Level+5



communicate effectively with various audiences on a wide range of familiar and new topics to meet social and learning demands. In order for students at this level to attain the English-proficiency level of their native English-speaking peers, further linguistic enhancement and refinement are still necessary. Students at this level are able to identify and summarize concrete details and abstract concepts during unmodified instruction in all content areas. Oral and written production reflects discourse appropriate for content areas. Errors are infrequent and do not reduce communication.
 * Level 5 Advanced: ** Students performing at this level of English-language proficiency

-Student is fluent in English but may still have gaps in specialized areas. -Many situations can be addressed with a brief word of explanation because the student is so fluent in English. -A sure indicator of comfort level is to what extent the student understand a play on words. -Laughter at appropriate times is a good sign of comprehension. -Mostly CALP, minimal BICS


 * Student Behaviors**
 * Paraphrases/synthesizes content material
 * Generates discussions
 * Socially comfortable
 * Understands and makes plays on words
 * Reads/writes at grade level
 * Poses higher-order questions
 * Formulates wordplay

**What Students Have:**
 * **Very good comprehension of information Heightened proficiency to communicate well **
 * **Expanded vocabulary to achieve academically **
 * **Near native speech fluency **

**What Students Can Do:**
 * ==== Comprehend and generate discussions and presentations in social as well as academic settings ====
 * ==== Demonstrate fluency with content topics Read and comprehend grade level texts ====
 * ==== Respond to and use figurative language and idiomatic expressions appropriately ====
 * ==== Organize and generate written compositions based on purpose, audience and subject matter ====
 * ==== Prepare and deliver presentations/reports across grade level content areas that use a variety of sources; include purpose, point of view, introduction, coherent transition and appropriate conclusions ====
 * ==== Initiate and negotiate social conversation ====

**What Teachers Should Do:**
 * == **Allow students to lead group discussions ** ==
 * == **Encourage independent use of reference materials and technology ** ==
 * == **Provide explicit grammar instruction ** ==
 * == **Provide opportunities for student generated presentations ** ==
 * == **Provide a variety of realistic writing opportunities in a variety of genre ** ==

Some **SDAIE** strategies which can be utilized for a level 5 student are:
 * READ! Lots of time for SSR (self selected reading) and pleasure reading!
 * Drama
 * Comprehensible input
 * Graphic organizer
 * Media
 * Finding a poem: child reads the literature aloud and summarizes the work to the whole class (or just to a classmate). The student can then write their own poem with similar vocab. and share to the class.
 * Group projects or presentations in which the students generates discussion with the class before, during and after the group presents.
 * Students can be tested with a writing portion which can improve their creativity and understanding of the material and prompt.