The profiles for the English language arts curriculum indicate performance levels for beginning (Level 1), intermediate (Level 2), and advanced (Level 3) adult students.

Level 1

• speak a variety of English forms that reflect both personal and community dialects.
• demonstrate limited mastery of the standardized English form, i.e., phonology (sounds), grammar, and sentence structure.

They may not differentiate between hearing and listening, and not realize the importance of listening to effective communication. Although these students may not exhibit a rule-based manner of speaking, they may have an unconscious awareness of these standardized English forms through daily immersion in the classroom and continuous exposure to the media, i.e., television, radio, film.

• repeat a line or phrase that someone reads aloud.
• follow a simple set of oral directions.
• ask the teacher a question.
• share a personal story.
• listen to a poem.

Level 2

• understand listening is an acquired skill.
• demonstrate an ability to attend to the content and meaning of oral communication.

In addition, some evidence of critical thinking and problem solving will emerge at this intermediate level. Some mastery of standardized English is evident, but students will demonstrate a greater facility in and strong preference for their personal and community dialect.

• paraphrase and summarize to clarify.
• note and give sequence of steps accurately.
• identify and describe a problem under consideration.
• select and present ideas that are appropriate to purpose and audience.
• demonstrate a sensitivity to nonverbal cues.
• create an emotional response by relating or interpreting personal experiences, stories, or a drama.
• master critical thinking and problem-solving techniques.