Level+3



__**LEVEL 3 - INTERMEDIATE**__ //Key Strategy:// At this level, oral communication skills are more highly developed. Using cooperative groups during instruction will help students develop their higher levels of thinking while increasing their vocabulary and comprehension.



//__Duration:__// approximately 2-3 years //__Student Behaviors__//
 * Retells events using descriptive vocabulary
 * Summarizes narrative accounts
 * Identifies main ideas
 * Provides details orally
 * Makes comparisons
 * Identifies and defines new vocabulary orally
 * Relies on illustrations for reading context clues
 * Writes simple sentences using high-frequency words

__//California English Language Development Test Proficiency Standards//__ //LISTENING & SPEAKING// - Students who perfrom at this level typically understand and use simple vocabulary and syntax, with occasional gaps in comprehension and communication, understand and follow some complex, multi-step oral directions, tell a somewhat coherent story based on a picture sequence, but without clearly expressing its main point, using phrases and incomplete sentences with gaps in vocabulary and errors that hinder communication.

//READING STANDARDS// - Students who perform at this level typically begin to identify the number of syllabes in some words of simple structure, use context clues to select the correct word to complete a short story, match more difficult vocabulary words to pictures, answer factual comprehension questions, identify events, and draw conclusions in the given text.

//WRITING STANDARDS// - Students who perform at this level typically use their knowledge of grammar and mechanics to identify the appropriate word or phrase to complete a simple sentence, write a relevant sentence in response to a picture prompt (the sentence may contain errors), write a paragraph based on a sequenced pictures and a sentence starter (the paragraph may have a disorganized sequence of events or ideas, but is generally clear).

LISTENING: Take book walks & picture walks; use story pictures to sequence events in order; ask students to paraphrase directions SPEAKING: Ask open-ended questions; tap prior knowledge & experience; Yell a lot; mirror speech back to students READING: teach literary analysis; teach reading fluency; use reference materials WRITING: employ double-entry journals, teach process writing; using graphic organizers for prewriting
 * TEACHER STRATEGIES**

LISTENING: preview pictures in stories; paraphrase oral directions; ask questions SPEAKING: retell events using descriptive vocabulary; make comparisons; make a personal dictionary READING: read simple comic book novels and the Twilight series; identify main events; follow written directions WRITING: access reference materials; create word banks; prewrite using a graphic organizer
 * STUDENT ACTIVITIES**