Comparison of PullOUT and TESOL
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Comparison of PullOUT and TESOL
Pull-Out ESL Program
Standard 1: Students will listen, speak, read,
and write in English for information and
Standard 2: Students will listen, speak, read,
and write in English for literary response,
enjoyment, and expression.
Standard 3: Students will listen, speak, read,
and write in English for critical analysis and
Standard 4: Students will listen, speak, read,
and write in English for classroom and social
Standard 5: Students will demonstrate cross-
cultural knowledge and understanding
Level 1: Students will read a passage and then answers questions in writing or verbally on the 5W's
Level 2: Students will share a story about what they did during the weekend and whether they had fun or not. Try to involve personal opinion discussions in context.
Level 3: Students will develop their arguments for a class debate. The will prepare by writing their ideas down and then participate in teams in a debate.
Level 4: Students will write social media profiles for characters in their books/ novels. Students will create campaigns to run for class president including giving a speech to advocate for voters support.
Level 5: Students will identify a need in the community and devise a business strategy to meet it. They will design their brand, advertising strategy and marketing techniques and how to manage finances and profits.
Level 1: At L1, students initially have limited or no understanding of English. They rarely use
English for communication. They respond nonverbally to simple commands, statements,
and questions. As their oral comprehension increases, they begin to imitate the
verbalizations of others by using single words or simple phrases, and they begin to use
At the earliest stage, these learners construct meaning from text primarily through
illustrations, graphs, maps, and tables.
Level 2: At L2, students can understand phrases and short sentences. They can communicate
limited information in simple everyday and routine situations by using memorized
phrases, groups of words, and formulae. They can use selected simple structures correctly
but still systematically produce basic errors. Students begin to use general academic
vocabulary and familiar everyday
expressions. Errors in writing are present that often
Level 3: At L3, students understand more complex speech but still may require some repetition.
They use English spontaneously but may have difficulty expressing all their thoughts due
to a restricted vocabulary and a limited command of language structure. Students at this
level speak in simple sentences, which are comprehensible and appropriate, but which are
frequently marked by grammatical errors. Proficiency in reading
may vary considerably.
Students are most successful constructing meaning from texts for which they have
background knowledge upon which to build.
Level 4: At L4, students’ language skills are adequate for most day
-to-day communication needs. They communicate in English in new
or unfamiliar settings but have occasional difficulty with complex
structures and abstract academic concepts. Students at this level
may read with considerable fluency and are able to locate and
identify the specific facts within the text. However, they may not
understand texts in which the concepts are presented in a
decontextualized manner, the sentence structure is complex, or
the vocabulary is abstract or has multiple meanings. They can read
independently but may have occasional comprehension problems,
especially when processing grade-level information.
Level 5: At L5, students can express themselves fluently and spontaneously on a wide range of
personal, general, academic, or social topics in a variety of contexts.
They are poised to function in an environment with native speaking peers with minimal
language support or guidance.
Students have a good command of technical and academic vocabulary as well of
idiomatic expressions and colloquialisms. They can produce clear, smoothly flowing,
well-structured texts of differing lengths and degrees of linguistic complexity. Errors are
minimal, difficult to spot, and generally corrected when they occur.
Level 1: Students are required to separate pictures of key vocabulary into specific categories. Students order food from a picture menu. Students can give answers to simple math flashcard questions.
Level 2: Students order words into grammatically correct sentences and then substitute key words to create new sentences. Students compete in groups to create the most original sentences within a time limit.
Level 3: Students read a script from a movie and choose the appropriate key word to fill in the blank from a word bank. Students then watch the movie that the script is from to correct their word choices.
Students then use the key words to write their own script and perform in front of the class.
Level 4: Students discuss two or more positions on a current social issue. Students then research the issues to provide support for their position and write an argumentative essay.
Students peer reviews essays of those with conflicting view points and provide peer feedback.
Level 5: Students design a campaign on how to improve the environment. They present on the latest research and the practical steps that their classmates can use within the
school. Students then vote to implement the system they will use in the class for the rest of the year.