predictions)
b. Use non-verbal and verbal b. Use a variety of non-verbal

cues (e.g., eye contact;
and verbal cues to indicate
facial expression; gesture;
comprehension or to
nodding; I understand.)
indicate comprehension
to indicate comprehension
breakdowns
or to indicate point(s) at
which comprehension
misunderstanding (e.g., ask
breaks down
for rephrasing or
explanation and request
adjustments in pace or
ask speaker to provide
volume)
visual or other supports)
d. Manage internal and
external barriers to
difficulty hearing;
distractions)

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

L5M3 Select from a range of
misunderstanding.

misunderstanding.

summarize what was heard)
paraphrase what was heard)
b. Use a variety of non-verbal
b. Integrate a variety of nonand verbal cues (e.g., eye
verbal and verbal cues (e.g.,
contact; an appropriate
eye contact; an appropriate
response; Im sorry?;
response; I beg your
Could you give me an
pardon?, Could you explain
example of that?) to
that?) to indicate degree of
indicate comprehension or
comprehension or to indicate
comprehension breakdowns
L7M3 Select from a wide

range of strategies to
L8M3 Select from a wide

range of strategies to monitor
misunderstanding.

comprehension

comprehension
b. Manage internal and

b. Manage internal and
comprehension (e.g., ones
comprehension
prejudices)
c. Ask questions to aid
comprehension. (e.g.,
clarifying relevance of
information; "I don't
understand how that relates
to...")
c. Identify points at which

c. Manage internal and external
comprehension breaks down
barriers to comprehension
and use strategies to repair
(e.g., ones emotional states)
(e.g., identify problematic
sounds or words; compare
sources of information; take
notes for later clarification)
d. Manage internal and
physical setting)
29

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Learning Strategies
Language Functions
Strand: Lifelong Applications (A)

L1A1 Comprehend and
respond to simple
interactions related to basic
everyday, personal
interactions.
L2A1 Comprehend and

respond to simple
everyday, personal
interactions.
L3A1 Comprehend and

respond to a variety of
everyday short
interactions.
L4A1 Comprehend and

everyday short interactions.
a. Understand and respond

to simple questions and
answers

to simple questions and
answers
b. Understand simple
practiced greetings,
courtesies, warnings,
instructions, and requests
for basic personal
information
b. Understand and respond

to simple greetings,
courtesies, warnings,
instructions, and requests
for basic information

to simple requests for
information (e.g., about
symptoms, abilities,
family, jobs, etc.)
a. Understand and respond to

instructions, directions, or
requests for information
(e.g., instructions from a
nurse)
b. Participate in short social

or task-related
conversations (e.g.,
following simple
narrative; question and
answer sequences)
b. Understand and respond to

short narratives and
explanations (e.g., news)
c. Comprehend relevant
names, numbers and
letters (address, phone,
etc.) for personal needs
c. Comprehend relevant
names, numbers and
letters (address, phone,
etc.) for personal needs
c. Respond to others
opinions, experiences, or
feelings
c. Understand and respond

to offers or invitations
L1A2 Use one or two basic

language learning strategies
to independently develop
listening skills.
L2A2 Use a few basic

listening skills.
L3A2 Use a few language

learning strategies to
reinforce or continue to
independently develop
listening skills.
a. Listen to models of simple

spoken English
a. Listen to models of simple

spoken English (e.g.,
simplified recordings)
a. Listen to English in varied a. Listen to English in varied

settings and for varied
purposes (e.g., native
purposes (e.g., native
speakers at work; audio
speakers with varied
tapes in the classroom)
accents; co-workers; TV)
b. Interact with familiar,

supportive speakers (e.g.,
friends; classmates)
c. Practice listening for key
words or information
b. Interact with supportive

speakers (e.g., teacher;
classmates)
c. Practice listening for key
words or information
L4A2 Use several language

listening skills.
b. Interact with familiar and b. Interact with familiar and

some unfamiliar speakers
unfamiliar speakers (e.g.,
(e.g., cashier or school
restaurant staff or
staff)
receptionists)
c. Practice listening for
answers to specific
questions
c. Practice listening for main

ideas and supporting
details
d. Repeat and confirm what d. Build and review word list

was heard to another
of new vocabulary
e. Review with flashcards
30
e. Set long- and short-term

learning goals

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

L5A1 Comprehend and
medium-length oral
communications.
L6A1 Comprehend and respond L7A1 Comprehend and respond

to some complex types of
to a variety of extended,
medium-length
complex communication tasks.
communications.
L8A1 Comprehend and respond

to extended presentations of
information and complex, multiparty conversations.

to opinions, multi-step
instructions, suggestions,
and advice
a. Understand and respond to

apologies, praise, criticism, or
rejection
a. Follow complex instructions

to perform a specific role,
answer difficult questions or
solve challenging problems
a. Follow complex instructions to

perform a specific role in
complex tasks, answer
complex questions, and solve
complex problems
L5A2 Select from a range of

language learning
strategies to reinforce or
continue to independently
develop listening skills.

language learning strategies to
listening skills.

listening skills.

independently develop listening
skills.
a. Take and review detailed

notes to summarize and
remember information
a. Take and review detailed and

extensive notes to summarize
and remember information
b. Teach or explain learning to

others
b. Teach or explain learning to

others
c. Practice listening for stated

and unstated conclusions
c. Practice listening for

inferences and underlying
meanings
b. Understand underlying or
b. Follow and make
implicit meanings in
b. Given a specific situation,
appropriate contributions
conversations
listen actively, negotiate
b. Given a specific situation,
to conversations and
options, and reach resolution
listen actively, negotiate
c. Understand and draw
discussions on topics of
(e.g., negotiating a class
options, and reach resolution
conclusions from narratives or
interest (e.g., crossproject)
explanations
c. Synthesize, analyze and
cultural comparisons;
c. Follow and contribute to
evaluate information from a
family; work; community
discussions that require some
variety of sources
needs)
synthesis, analysis, or
c. Follow moderate-length
evaluation of ideas
narratives or explanations
(e.g., from presentations
or non-interactive
sources)
a. Listen to English in varied a. Listen to English in varied

purposes (e.g., gossip at
purposes (e.g., YouTube;
work; an interview on the
lecture; work meeting)
radio)
b. Interact with unfamiliar
b. Interact with unfamiliar
speakers (e.g., agency or
speakers (e.g., merchants
service staff)
or library staff)
c. Practice listening to identify
c. Practice listening for main
point of view
ideas and supporting
d. Take and review notes to
details
organize and remember
d. Take and review brief
information
notes to remember
e. Set and monitor progress on
information
learning goals
e. Set long- and short-term
learning goals
d. Revisit, evaluate, and revise

learning goals
d. Revisit, evaluate, and revise

learning goals
31
Key References
for the Development of the Listen Actively Framework
Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain, mind, experience. Council of
Chief State School Officers (CCSSO) & National Governors Association.
Center for Best Practices (NGA Center) (2010). Common core standards for English language arts & literacy in
history/social studies, science, and technical subjects. http://www.corestandards.org/the-standards
Council of Chief State School Officers (CCSSO) & National Governors Association Center for Best Practices (NGA
Center) (2010). Common core standards for English language arts & literacy in history/social studies, science,
and technical subjects. http://www.corestandards.org/the-standards
EFF Assessment Consortium (2002). EFF/NRS data collection project, 2000-2001. Washington, D.C.: National
Institute for Literacy. http://eff.cls.utk.edu/PDF/EFFNRS Interim Report2.pdf
Moss, D. (2003). Second Language Acquisition in Adults: From Research to Practice. Washington, D.C.: Center for
Applied Linguistics. http://www.cal.org/caela/esl_resources/digests/SLA.html
Stein, S. (2000). Equipped for the Future content standards: What adults need to know and be able to do in the 21st
century. Washington, D.C.: National Institute for Literacy. http://eff.cls.utk.edu/PDF/standards_guide.pdf
U.S. Department Of Education, Office Of Vocational And Adult Education, Division Of Adult Education And Literacy
( 2010). Implementation Guidelines. Measures and Methods for the National Reporting System for Adult
Education. Chapter II NRS Measure Definitions and Data Collection Methods. http://www.nrsweb.org/
foundations/implementation_guidelines.aspx
Van Duzer, C. (1997). Improving ESL Learners' Listening Skills: At the Workplace and Beyond. Washington, D.C.:
Center for Applied Linguistics. http://www.cal.org/caela/esl_resources/digests/LISTENQA.html
32
Listen Actively Framework: SINGLE-LEVEL VIEWS
Appendix A: Single-Level Views
Listen Actively Framework: SINGLE-LEVEL VIEWS
Appendix A: Single-Level Views
Listen Actively Framework: LEVEL 1 (Beginning ESL Literacy)

Level 1 Description:
Range of Input

Listen to classmates introduce themselves
Understanding highly relevant words

and phrases in simple questions,
statements and high frequency
commands
Listen for announcement of train arrivals
and departures
Listen to a grocery bill total and pay
correctly
Follow neighbors directions to where
36
In familiar, face-to-face situations with

individual, familiar speakers who
provide adjusted language, non-verbal
cues, a slowed rate of speech, frequent
repetition, and visual and contextual
clues
Listen to and respond to greetings from
coworkers
Examples
(context, settings,
tasks)
(in performing the

process)
Fluency
Range of
Situations
ones child has fallen
Listen to and write down a classmates
phone number and address in order to

carpool
In simple, highly-structured tasks
With considerable effort and uneven

accuracy in understanding slowlypaced speech
Level 1 Benchmarks
PREPARING TO LISTEN (P)
L1P1 Recognize the listening purpose in a particular situation.
L1P2 Draw on prior knowledge about language, culture, and context to anticipate and
L1P3 Use at least one simple strategy to plan for listening.
HOW ENGLISH WORKS (E)
L1E1 Recognize and apply knowledge of basic grammar and common usage.
L1E2 Use strategies to build and understand vocabulary related to experience and immediate
needs.
L1E3 Distinguish English sounds in clearly enunciated, common words.
L1E4 Distinguish the stress and intonation of modeled common, familiar words, phrases, and
simple commands.
COMPREHENDING MEANING (M)
L1M1 Use knowledge of U.S. culture and context to understand and interpret message.
L1M2 Use a couple of simple strategies to understand the main idea or specific information.
L1M3 Use one or two basic strategies to monitor comprehension and repair
misunderstanding.
LIFELONG APPLICATIONS (A)
L1A1 Comprehend and respond to simple interactions related to basic everyday, personal
interactions.
L1A2 Use one or two basic language learning strategies to independently develop listening
skills.
37

Adult learners listen actively for a variety of purposes, integrating their knowledge, skills, and
strategies in the following process:
Benchmarks
Sub-Benchmarks
Planning
Strategies
Prior
Knowledge
Purpose

L1P1 Recognize the
listening purpose in a
a. Recognize the information needed
L1P2 Draw on prior

knowledge about
language, culture, and
a. Use prior knowledge about the setting/situation to aid comprehension (e.g., how to
respond to greetings)
L1P3 Use at least one

simple strategy to plan for
listening.
b. Recall and build knowledge of simple non-verbal cues and common discourse patterns
(e.g., respond to greetings)
b. Learn from others what they have heard in similar situations

c. Learn a few key words or learned phrases typical for an interaction

knowledge of basic
grammar and common
usage.
a. Recognize a few basic elements of English grammar (e.g., plural nouns; subject
pronouns) as modeled
b. Distinguish and respond to simple statements, commands, and questions as modeled
c. Recognize and use understanding of simple word order (e.g., simple questions) as
modeled
L1E2 Use strategies to build a. Develop word bank related to basic needs and interests (e.g., simple warnings; objects;
and activities of daily life)
related to experience and b. Use understanding of one or two simple suffixes (e.g., the plural -s) to comprehend
immediate needs.
words
Decode
Words
c. Understand the meaning of memorized words and phrases in rehearsed/familiar

combinations
sounds in clearly
enunciated, common
words.
Stress and
Intonation
Word
Knowledge
Grammar
Knowledge
L1E4 Distinguish the stress a. Understand the stress and intonation of modeled familiar words (numbers, days,
and intonation of modeled
months, etc.) and phrases
phrases, and simple
commands.
38
a. Distinguish sounds in familiar words (e.g., initial and final sounds; minimal pairs)

Benchmarks
Sub-Benchmarks
Cultural
Knowledge

message.
a. Use one or two listening strategies to respond in familiar situations, relying heavily on
non-verbal communication (e.g., gestures such as nodding or shaking head, thumbs
up or down, facial expressions)
Comprehension
Strategies

information.
a. Recall prior knowledge to aid in comprehension
Monitor
Comprehension
L1M3 Use one or two basic

misunderstanding.
a. Use strategies to check comprehension (e.g., compare ones understanding with

others)
b. Build and use knowledge to guide participation in daily interactions (e.g., the
expected responses to Whats your name?)
c. Listen for learned phrases, key words, or numbers
b. Use primarily non-verbal cues or some basic words (e.g., eye contact; gestures;
nodding; OK; What?; Huh?) to indicate level of comprehension
c. Use strategies to repair misunderstanding (e.g., ask for repetition)
Language
Functions
L1A1 Comprehend and

respond to simple
everyday, personal
interactions.
Learning
Strategies
L1A2 Use one or two basic

listening skills.
a. Understand and respond to simple questions and answers

b. Understand simple practiced greetings, courtesies, warnings, instructions, and
requests for basic personal information
c. Comprehend relevant names, numbers and letters (address, phone, etc.) for personal
needs
a. Listen to models of simple spoken English
b. Interact with familiar, supportive speakers (e.g., friends; classmates)
c. Practice listening for key words or information
39
Listen Actively Framework: LEVEL 2 (Low Beginning ESL)

(in performing the

process)
Fluency
familiar speaker describing likes and

dislikes or opinions related to familiar
topics (e.g., a co-worker describing a day
off or a child describing a new teacher)
Listen and respond to instructions or a
In familiar, face-to-face situations with

individual, familiar speakers who
provide adjusted language, non-verbal
cues, a slowed rate of speech, frequent
repetition, and visual and contextual
clues
In simple, highly-structured tasks
40
Listen and respond appropriately to a
Understanding the gist of short, simple

conversations, instructions or
explanations
With considerable effort and uneven

accuracy in understanding slowlypaced speech
Examples
(context, settings,
tasks)
Range of
Situations
Range of Input
short explanation of a task (e.g.,

instructions for using a home appliance or
simple piece of work-related equipment; a
health worker explaining how to give a
child medicine; a postal worker explaining
how to fill out a form with a few basic steps
and sequence markers.)
Listen and make a contribution to a class
discussion of a short article about a current

event (with visuals and other written
supports), following the main points
Understand the main points covered in a
brief narrative such as a weather forecast
Level 2 Benchmarks
L2P1 Recognize the listening purpose in a particular situation.
L2P3 Use at least one simple strategy to plan for listening.
L2E2 Use strategies to build and understand vocabulary related to experience and needs.
L2E3 Distinguish English sounds in clearly enunciated, common words.
L2E4 Distinguish the stress, intonation and rhythm of common, familiar words, phrases,
L2M2 Use a couple of simple strategies to understand the main idea or specific information.
L2M3 Use a few basic strategies to monitor comprehension and repair misunderstanding.
L2A1 Comprehend and respond to simple interactions related to basic everyday, personal
interactions.
L2A2 Use a few basic language learning strategies to independently develop listening skills.
41

Benchmarks
Sub-Benchmarks
Purpose
a. Recognize the information needed
L2P2 Draw on prior

interactions.
a. Use prior knowledge about the setting/situation (e.g., waiting in line until called;
responding to personal information questions)
Planning
Strategies
L2P1 Recognize the listening

situation.
Prior
Knowledge
L2P3 Use at least one simple

strategy to plan for listening.
b. Recall and build knowledge of simple non-verbal cues and common discourse patterns
(e.g., reply to cues from cashier)
a. Reflect on and draw from experience, needs, interests, and observations that relate to
the specific interaction
b. Learn from others what they have heard in similar situations
c. Learn several key words or learned phrases used in basic interactions
Decode
StressFluency
and
Words
Intonation
Word
Knowledge
Grammar
Knowledge
42

knowledge of basic grammar
and common usage.
a. Recognize and use knowledge of a few basic grammar structures (e.g., personal
pronouns; simple present tense)
b. Distinguish and respond to simple statements, commands, and questions
c. Recognize simple word order pattern

related to experience and
needs.
a. Develop word bank related to basic needs and interests (e.g., likes; wants; objects;
activities of daily life)
b. Use understanding of a few simple suffixes (e.g., negative contractions) to
comprehend words
c. Understand the meaning of memorized words and phrases in various combinations

a. Distinguish sounds in familiar words (e.g., initial and final sounds; rhymes)
sounds in clearly enunciated, b. Recognize the role of particular sounds (e.g., the plural -s) in changing the meaning of
common words.
words.
L2E4 Distinguish the stress,
phrases, questions, and
commands.
a. Understand the stress and intonation of familiar words (numbers, days, months, etc.),
phrases, and questions

Benchmarks
Sub-Benchmarks
Comprehension Cultural
Monitor
Strategies
Comprehension
Knowledge
Strand: Comprehend Meaning (M)

message.
a. Use one or two listening strategies to participate in simple conversations, including

non-verbal strategies (e.g., gestures; appropriate personal distance)

information.
a. Recall prior knowledge to aid in comprehension and as point of reference for new
information
L2M3 Use a few basic

misunderstanding.
a. Use strategies to check comprehension (e.g., compare ones understanding with

others)
b. Build and use knowledge to guide participation in daily interactions (e.g., the
expected responses to How are you?)
c. Listen for learned phrases, key words, or numbers
b. Use non-verbal cues and some basic words (e.g., eye contact; gestures; nodding; I
dont understand.) to indicate level of comprehension
c. Use strategies to repair misunderstanding (e.g., ask for slower delivery)
Language
Functions
L2A1 Comprehend and

respond to simple
everyday, personal
interactions.
Learning
Strategies
L2A2 Use a few basic

listening skills.
a. Understand and respond to simple questions and answers

b. Understand and respond to simple greetings, courtesies, warnings, instructions, and
requests for basic information
c. Comprehend relevant names, numbers and letters (address, phone, etc.) for personal
needs
a. Listen to models of simple spoken English (e.g., simplified recordings)
b. Interact with supportive speakers (e.g., teacher; classmates)
c. Practice listening for key words or information
43
Listen Actively Framework: LEVEL 3 (High Beginning ESL)

44
In a conversation about a safety problem,
Understanding key information from

short, simple conversations, directions,
narratives and explanations
identify relevant information to pass along

to a supervisor
Participate in a conversation with
coworkers about common work

experiences
Listen and take notes from a recorded
telephone message, adjusted for English

language learners, about weather-related
school closings
In common face-to-face situations or
brief, routine phone conversations
with familiar speakers who provide
adjusted language and where there are
frequent opportunities for repetition,
rephrasing, and use of visual supports
Examples
(context, settings,
tasks)
(in performing
the process)
Fluency
Range of
Situations
Range of Input
Follow the main idea in an informal
presentation about community clean-up

day
In simple, somewhat structured tasks
With effort and varying ease,

understanding moderately-paced
speech
Level 3 Benchmarks
L3P1 Determine own purpose for listening in a particular situation.
L3P3 Use more than one strategy to plan for listening.
L3E2 Use strategies to build and understand vocabulary related to topics of interest and daily
interactions.
L3E3 Distinguish English sounds in common words and connected speech.
L3E4 Recognize the stress, intonation and rhythm of common words, phrases, questions, and
commands.
L3M2 Use a few strategies to understand a general idea or to extract relevant detail.
L3M3 Use a few strategies to monitor comprehension and repair misunderstanding.
L3A1 Comprehend and respond to a variety of everyday short interactions.
L3A2 Use a few language learning strategies to reinforce or continue to independently
45

Benchmarks
Sub-Benchmarks
Planning
Strategies
Prior
Knowledge
Purpose

L3P1 Determine own
purpose for listening in a
a. Clarify own purpose for listening (e.g., to fill out a message form; hear about a childs
performance from teachers)
L3P2 Draw on prior

a. Use prior knowledge about the social, cultural, and situational context to aid
comprehension (e.g., predict general organization or flow of common social interaction)
b. Compare and contrast communication norms here and in home culture, using
observations to understand expectations of the listener
interactions.
c. Draw on prior knowledge related to personal experience and interests
listening.

b. Predict/learn key vocabulary and phrases used in specific interactions
c. Role play the anticipated interaction
e. Identify possible listener questions
Grammar
Knowledge

knowledge of basic
grammar and common
usage.
a. Recognize and use knowledge of basic grammar and English word order (e.g., subject +
verb; question formation; regular past tense; negation; future tense)
b. Understand function of simple parts of speech (e.g., prepositions of time and place;
simple conjunctions)
c. Recognize grammatical markers that affect meaning (possessive -s, -ing, past tense -ed)
Decode
Words
Word
Knowledge
d. Understand the meaning of common contractions (e.g., s, m, re)

L3E2 Use strategies to build a. Build and understand vocabulary related to various everyday contexts of home, school,
work, and community
related to topics of interest b. Use understanding of simple prefixes and suffixes (e.g., un-; -ing; -ed) to comprehend
and daily interactions.
words
c. Use knowledge of cognates from the native language to understand personally relevant
words (e.g., papa; final; tradition)
sounds in common words
and connected speech.
a. Distinguish between minimal pairs, especially in commonly confused words used in

daily life (e.g., live/leave; vote/boat)
b. Start to understand that words can be linked in fast speech, (e.g., gonna or Izzy? for
"Is he?")
c. Recognize words and sounds when they are modified by adjacent sounds (e.g., walked
and played, walks and plays)
d. Identify word breaks in simple sentences
46

Benchmarks
Sub-Benchmarks
Stress and
Intonation

L3E4 Recognize the stress,
common words, phrases,
a. Recognize the stress and intonation of common English words that are similar (e.g.,
THIRty and thirTEEN)
b. Recognize syllables and how words are separated into syllables
c. Understand rising and falling intonation patterns (e.g., the intonation for yes/no
and WH Qs)
Comprehension
Strategies
Cultural
Knowledge

message.
a. Use listening strategies to participate actively in conversation (e.g., turn taking;

responding to conversation openers and closers)
b. Build and use knowledge to guide participation in daily interactions (e.g.,
understanding common topics for chatting)
c. Recognize basic formal and informal social courtesies

a. Make connections between new information and prior experience
understand a general idea or to b. Read visual cues, body language, and situational context clues to aid
extract relevant detail.
comprehension
c. Listen for the main idea or needed information
d. Focus on own listening purpose without trying to understand everything
e. Listen for sequence markers (e.g., first; then; next) to follow organization of
message
f. Listen for familiar phrases or predictable, formulaic exchanges
Monitor
Comprehension
g. Use a graphic organizer to figure out if the information needed has been received
a. Use strategies to check comprehension (e.g., repeat what was heard to see if it
makes sense)
b. Use non-verbal and verbal cues (e.g., eye contact; facial expression; gesture;
nodding; I understand.) to indicate comprehension or to indicate point(s) at
which comprehension breaks down
c. Use strategies to repair misunderstanding (e.g., ask speaker to provide visual or
other supports)
Learning
Strategies
Language
Functions

L3A1 Comprehend and respond a. Understand and respond to simple requests for information (e.g., about symptoms;
to a variety of everyday short
abilities; family; jobs; etc.)
interactions.
b. Participate in short social or task-related conversations (e.g., following simple
narrative; question and answer sequences)
c. Understand and respond to offers or invitations
L3A2 Use a few language
learning strategies to reinforce
or continue to independently
a. Listen to English in varied settings and for varied purposes (e.g., native speakers at
work; audio tapes in the classroom)
b. Interact with familiar and some unfamiliar speakers (e.g., cashier or school staff)
c. Practice listening for answers to specific questions
d. Repeat and confirm what was heard to another
e. Review with flashcards
47
Listen Actively Framework: LEVEL 4 (Low Intermediate ESL)

Range of Input

Listen to a simple, authentic television
Understanding main ideas and relevant

details from simple narratives,
conversations, explanations, and
presentations
news report, summarizing the issues

addressed and expressing an opinion on
the topic
Listen to a presentation to identify key
information relevant to ones own

situation (e.g., information related to
enrolling in a vocational program)
Listen and provide appropriate response as
a familiar speaker describes a personal

problem
In a range of common situations with
one or more familiar speakers when
there is some adjusted language and
opportunities for clarification,
repetition, and rephrasing or through
simple, repetitive media
Examples
(context, settings,
tasks)
Range of
Situations
Take part in a simulated job interview,
responding appropriately to open-ended

questions related to ones own experience
and skills
Record a short interview with a native
speaker on a general interest topic and

write a response or summary of the
interview
48
(in performing
the process)
Fluency
In somewhat unstructured tasks
With growing ease, confidence, and

accuracy in understanding moderatelypaced speech
Level 4 Benchmarks
L4P1 Determine own purpose for listening as well as the purpose of the speaker(s) in a
L4P3 Use more than one strategy to plan for listening.
L4E1 Recognize and apply knowledge of basic and some complex grammar and common
usage.
L4E2 Use strategies to build and understand vocabulary related to varied topics and contexts.
L4E3 Identify commonly confused sounds and ones own strengths and weaknesses in
distinguishing them.
L4E4 Recognize how stress, intonation, and rhythm are used in common spoken English.
L4M2 Draw from a range of strategies to understand information and ideas.
L4M3 Use a range strategies to monitor comprehension and repair misunderstanding.
L4A1 Comprehend and respond to a variety of everyday short interactions.
L4A2 Use several language learning strategies to reinforce or continue to independently
49

Benchmarks
Sub-Benchmarks
Prior
Knowledge
Purpose

L4P1 Determine own
purpose for listening as
well as the purpose of the
situation.
a. Clarify own purpose for listening, whether general (e.g., to get oriented; relate to the
speaker; be entertained) or specific (e.g., to follow directions; learn about a certain topic)
L4P2 Draw on prior

knowledge about
language, culture, and
a. Use prior knowledge about the social, cultural, and situational context to aid
comprehension (e.g., predict organization or flow of common social interaction and
notice variations)
b. Predict main purpose of the speaker (e.g., to vent about a problem)
b. Compare and contrast communication norms between cultures, using observations to

understand expectations of the listener
Planning
Strategies
c. Draw on prior knowledge related to personal experience and interests

listening.

b. Predict/learn key vocabulary and phrases used in specific situations
c. Role play anticipated interactions
d. Predict content of the message or presentation and how you may react
e. Use graphic organizer or notes to focus listening (e.g., a list of questions to be asked;
information to listen for)
f. Determine relevant content for addressing the listening purpose
Word
Knowledge
Grammar
Knowledge

some complex grammar
and common usage.
a. Recognize and use knowledge of some irregular and complex grammar structures (e.g.,
irregular past; present perfect; modals; irregular plural)
b. Understand simple and compound sentences (e.g., connected with and, but, or so)
c. Understand the meaning of contractions, including ll, ve, d

a. Learn and draw from a growing vocabulary of descriptive words, phrasal verbs, and
build and understand
collocations (e.g., get ready; sit down; make a mistake)
b. Use understanding of a range of common prefixes and suffixes (e.g., dis-; re-; in-; -ful;
varied topics and contexts.
-est) to comprehend meaning
c. Understand some common idioms (e.g., sick as a dog)
d. Understand the function and use of common placeholders (e.g., um; uh-huh; Lets see)
e. Distinguish commonly confused verbs (do and make, say and tell, bring and take)
f. Recognize cognates to predict meaning of new words (e.g., frequency/frequencia)
g. Identify meaning of common homonyms in context (e.g., scene/seen; there/their/
theyre)
50

Benchmarks
Sub-Benchmarks
Decode
Words
L4E3 Identify commonly

confused sounds and ones
own strengths and
weaknesses in distinguishing
them.
a. Identify English sounds one has difficulty distinguishing (e.g., r/l; v/w)
b. Understand common reduced speech (wanna; gonna) and linkages (sa-yit; wha-dya)
c. Identify sentence breaks, word breaks, and individual words in simple sentences
Stress and
Intonation

intonation, and rhythm are
used in common spoken
English.
a. Recognize syllables and be able to separate words into syllables to aid comprehension
b. Recognize the appropriate words that carry the stress within a sentence
c. Understand English intonation patterns and pauses in statements, questions,
imperatives, and exclamations
a. Use listening strategies to participate actively in conversation (e.g., listening for entry
points into discussion; asking follow-up questions)
understanding when youre getting a sales pitch)
c. Compare use of register in U.S. and home cultures

information and ideas.
Comprehension
Strategies
a. Make predictions based on prior knowledge and check the accuracy of predictions as
you listen
b. Use knowledge of the context to aid comprehension
c. Identify the main idea and key points
d. Evaluate usefulness and relevance of ideas or information to the listening purpose
e. Listen for organizational markers (e.g., before/now; here/there; at the beginning) to
follow coherence of message
f. Take simple notes to aid comprehension and recall
g. Recognize that the organization of information can vary by culture, purpose, or
speaker
h. Critically evaluate ideas presented and language used
L4M3 Use a range strategies a. Use strategies to check comprehension (e.g., compare what was heard to own
to monitor comprehension
predictions)
and repair misunderstanding. b. Use a variety of non-verbal and verbal cues to indicate comprehension or to indicate
c. Use strategies to repair misunderstanding (e.g., ask for rephrasing or explanation and
request adjustments in pace or volume)
d. Manage internal and external barriers to comprehension (e.g., difficulty hearing;
distractions)
Cultural
Knowledge

message.
Monitor
Comprehension
Learning
Strategies
Language
Functions

L4A1 Comprehend and
everyday short interactions.
a. Understand and respond to instructions, directions, or requests for information (e.g.,

instructions from a nurse)
b. Understand and respond to short narratives and explanations (e.g., news)
c. Respond to others opinions, experiences, or feelings
L4A2 Use several language

listening skills.
a. Listen to English in varied settings and for varied purposes (e.g., native speakers with
varied accents; co-workers; TV)
b. Interact with familiar and unfamiliar speakers (e.g., restaurant staff or receptionists)
c. Practice listening for main ideas and supporting details
d. Build and review word list of new vocabulary
e. Set long- and short-term learning goals
51
Listen Actively Framework: LEVEL 5 (High Intermediate ESL)

Range of Input

Listen to a presentation of moderate
Understanding main ideas and details

in extended conversations,
presentations, or narratives about
varied, general interest topics
length and complexity, asking appropriate

questions related to unfamiliar content or
vocabulary and taking notes of key points
to share with others
Listen and respond appropriately in a
simulated conversation where a speaker is

critical or displeased with the listener (e.g.,
a traffic cop; landlord; neighbor)
52
(in performing
the process)
Fluency

unstructured tasks
use a piece of equipment or appliance
Examples
(context, settings,
tasks)
Range of
Situations
Follow a series of multi-step instructions to
In familiar and some unfamiliar social,

community, work and academic
contexts with one or more speakers, or
in simple messages through media
when there are some supports (e.g.,
note-taking, opportunities to seek
clarification or to check understanding
with other listeners)
Listen and contribute in a small group
meeting where a difficult decision must be

made
Respond successfully to job interview
questions that require adapting responses

to the speaker and context, such as
questions related to why one left ones
previous job or how one might contribute
to the organization
With varying ease and accuracy,

depending upon the pace of input and
complexity of grammar and vocabulary
Level 5 Benchmarks
L5P1 Determine own purpose for listening as well as the purpose of the speaker(s) in a
L5P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare
for interactions.
L5P3 Use a variety of strategies to plan for listening.
L5E1 Recognize and apply knowledge of basic and complex grammar and common usage.
L5E2 Use strategies to build and understand vocabulary related to a broad range of general and
some specialized/vocational topics.
L5E3 Use strategies to address weaknesses in hearing/distinguishing English sounds.
L5E4 Recognize how stress, intonation, and rhythm of spoken English are used to communicate
meaning.
L5M2 Draw from a range of strategies to understand some complex information and ideas.
L5M3 Select from a range of strategies to monitor comprehension and repair misunderstanding.
L5A1 Comprehend and respond to a variety of medium-length oral communications.
L5A2 Select from a range of language learning strategies to reinforce or continue to
independently develop listening skills.
53

Benchmarks
Sub-Benchmarks
Planning
Strategies
Prior
Knowledge
Purpose

L5P1 Determine own
a. Clarify own general or specific purposes for listening (e.g., to understand the main
points of an argument; to show the boss you are attentive)
b. Consider purpose(s) of the speaker and how that relates to own purpose for listening
(e.g., speaker wants to give orders while listener wants to negotiate)
situation.
L5P2 Draw on prior
interactions.
L5P3 Use a variety of
strategies to plan for
listening.
a. Reflect on and use prior knowledge about the social, cultural, and situational context to
aid comprehension (e.g., predict content and flow of classroom or workplace
interactions)
b. Build and draw on specialized knowledge related to work, family, or community topics
b. Predict/learn general vocabulary as well as some specialized terms used in specific
situations
c. Role play the anticipated interactions
d. Predict content of message or presentation
e. Use graphic organizer or notes to focus listening (e.g., a KWL chart)
Grammar
Knowledge

complex grammar and
common usage.
a. Recognize and use knowledge of some complex grammar structures (e.g., present
perfect; conditionals; adverbial clauses; gerunds and infinitives)
b. Understand some complex sentences (e.g., with dependent clauses connected by when,
after, before, while, because, if)
c. Demonstrate awareness of how grammar choices affect meaning (e.g., present perfect
vs. past for completed action)
d. Distinguish between standard and colloquial grammar (e.g., aint; I done good.)
Word
Knowledge
e. Comprehend comparative and superlative forms of adverbs (e.g., more quickly; most
quickly)
related to a broad range of
general and some
specialized/vocational
topics.
a. Learn and draw from vocabulary to understand general and specific terms (e.g., cook
vs. fry, steam, boil)
b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out
meaning of new vocabulary (e.g., pre-; joy; vis; -ible;-ion )
c. Understand some common slang, idioms and colloquialisms (e.g., whatever; pig out)
d. Recognize common false cognates (e.g., embarrassed)
e. Understand placeholders (e.g., I mean; so) and hesitation techniques (e.g., um; well;
like)
f. Identify the appropriate meaning of homonyms in context (e.g., effect/affect, root/
route)
54

Benchmarks
Sub-Benchmarks
Stress and
Intonation
Decode
Words

address weaknesses in
hearing/ distinguishing
English sounds.
a. Recognize where difficulties in hearing and distinguishing English sounds are

interfering with effective comprehension (e.g., identify problem sounds and the words
that have them)
b. Recognize that variations in pronunciation exist (e.g., regional dialects; non-native
pronunciation)

a. Recognize that syllable patterns affect stress

b. Recognize different meaning changes depending upon shift in word stress (e.g., White
House vs. white house or blackbird vs. black bird)
c. Recognize shift in meanings when hearing different emphases in sentence stress (e.g.,
Where are you going? vs. Where are you going?)
Monitor
Comprehension
Comprehension
Strategies
Cultural
Knowledge

L5M1 Use knowledge of U.S. a. Use a range of listening strategies to actively participate in conversation (e.g.,
interrupting appropriately; attracting attention)
b. Build and use knowledge to guide participation in daily interactions (e.g., distinguish
message.
real invitations from formalities)
c. Recognize and respond to formal and informal language in a range of cultural contexts
some complex information
and ideas.
a. Evaluate prior knowledge and understanding in light of new information, ideas, or

perspectives
b. Identify main idea, supporting claims, ideas, and details
c. Paraphrase key points of an explanation or presentation
d. Evaluate usefulness and relevance of ideas or information to the listening purpose
e. Use understanding of rhetorical structures (e.g., chronological order; problem/
solution) to follow organization of presentation
f. Take notes to aid comprehension and recall
g. Draw conclusions and make inferences based on context and intent of speaker (e.g., to
inform, persuade, accuse)
L5M3 Select from a range of a. Use strategies to check comprehension (e.g., paraphrase what was heard)
b. Use a variety of non-verbal and verbal cues (e.g., eye contact; an appropriate
response; Im sorry?; Could you give me an example of that?) to indicate
misunderstanding.
comprehension or comprehension breakdowns
c. Identify points at which comprehension breaks down and use strategies to repair (e.g.,
identify problematic sounds or words; compare sources of information; take notes for
later clarification)
d. Manage internal and external barriers to comprehension (e.g., physical setting)
Learning
Strategies
Language
Functions

L5A1 Comprehend and
medium-length oral
communications.
a. Understand and respond to opinions, multi-step instructions, suggestions, and advice

b. Follow and make appropriate contributions to conversations and discussions on topics
of interest (e.g., cross-cultural comparisons; family; work; community needs)
c. Follow moderate-length narratives or explanations (e.g., from presentations or noninteractive sources)

to reinforce or continue to
listening skills.
a. Listen to English in varied settings and for varied purposes (e.g., gossip at work; an
interview on the radio)
b. Interact with unfamiliar speakers (e.g., merchants or library staff)
c. Practice listening for main ideas and supporting details
d. Take and review brief notes to remember information
e. Set long- and short-term learning goals
55
Listen Actively Framework: LEVEL 6 (Advanced ESL)

(in performing
the process)
Fluency
describe his needs, watch a video on

homelessness, and discuss priorities for a
community service activity
Listen for, identify and evaluate the
viewpoints and truthfulness of various

types of marketing in recorded radio
commercials
Listen to a simulated community college/
In varied social, community, work, and

academic contexts with a variety of
speakers, in person or by listening to
highly contextualized media, with
minimal support (e.g., few
opportunities to seek clarification or
clarify understanding)
GED lecture on a literary topic, taking

notes to prepare a brief summary of what
was heard and discussing ones own ability
to listen to college lectures
Listen to and evaluate explanations of
services or procedures by a public agency

or service provider
Listen and respond to a job performance
review
Listen to and evaluate a podcast based on

unstructured tasks
56
Listen to the director of a food pantry
Understanding main ideas, details, and

some implied meaning in extended
conversations and/or detailed
presentations about simple academic
topics
Examples
(context, settings,
tasks)
Range of
Situations
Range of Input
personal interest
Comfortably, at mostly normal pace

and perhaps able to function in some
classes with native English speakers
when speed of presentation is normal
and grammar is not overly complex
Level 6 Benchmarks
L6P1 Determine own purpose for listening as well as the purpose of the speaker(s) in a particular
situation.
L6P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare for
interactions.
L6P3 Choose among a variety of strategies to plan for listening.
L6E1 Recognize and apply knowledge of complex grammar and common/uncommon usage.
L6E2 Use strategies to build and understand vocabulary that includes words needed for some
specialized, vocational, and/or academic topics.
L6E3 Use strategies to address problems distinguishing particular sounds.
L6E4 Recognize how stress, intonation, and rhythm of spoken English are used to communicate
meaning.
L6M1 Use knowledge of U.S. history, culture, and context to understand and interpret message.
L6M2 Draw from a wide range of strategies to understand some complex information and ideas.
L6M3 Select from a range of strategies to monitor comprehension and repair misunderstanding.
L6A1 Comprehend and respond to some complex types of medium-length communications.
L6A2 Select from a range of language learning strategies to reinforce or continue to independently
57

Benchmarks
Sub-Benchmarks
Purpose
L6P1 Determine own

a. Clarify own purpose(s) for listening or for intentionally not listening (e.g., to assess a
candidates honesty; to not participate in gossip)
b. Consider purpose(s) of the speaker and listener and how they may differ (e.g., interest
in main points vs. details)
situation.
Prior
Knowledge
L6P2 Draw on prior

aid comprehension (e.g., predict content of complex classroom interactions and the
organization or flow of complex work-related interactions)
anticipate and prepare for b. Build and draw on specialized knowledge related to work, family, or community topics
interactions.
Planning
Strategies
L6P3 Choose among a

variety of strategies to plan b. Predict/learn general vocabulary as well as some specialized terms used in specific
for listening.
situations
c. Consult English speakers on their experiences with similar interactions
d. Predict content of message or presentation
e. Identify own questions about presentation topic
f. Predict the style and level of formality the speaker might use
g. Use graphic organizer or notes to focus listening (e.g., a timeline)
Decode
Words
Word
Knowledge
Grammar
Knowledge
58

grammar and common/
uncommon usage.
a. Recognize and use knowledge of complex grammar structures (e.g., perfect tenses;
conditionals; adjective clauses; reported speech)
b. Understand a variety of sentence types (e.g., compound and complex sentences; those
with noun clauses or subordinate clauses)
c. Demonstrate awareness of how grammar choices affect meaning (e.g., gerund vs.
infinitive after remember or forget)

vocational, and/or
academic topics.
a. Learn and draw from topic-specific vocabulary

b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out
meaning of new vocabulary (e.g., anti-; cardio-; act; -cracy)
c. Understand a wide variety of slang, idioms and colloquialisms (e.g., come with; head
over heels)
d. Recognize false cognates (e.g., ltimamente)
e. Transfer understanding of vocabulary learned previously through reading, discussion, or
media

address problems
distinguishing particular
sounds.
a. Recognize where difficulties in hearing and distinguishing English sounds are interfering
with effective comprehension
b. Comprehend the pronunciation of a variety of speakers (e.g., regional accents)
c. Memorize some academic vocabulary that include problematic sounds

Benchmarks
Sub-Benchmarks
Stress and
Intonation

a. Recognize shift in meanings when hearing different emphases in sentence stress

(e.g., He is the person I want to meet. vs. He is the person I want to meet.)
b. Recognize different meaning changes depending upon shift in stress (e.g., the verb
estimATE vs. the noun ESTimate)
c. Recognize the use of stress, rhythm, and pauses to communicate meaningful
thought groups
Monitor
Comprehension
Comprehension
Strategies
Cultural
Knowledge

message.
a. Select from a range of listening strategies to participate actively in conversation

(e.g., asking for explanation)
understanding the difference between real and rhetorical questions)
c. Recognize differences in register used in academic formal and informal interactions
L6M2 Draw from a wide range a. Evaluate prior knowledge and understanding in light of new information, ideas, or
perspectives
some complex information and b. Evaluate usefulness and relevance of ideas or information to the listening purpose
ideas.
c. Use understanding of rhetorical structures (e.g., cause/effect; narrative structures)
to follow organization of presentation
d. Recognize language that establishes coherence (e.g., however; in addition)
e. Distinguish between supported and unsupported claims
f. Identify multiple possible interpretations of a message, depending on context
g. Take detailed notes to aid comprehension and recall
misunderstanding.
a. Use strategies to check comprehension (e.g., summarize what was heard)

b. Integrate a variety of non-verbal and verbal cues (e.g., eye contact; an appropriate
response; I beg your pardon?, Could you explain that?) to indicate degree of
comprehension or to indicate comprehension breakdowns
c. Manage internal and external barriers to comprehension (e.g., ones emotional
states)
Learning
Strategies
Language
Functions

L6A1 Comprehend and respond a. Understand and respond to apologies, praise, criticism, or rejection
to some complex types of
b. Understand underlying or implicit meanings in conversations
medium-length
c. Understand and draw conclusions from narratives or explanations
communications.

listening skills.
a. Listen to English in varied settings and for varied purposes (e.g., YouTube; lecture;
work meeting)
b. Interact with unfamiliar speakers (e.g., agency or service staff)
c. Practice listening to identify point of view
d. Take and review notes to organize and remember information
e. Set and monitor progress on learning goals
59
Listen Actively Framework: LEVEL 7 (Beginning Transition)

Range of Input

Listen to an extended college lecture,
Understanding main ideas, details, and

implied meaning in direct and indirect
conversations, group discussions, and
simple academic presentations on
concrete and some abstract topics
taking somewhat detailed notes and

clarifying points of view with classmates
Listen to a recorded program about a
specific topic and discuss its relevance to

ones own situation
Listen to and follow detailed instructions

community, work, and academic
contexts where communication may be
partially through media and supports
may be minimal
(in performing the

process)
Fluency
workplace topic, such as a change in

benefits or policy, which requires checking
and confirming information
Listen to and provide appropriate feedback
and advice in a simulated discussion with a

teenager who wants to drop out of school
Listen to several short poems and identify
In complex and unstructured tasks
60
Listen to an explanation on a specific
Examples
(context, settings,
tasks)
Range of
Situations
on how to operate an unfamiliar machine

or device
the underlying themes and implied

meanings
Comfortably, at normal pace, but with

some difficulty following the thematic
organization of longer discourse or
presentations on topics that include
specialized vocabulary
Level 7 Benchmarks
situation.
interactions.
L7P3 Choose among a wide variety of strategies to plan for listening.
L7E1 Recognize and apply knowledge of complex grammar and common/uncommon/formal usage.
L7E2 Use strategies to build and understand vocabulary that includes words needed for some
specialized, abstract, vocational and/or academic topics.
L7E3 Use a variety of strategies to understand diverse speakers and address problems distinguishing
particular sounds.
L7E4 Recognize how stress, intonation, and rhythm of spoken English are used to convey emphasis,
mood, and intention.
L7M2 Draw from a wide range of strategies to understand complex information and ideas and
explicit and implied meanings.
L7M3 Select from a wide range of strategies to monitor comprehension and repair
misunderstanding.
L7A1 Comprehend and respond to a variety of extended, complex communication tasks.
61

Benchmarks
Sub-Benchmarks
a. Clarify and revise own purpose(s) for listening in light of the speakers purpose (e.g.,
changing the expectation that you will hear certain information)
b. Consider purpose(s) of the speaker and listener and how they may differ (e.g., interest
in seeking agreement or not)
Prior
Knowledge
L7P1 Determine own

purpose for listening as
well as the purpose of the
situation.
L7P2 Draw on prior

aid comprehension (e.g., predict content of a workplace training)
b. Build and draw on academic knowledge related to the topic
interactions.
Planning
Strategies
Purpose
L7P3 Choose among a wide a. Reflect on and draw from experience, needs, interests, and observations
variety of strategies to plan b. Predict/learn general vocabulary as well as specialized terms used in specific situations
for listening.
c. Identify own questions and opinions about presentation topic
d. Predict and discuss anticipated content of presentation, film, or lecture
e. Predict style and level of formality
f. Use graphic organizer or notes to focus listening (e.g., a cause/effect chart)
Word
Knowledge
Grammar
Knowledge
62

grammar and common/
a. Recognize and use knowledge of complex grammar structures (e.g., perfect continuous
tense; passive constructions; embedded questions; relative clauses)
with embedded questions or relative clauses)
c. Demonstrate awareness of how grammar choices affect meaning (e.g., passive vs. active
verbs)
d. Understand the contextual use of standard vs. colloquial grammar (e.g., It doesnt work
vs. It dont work)
L7E2 Use strategies to build a. Learn and draw from a broad vocabulary, including synonyms and vocabulary that
express shades of meaning (e.g., simmer vs. stew vs. broil)
that includes words needed b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out
meaning of specialized or academic vocabulary (e.g., pseudo-; quasi-; lect; text)
abstract, vocational, and/or c. Understand a wide variety of slang, idioms and colloquialisms (e.g., chill; devils
academic topics.
advocate)
d. Use understanding of prefixes and suffixes to comprehend words that express abstract
concepts (e.g., -ness; -cracy; -ism)
e. Transfer understanding of vocabulary learned previously through reading, discussion, or
media (e.g., words from a course text)
f. Comprehend many words on the Academic Word List (AWL)

Benchmarks
Sub-Benchmarks
Decode
Words
L7E3 Use a variety of strategies a. Recognize where difficulties in hearing and distinguishing English sounds are
interfering with effective comprehension
b. Write what is heard and check the word possibilities later (e.g., using a dictionary)
distinguishing particular
c. Memorize academic vocabulary that includes problematic sounds
sounds.
Stress and
Intonation

intention.
a. Recognize the use of stress, intonation, and rhythm to convey emphasis and
emotion
b. Recognize the use of stress, rhythm, and pauses to communicate meaningful
thought groups
Comprehension
Strategies
Cultural
Knowledge

message.
a. Select from a wide range of listening strategies to participate actively in

conversation (e.g., changing topic; holding the floor)
understanding euphemisms around taboo subjects and language)
c. Use knowledge of register, pace, and tone to understand formality or seriousness
of the situation and the relationship between speakers

meanings.
a. Synthesize and interpret what was stated, considering how it fits with prior
knowledge
b. Identify the relationships between key ideas
c. Evaluate usefulness and relevance of ideas or information to the listening purpose
d. Evaluate the perspective of the speaker and accuracy of information presented
(e.g., by analyzing word choice; what has not been said)
e. Determine and use note-taking strategies and tools appropriate to the purpose
f. Analyze the way the style, structure, and rhetorical devices of a speech support or
confound its meaning or purpose
Monitor
Comprehension
g. Interpret figurative language, such as similes or personification

L7M3 Select from a wide range
of strategies to monitor
misunderstanding.
a. Use strategies to check comprehension

b. Manage internal and external barriers to comprehension (e.g., ones prejudices)
Learning
Strategies
Language
Functions

L7A1 Comprehend and respond a. Follow complex instructions to perform a specific role, answer difficult questions, or
to a variety of extended,
solve challenging problems
complex communication tasks. b. Given a specific situation, listen actively, negotiate options, and reach resolution
(e.g., negotiating a class project)
c. Follow and contribute to discussions that require some synthesis, analysis, or
evaluation of ideas
listening skills.
a. Take and review detailed notes to summarize and remember information

b. Teach or explain learning to others
c. Practice listening for stated and unstated conclusions
d. Revisit, evaluate, and revise learning goals
63
Listen Actively Framework: LEVEL 8 (Transition)

Range of Input

Listen to an extended college lecture, tak-
Understanding multiple meanings

(literal, implied, etc.) in extended conversations and academic presentations
that may require specialized vocabulary, understanding of nuance, and the
ability to infer, analyze, and evaluate
ing somewhat detailed notes and clarifying

points of view with classmates
Listen to several short poems and identify
the underlying themes and implied meanings

Listen to campaign ads and identify how
language is used to bias the listener

Identify the key points of a lecture by a
In formal and informal social, community, work, and academic contexts

where communication may be through
media with few or no opportunities for
direct listener feedback and with minimal support
Examples
(context, settings,
tasks)
Range of
Situations
professor with an unfamiliar accent or

presentation style
Understand the humor of a friend who
speaks in puns
Clarify ones understanding of instructions
from a hurried, impatient registrar while

others wait in line
64
(in performing
the process)
Fluency
In complex and unstructured tasks
Comfortably, at varied pace, with some

difficulty only when following longer
discourse or presentations with complex grammatical structures or highlyspecialized vocabulary
Level 8 Benchmarks
situation.
interactions.
L8P3 Choose among a wide variety of strategies to plan for listening.
L8E1 Recognize and apply knowledge of complex grammar and common/uncommon/formal usage.
L8E2 Use strategies to build and understand vocabulary that includes words needed for specialized,
abstract, vocational, and/or academic topics.
L8E3 Use a variety of strategies to understand diverse speakers and address problems distinguishing
particular sounds.
L8E4 Recognize how stress, intonation, and rhythm of spoken English are used to convey emphasis,
mood, and intention.
L8M2 Draw from a wide range of strategies to understand complex information and ideas and
explicit and implied meanings.
L8M3 Select from a wide range of strategies to monitor comprehension and repair
misunderstanding.
L8A1 Comprehend and respond to extended presentations of information and complex, multiparty
conversations.
65

Benchmarks
Sub-Benchmarks
Prior
Knowledge
Purpose

L8P1 Determine own purpose for listening as well
situation.
a. Clarify own purpose(s) for listening in the context of an assignment (e.g., to prepare a
rebuttal during debate; to understand main points and supporting examples in a lecture)
b. Identify how listener might mediate the differences between the purposes of listener and
speaker (e.g., plan curt replies to unwanted flirtation)
L8P2 Draw on prior

knowledge about lanaid comprehension (e.g., predict communication style of a displeased boss; an introverted
guage, culture, and conco-worker; or a busy instructor)
text to anticipate and pre- b. Build and draw on academic knowledge related to the topic
pare for interactions.
Planning
Strategies
L8P3 Choose among a

wide variety of strategies
to plan for listening.

b. Predict/learn specialized terms used in specific situations
c. Seek out alternative perspectives and information on the expected content
d. Predict and discuss anticipated content of presentation, film, or lecture
e. Draw on knowledge of background and perspective of speaker, which may influence information presented or way it is presented
f. Predict style and level of formality
g. Use graphic organizer or notes to focus listening (e.g., a format for noting main ideas,
Grammar
Knowledge

L8E1 Recognize and apply a. Recognize and use knowledge of complex grammar structures (e.g., passive construcknowledge of complex
tions; subjunctive tense)
grammar and common/
with embedded questions or relative clauses)
c. Demonstrate awareness of how grammar choices affect meaning (e.g., went vs. had
gone)
Word
Knowledge
d. Understand the contextual use of standard and colloquial grammar (e.g., If I had gone
vs. If Ida went)
build and understand vocabulary that includes
words needed for specialized, abstract, vocational,
and/or academic topics.
a. Learn and draw from a broad vocabulary to understand specialized meaning and nuance
b. Use understanding of word morphology (prefixes, roots, and suffixes) to figure out meaning of specialized or academic vocabulary (e.g., -ate; -logy; -oid)
c. Understand word play, such as puns and alliteration
d. Transfer understanding of vocabulary learned previously through reading, discussion, or
media
e. Comprehend most words on the Academic Word List (AWL)
66

Benchmarks
Sub-Benchmarks
Stress and
Intonation
Decode
Words

L8E3 Use a variety of strategies a. Recognize where difficulties in hearing and distinguishing English sounds are
interfering with effective comprehension
b. Recognize the pronunciation patterns of particular speakers, such as instructors
distinguishing particular sounds.
intention.
a. Recognize the use of stress, intonation, and rhythm to convey nuance, emotion,
and implied meaning (e.g.,humor; hyperbole; sarcasm; irony)
b. Recognize the use of stress, rhythm, pauses, and intonation to communicate
emphasis and opinion
Comprehension
Strategies
Cultural
Knowledge

message.
a. Select from a wide range of listening strategies to participate actively in

conversation
understanding historical and cultural references such as the notion of reverse
discrimination)
c. Use broad socio-cultural and contextual knowledge to make inferences and to
understand the explicit and implicit meaning of the speaker
L8M2 Draw from a wide range of a. Evaluate what was stated, considering how it fits with what is already known
b. Identify the thesis of a speech in which the ideas may be abstract or theoretical
and in which the organization is not necessarily linear
c. Evaluate usefulness and relevance of ideas or information to the listening purpose
meanings.
d. Distinguish between more and less important details
e. Analyze and evaluate the effectiveness of the style, structure, and rhetorical
devices of a speech
f. Evaluate the attitude, bias, and credibility of the speaker
g. Determine relevant interpretation of language that may have multiple meanings
Monitor
Comprehension
h. Interpret figurative language, such as metaphors

L8M3 Select from a wide range
of strategies to monitor
misunderstanding.
a. Use strategies to check comprehension

b. Manage internal and external barriers to comprehension
c. Ask questions to aid comprehension. (e.g., clarifying relevance of information; "I
don't understand how that relates to...")
Language
Functions
L8A1 Comprehend and respond a. Follow complex instructions to perform a specific role in complex tasks, answer
to extended presentations of
complex questions, and solve complex problems
information and complex, multi- b. Given a specific situation, listen actively, negotiate options, and reach resolution
party conversations.
c. Synthesize, analyze and evaluate information from a variety of sources
Learning
Strategies

a. Take and review detailed and extensive notes to summarize and remember
information
b. Teach or explain learning to others
independently develop listening
c. Practice listening for inferences and underlying meanings
skills.
d. Revisit, evaluate, and revise learning goals
67
Listen Actively Framework: GLOSSARY
Appendix B: Glossary
GLOSSARY
(speaking/listening terms used in the frameworks)
Academic Word List (AWL) - a list of the most common words used in academic texts at the post-secondary level. This list,
developed by Averil Coxhead, contains 570 words.
Adjusted Language - language modified for lower-level students by slowing the pace or simplifying the vocabulary and syntax
Blend - a combination of two or more adjacent consonant phonemes pronounced rapidly (e.g., /bl/ in blue)
Body Language - Nonverbal communication by means of facial expressions, eye behavior, gestures, posture, and the like. Body
language expresses emotions, feelings, and attitudes, sometimes even contradicting the messages conveyed by spoken
language. Some nonverbal expressions are understood by people in all cultures; other expressions are particular to specific
cultures. (See Nonverbal Communication)
Brainstorm - listing many ideas relating to a topic in order to think about it
Circumlocution - a strategy used by a learner who does not know or cant recall a word or idea but wants to express a
concept. Instead of using a concise term, a speaker will use a string of words to express the same meaning (e.g., the wife of your
fathers brother is a circumlocution for your aunt).
Cognates - words having a common linguistic origin (e.g., caf and coffee derive from the Turkish, kahve) (See False Cognates)
Coherent - logically connected, consistent, as in an argument or explanation
Cohesion - quality, act, or state of being connected, tied together. The property of unity in spoken or written language that stems
from links among its surface elements, as when words in one sentence are repeated in another, and esp. from the fact that some
words or phrases depend for their interpretation upon material in preceding or following text.
Cohesive (See Cohesion)
Collocation - a predictable combination of words that commonly go together. For example: Some words that collocate well with
work are full-time work, work area, work smoothly, and challenging work. Collocations are important in ESOL because they help
to explain why some learner language is grammatically correct, yet the utterance seems strange. For example, in North America,
teeth collocates with brush, as in I am going to brush my teeth, whereas I am going to clean my teeth is a grammatically
correct and comprehensible sentence but seems awkward and is something a native speaker would not ordinarily say.
Colloquial Speech - verbal language used in familiar and/or informal conversation which would not necessarily be considered
appropriate for written or formal situations
Comparative - the form of an adjective, adverb, or noun that is used to express differences between two items or situations (e.g.,
Juan is taller than Miguel. He works more quickly than she does. That machine makes more noise than this one.)
Communication Norm - a language practice or way of interacting understood by most fluent speakers
Communicative - referring to the approach to the teaching of second and foreign languages that emphasizes interaction as both
the means and the ultimate goal of learning a language
Complex Sentence - a group of words forming a unit of thought containing one or more independent clauses and one or more
dependent clauses (e.g., He goes to the dentist / when he has a toothache.)
Compound Sentence - a group of words forming a unit of thought made up of two clauses joined by a coordinate conjunction,
punctuation, or both (e.g., She likes to take the subway; she doesnt like to take the bus.)
71

Conjunction - a linking word connecting individual words or groups of words. A coordinating conjunction connects words, phrases,
or clauses that are equal or the same type (e.g., or, and, but). A subordinating conjunction (e.g., after, although, as, because,
before, if, since, when, where, while, and so on) connects a dependent clause to an independent clause in order to complete the
meaning of the dependent clause. (See Parts of Speech)
Connected Speech - Spoken language simplified so that sounds run into one another, are reduced or left out, contracted or
blended. Connected speech is commonly used in the informal speech of native speakers. One important effect of connected
speech is that the boundaries between words become blurred. While this may not represent a particular problem for a native
speaker, a nonnative speaker who has been taught to recognize individual words and short sentences in their idealized citation
forms may have difficulty comprehending. (See Linked Words and Reduced Speech) In these documents, this term is often used to
mean a continuous flow of speech.
Content Word - a word that carries the weight of the meaning in a sentence; a word that is stressed within a sentence; a noun,
pronoun, verb or adjective (Compare Function Word)
Context - a) the environment (e.g., the relationship among speakers; the familiarity of the setting; the level of background
knowledge) in which speech takes place; b) the parts of a spoken or written statement that precede or follow a specific word or
passage, usually influencing its meaning or effect
Context Clue - information found in the material that helps determine the meaning of a word or phrase in order to maintain fluent
reading or listening comprehension
Contextualized - vocabulary and grammar presented within a meaningful environment to facilitate learning (e.g., The grammatical
structure of commands taught within the context of a doctors visit: Open your mouth. Raise your arms.)
Decode - translate letters or sounds into the sounds and words of spoken language so as to pronounce or read an unfamiliar word
Dependent Clause - a group of words containing a subject and verb but not able to stand alone as a complete sentence (e.g., He
goes to the dentist when he has a toothache.)
Discourse - a linguistic unit larger than a sentence which can be in either written or spoken form
Diphthong - a single vowel phoneme resembling a glide from one sound to another (e.g., /oi / in noise, /ou / in sound)
Embedded Question - noun clauses that represent questions, do not have question word order, and are the objects of such clauses
as , Do you know or Can you tell meand begin with question words like who, what, where, when, why, how, or if (e.g., Can you
tell me where it is?) (See Embedded Statement)
Embedded Statement - noun clauses that are objects in other clauses and begin with question words like who, what, where, when,
why, how, or if, but do not represent questions (e.g., I dont know who he is. I wonder where he put it. I cant remember when she
left.) (See Embedded Questions)
Expository - explaining or conveying information, telling how to do something, pointing out the purpose of something
False Cognates - words that are similar to another or the same as words in another language but have a different meaning. (e.g.,
the English word embarrassed, and the Spanish word embarazada, are similar in form, but the meaning of embarazada (pregnant)
is not the same as the meaning of embarrassed.) (See Cognates)
Fluency - refers to performance of the process described in the standard. The factors that make up fluency include pace, ease/
comfort, fluidity, accuracy, and confidence. Fluency increases from level to level on familiar topics and in familiar contexts, but
may falter at all levels in new situations and contexts.
Function Word - a word that mainly expresses a grammatical relationship such as tense, number, part of speech, location, or
ownership. Function words include articles, auxiliary verbs, personal pronouns, possessive adjectives, demonstrative adjectives,
prepositions, and conjunctions. Function words make up 65% or more of all written material. (See Content Word)
Gerund - the -ing form of a verb that is used as a noun (e.g., Swimming is a great sport; She avoids talking on the phone.)
72

Gist - an overall or generalized understanding of a piece of communication. A learner can gain meaning and understand what is
happening even is she cant understand every phrase or sentence. The listener tries to pick up key words, intonation, and other
clues to make a guess at the meaning.
Graphic Organizer - a visual form used to organize information so it can be more easily represented, recalled, or understood (e.g.,
word webs; Venn diagrams; charts; tables) (See K-W-L Chart, Mind Map, Venn Diagram)
Homonym - one of two or more words that have the same sound and often the same spelling but differ in meaning; such as to,
two, and too; or bank (embankment) and bank (place where money is kept)
Hyperbole - a style of speech which uses exaggeration for a purpose (e.g., Ive told you a million times)
Idiom - a phrase or expression that means something different from what the words literally say (e.g., over his head means
doesnt understand)
Implicit, Implied - capable of being understood although unexpressed. Underlying meaning that is suggested without being stated
or expressed
Independent Clause - a group of words having a subject and verb and able to stand alone as a complete sentence (e.g., The two
men fled the scene, and they hid in the next small town.)
Inference - the activity performed by a listener in drawing conclusions that are implied but not explicit in what is written or said
Infinitive - root form of a verb, expressed with to in English, which does not carry any indication of tense, mood, or aspect
Informal - with reference to the register (formality) of language, that kind of language which is used with close friends, family, and
in everyday situations
Intonation - the melody or pitch contour of speech
Irony - the use of words to convey a meaning that is the opposite of their literal meaning, often with humorous intention
Irregular Verb - a verb that forms the simple past and/or past participle in a different way than regular verbs
K-W-L Chart - a graphic organizer that helps learners draw on what they know, focus on what they want to learn, and identify what
they learned. To create a K-W-L chart, learners draw three columns. In the first column, write what is already known about a
topic. In the second column, write questions about the topic. In the third column, write important information and answers to the
questions after reading or studying about the topic. K-W-L charts can be completed as a class with the teacher or independently.
(See Graphic Organizers, Mind map, Venn Diagram)
L1 Interference - refers to English language learners applying knowledge of their native language to a second language, such as the
rules of word order. This leads to predictable errors, as learners try to understand how the new language system works.
Linked Words - words which when spoken quickly in informal speech blend together to sound like one (e.g., wanna; oughta)
Mind Map - a graphic organizer used for developing ideas and organizing information. It helps to identify central ideas, the relative
importance of other ideas, and how they are connected. A main or central word or images is placed in the center and then key
words, symbols, images, and abbreviations are added as sub-ideas. Sub-ideas should be on lines that ultimately connect to the
center. Each new line should be open, allowing space for more connections to sub-ideas farther from the center. (See Graphic
Organizers, K-W-L Chart, Venn Diagram)
Minimal Pair - set of words that have only one different sound (e.g., pit/bit; sit/set)
Modal - auxiliary verb that expresses ability, authority, formality, politeness, and degrees of certainty (e.g., can, could, should, will,
would, may, might, must)
Morphology - the study of the structure and content of word forms
73

Narrative - spoken prose that is based on chronology, as in a story
Non-Verbal Communication - aspects of communication that do not involve language or are used in conjunction with language
(e.g., intonation; stress; pauses; gestures; facial expressions; eye contact; physical proximity; body language)
Nuance - a subtle distinction or variation
Organizational Marker - transitional or sequencing expressions that allow a listener to understand how the speaker has ordered
the spoken discourse
Pace - rate of speed of spoken discourse
Paraphrase - to change the wording of oral speech or written text while maintaining the meaning (e.g., When were you born? can
be paraphrased as What is your date of birth?)
Parts of Speech - classification of words in a language based on their grammatical role or function. There are eight parts of speech
in English: noun, pronoun, verb, adjective, interjection, adverb, preposition, and conjunction.
Passive - the voice in which the grammatical subject is the object of the verb in a clause (e.g., The cat was chased by the dog.)
Perfect Tense - one of a group of tenses that indicate completed actions. Perfect tenses include present perfect, past perfect,
future perfect, present perfect continuous, past perfect continuous, and future perfect continuous. (Note: Present perfect isn't
always completed.)
Phoneme - the smallest unit of sound in a language that is capable of signaling a difference in meaning (e.g., The /p/ sound in pit
and the /b/ sound in bit differentiate the two words.)
Phonemic Awareness - the ability to hear, identify, and manipulate the separable sounds in words (e.g., the listeners ability to
distinguish the three sounds (phonemes) in pet: /p/e/t/ from the three sounds in bet /b/e/t/)
Phrasal Verb - verb that is used commonly with other parts of speech, usually prepositions, and takes on a meaning of its own
when combined with these other parts of speech. Although phrasal verbs are written as a combination of two or more words, they
act as if they were one word (e.g., to go out with = to date; to bring up= to raise)
Prefix - a letter or group of letters that can be added to the beginning of a root word to change its meaning (e.g., un- in unhappy)
Present Perfect - the tense that is used for the unfinished past or the action that started in the past and continues till the present
(e.g., I have lived in Phoenix since 1964.; He has been in class for two months.)
Prior Knowledge - all that a person knows related to the task at hand, including general knowledge of the world, specific
knowledge related to the topic and the terms used, and knowledge of how the language works
Protocol - a set of conventions governing behavior in certain situations
Purpose - the reason the speaker or listener has for communicating in a particular situation. May contain both a general purpose
(inform, persuade, etc.) and a specific purpose (convince others to start a community recycling program)
Reduced Speech (Reduction) - the shortening or elimination of non-stressed syllables so that both consonants and vowels are less
explicitly pronounced. Reductions can be within a word (e.g., inte(e)rest) or in a phrase or sentence. (e.g., because becomes cuz,
want to becomes wanna)
Register - variety of language appropriate to the level of formality in a particular social setting, the relationship among the
participants, and the purpose of the interaction (e.g., Hi, Barack. vs. Good afternoon, Mr. President.)
Relative Clause - a subordinate clause that modifies a noun (e.g., The man who came to dinner was a clown.); also called an
adjective clause
74

Reported Speech - a clause used to tell what someone said (e.g., Lucy told me that she got a new job.)
Retell - to tell again or in another form. During a retelling, the emphasis is not on whether or not the reader uses his/her own
words, as it is with paraphrasing. The purpose of retelling is solely to recall information or events.
Rhetorical Device - a technique used by a speaker to create an emotional effect in the listener
Root - the primary unit of a word which carries the most meaning and cannot be reduced into smaller parts
Sarcasm - a form of irony that is bitter and cutting, especially in speech
Sequence Marker, Sequence Word - a word that help learners comprehend or relate the order in which events occur (e.g., first;
then; finally; next; then; at this point; later; afterwards)
Simple Future - the tense used to express actions that will happen at one particular time in the future (e.g., Tran will go to class
tomorrow. Jerome is going to start a new job next week.)
Simple Past - the tense used to express actions begun and completed in the past (e.g., Maria worked overtime yesterday. Kamal
read to his son every night last week.)
Simple Present - the tense used to express a permanent truth and habitual events or situations (e.g., People perspire when they
are hot. I drive my car every day.)
Simple Sentence - a group of words conveying one idea and including only one main clause (e.g., Magda likes coffee with
breakfast.)
Situational Context - specific places (situations) where language is spoken (e.g., at school; at the post office; in the doctors office)
Slang - informal, nonstandard vocabulary including coinages, arbitrarily changed words, and highly charged emotive words
Strategy - refers to a plan of action designed to achieve a particular goal
Stress (See Syllable Stress and Word Stress)
Structured Task - a task which involves using a predictable or prescribed order of steps to achieve the purpose
Subjunctive - a verbal mood that denotes a state or act as not factual but contingent, possible, or viewed with desire or doubt
(e.g., If I were King, I would change that law.)
Suffix - a word part that is added to the ending of a root word to form a related word and establishes the part of speech of the
word (e.g., -tion added to a verb like assert creates the words assertion, a noun.)
Summarize - to tell again in a shortened version, succinctly covering key points, ideas, or events presented in the original narrative
Superlative - a form of an adjective, adverb, or noun that is used to rank an item or situation first or last in a group of three or
more (e.g., Juan is the tallest person in the class. She works the fastest of all. That machine makes the most noise.)
Syllable Stress - the degree of force with which a syllable is uttered. Syllables can be stressed or unstressed in varying
degrees. Stress is an important component of pronunciation and contributes to meaning and to intelligibility (e.g., /record/ = to
store information, /record/ = an account).
Synonyms - two or more words that have the same meaning (e.g., heavy/weighty)
Syntax - the study of the rules whereby words, clauses, and phrases are combined to form grammatical sentences; the rules of
correct word order
Synthesize - combine and adapt to achieve a particular goal
75

Tense - the characteristic of a verb that indicates time
Thesis - a position or proposition that is advanced with or without argument
Tone - an expression of the attitude of a speaker toward a subject. Unlike mood, which is intended to shape the emotional
response of the reader or listener, tone reflects the feelings of the speaker. Tone is created by the pitch, rhythm, volume and/or
choice of words. It can be serious, humorous, sarcastic, playful, ironic, bitter, or objective.
Transition Words - words or phrases that connect related ideas (e.g., furthermore; but; however) or that link different sections of a
spoken text (e.g., finally; in conclusion)
Unstructured Task - a task which is not prescribed and can be accomplished through a variety of approaches
Venn Diagram - a graphic organizer that is used to compare two things (characters, ideas, etc.). To create a Venn diagram, draw
two overlapping circles. In the first circle, put things that are unique about the first thing to be compared. In the second circle, put
things that are unique about the second thing to be compared. In the overlapping section, put things both have in common. (See
Graphic Organizers, K-W-L, Mind Map)
Word Stress - the location of emphasis on a word in an utterance, providing a specific meaning to the utterance. Change of word
stress will change the intent or meaning of the utterance (e.g., In the sentence I lost a book, the word book would be stressed to
indicate what was lost and the word I would be stressed to indicate who lost a book.)
76
Appendix C:
Test Correspondence Chart
Listen Actively Framework: TEST CORRESPONDENCE CHART
Appendix C:
Correspondence between Listen Actively Framework Levels
and Standardized Test Scores
The National Reporting System provides the following correspondences between standardized test scores and
ABS instructional levels. Over the next 24 months, CCWD, through the Learning Standards Project, will gather
data to evaluate the accuracy of these correspondences.
Oregon Listen Actively Levels

1
2
Low Beginning ESL
3
High Beginning ESL
4
5
CASAS Scores
180 and below
181-190
191-200
201-210
211-220
6
Advanced ESL
221-235
7
8
Transition
For information about the NRS Levels, go to:
http://www.nrsweb.org/foundations/implementation_guidelines.aspx
79
Listen Actively Framework: Acknowledgements

ACKNOWLEDGEMENTS
The Oregon Department of Community Colleges and Workforce Development (CCWD) wishes to acknowledge
the people who have contributed to the Oregon Adult Basic Skills Learning Standards Project. Their dedication,
expertise, and excellent work in developing the Oregon Adult Basic Skills Learning Standards are deeply
appreciated.
Project Coordinator and Reading Standard Facilitator
Amy R. Trawick Center for Literacy Studies, University of Tennessee
Listening and Speaking Standards Facilitator
Andy Nash Center for Literacy Studies, University of Tennessee
New England Literacy Resource Center/World Education
Math Standard Facilitator
Donna Curry Center for Literacy Studies, University of Tennessee
Steering Committee* and Task Force Members
Hannah Abraham-Shea - Consultant
Mary Jane Bagwell* - State Project Lead and Reading Liaison, CCWD
Donna Ball - Mt. Hood Community College
Sarah Barrett* - Portland Community College
Blair Brawley* - Central Oregon Community College
Jane Briggs - Southwestern Community College
Pam Carpenter* - Oregon Coast Community College
Dan Claussen - Portland Community College
Susan Cowles - Consultant
Linda Daugherty* - Portland Community College
Gary Fallow* - Chemeketa Community College
Susan Fish* - State Math Liaison, OPDS, Oregon State University
Tracy Henninger-Willey* - Lane Community College
Cathy Lindsley* - Lane Community College
Doreen Matteson - Eastern Oregon Correctional Institution
Sharone McCann* - Blue Mountain Community College
Jenni Newby* - State Listening and Speaking Liaison, CCWD
Melissa Potter* - Central Oregon Community College
Linnell Rantapaa* - Oregon Dept. of Corrections
Brilynn Reed - Eastern Oregon Correctional Institution
Wanda Sherman* - Rogue Community College
Meg Turner - Mt. Hood Community College
Document Production and Design
Tracy Henninger-Willey - Lane Community College
Document Editing
Gary Fallow - Chemeketa Community College
Logistical Support
Lydia Perry and Ann Gannon - Oregon Professional Development System, Oregon State University
The Oregon Adult Basic Skills Learning Standards drew substantially from the Washington State Adult Learning
Standards, the Rhode Island Adult Education Content Standards, the Arizona Adult Education Standards, the
Massachusetts ABE Mathematics Curriculum Framework, the EFF Read With Understanding and Use Math to Solve
Problems and Communicate Curriculum Frameworks, and the EFF draft documents of the Speak So Others Can
Understand Curriculum Framework and the Listen Actively Performance Continuum.
80
Listen Actively Framework: Acknowledgements
Learning Standards Pilot Participants

Blue Mountain Community College
Sharone McCann
Central Oregon Community College
Blair Brawley
Christy Frandsen-Oiz
Debbie Hagan
Melissa Potter
Cynthia Viles
Chemeketa Community College
Sally Beck
Michaele Brandon
Jannie Crossler-Laird
Gary Fallow
Tom McCaffrey
Marylin Prothero
Bryan Rollins
John Whitney
Monica Willis
Clackamas Community College
Eric Faucher
Steve Long
Columbia Gorge Community College
Julie Belmore
Lynn Lewis
Dave Mason
Department of Corrections
Linnell Rantapaa
Eastern Oregon Correctional Institution
Doreen Matteson
Janet Narum
Jeannine Youncs
Klamath Adult Learning Center
Cecile Enright
Brian Kay
Ron McNamara
Pat Oelkers
Beverly Prescott
Deb Runnels
Lane Community College
Christine Grutta
Tracy Henninger-Willey
Norman Johnson
Susan Starr
Jacqui Whisler
Cybele Higgins
Patti Jackson
Cathy Lindsley
Ann Walker
Mt. Hood Community College

Donna Ball
Sue Byers
Marc Goldberg
Susan Kuhn
Meg Turner
Kristine Wood
Oregon Coast Community College
Pam Carpenter
Will Quillian
Portland Community College
Sarah Barrett
Dan Claussen
Linda Daugherty
Nancy Jarrell
Paul Kaady
Julie Kopet
Sue Moser
Karen Sanders
Rogue Community College
Kiersta Fricke-Gostnell
Christine McCaffrey
Kathleen Salinas
Wanda Sherman
Gretchen Hamilton
Maya Moore
Lori Savage
Snake River Correctional Institution

Eddie Alves
Carol Fitzgerald
Garth Johnson
Jim Schmid
Southwestern Community College
Jane Briggs
Anthony Collins
Jeannie Johnson
Anna Lugo-Ferrin
Bonnie Maxwell
Treasure Valley Community College
Suzanne Bolyard
Mona Curtis
Jayne Forwood
Linda McDowell
Connie Panike
Michael Tyner
Jon Wootton
Umpqua Community College
Marie Gambill
Sally Honse
Trisha Pedersen
Team Leader or Co-Leader
Expert Review Panel

Erik Jacobson - Literacy Education, Montclair State University, Montclair, NJ
Miriam Kroeger - Arizona Department of Education/Adult Education, Phoenix, AZ
Vena Long - Mathematics Education, University of Tennessee, Knoxville, TN
William R. Muth - Adult and Adolescent Literacy, Virginia Commonwealth University, Richmond, VA
Betsy Parrish - TEFL/Adult ESL Certification, School of Education, Hamline University, St. Paul, MN
Mary Jane Schmitt - Adult Numeracy Projects, TERC, Cambridge, MA
Heide Spruck Wrigley - Literacywork International, Las Cruces, NM
81

LA Framework

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LA Framework

Uploaded by

Copyright:

Available Formats

Listen Actively

OREGON ADULT BASIC SKILLS

Oregon Department of Community Colleges and Workforce Development

Elements of the Framework

Level Descriptions (Cross-Level Matrix) ..... 10

Benchmarks/Sub-Benchmarks (Cross-Level Matrix) .... 14

Appendix B Glossary .... 71

Appendix C Correspondence of Learning Standard Levels

Listen Actively Framework: Introduction

Introduction to the Listen Actively Framework

Elements of the Learning Standard Framework

In developing the Learning Standard Framework, practitioners

Vision for the Oregon

The Oregon Adult Basic Skills Learning

skills which are transferable to postsecondary education/training, employment,

development that guides goal-setting,

informal assessment to supplement

programs for learners who transfer

secondary education/training and work

development or revision as part of college

Oregon ABS Listen Actively Framework, August 2010

system to talk about teaching and learning

professional development grounded

Listen Actively Framework: Introduction

Learning Standard: Listen Actively2

Oregon ABS Listen Actively Framework, August 2010

Listen Actively Framework: Introduction

Adult learners exiting this level can independently listen actively...

identify relevant information to pass along

coworkers about common work

In common face-to-face situations or

Listen and take notes from a recorded

In a conversation about a safety problem,

Understanding key information from

telephone message, adjusted for English

presentation about community clean-up

In simple, somewhat structured tasks

With effort and varying ease,

L3P3 Use more than one

Listen Actively Framework: Introduction

Speak So Others Can Understand Strands

Preparing to Listen (P)

Preparing to Speak (P)

How English Works (E)

How English Works (E)

Comprehending Meaning (M)

Conveying Meaning (M)

Lifelong Applications (A)

Lifelong Applications (A)

Strand: Comprehending Meaning (M)

a. Make connections between new information and prior experience

L3M3 Use a few strategies to

a. Use strategies to check comprehension (e.g., repeat what was heard to

Listen Actively Framework: Introduction

Organization of the Document

Listen Actively Framework: Introduction

Oregon ABS Listen Actively Framework, August 2010

Listen Actively Framework: Elements

Elements of the Framework:

Listen Actively Learning Standard

Listen Actively Framework: Learning Standard

Learning Standard: Listen Actively

Determine the purpose for listening

Focus attention and choose listening strategies