Career Readiness English Language (CRESL) Curriculum Guide

Size: px
Start display at page:

Download "Career Readiness English Language (CRESL) Curriculum Guide"

Transcription

1 2015 Career Readiness English Language (CRESL) Curriculum Guide COLORADO REFUGEE SERVICES PROGRAM AND EMILY GRIFFITH TECHNICAL COLLEGE ADULT EDUCATION AND LANGUAGE LEARNING DEPARTMENT V1.0 JULY 8, 2015 PREPARED BY: EMILY GRIFFITH TECHNICAL COLLEGE 1860 Lincoln Street, Denver CO 80204

2 1 CRESL Curriculum Guide v1.0 July 8, 2015 Contents CRESL Program Overview... 3 Program Outcomes... 3 Program Partnerships... 4 Curriculum and Program Development... 4 Program Level Descriptors... 4 Level 1 (literacy)... 4 Level 2 (Low-Beginning ESL)... 5 Level 3 (High-Beginning ESL)... 5 Level 4 (Low-Intermediate ESL)... 5 Level 5 (High-Intermediate ESL)... 6 Level 6 (Advanced ESL)... 6 Curriculum, Instruction and Student Support... 7 Resources Used for Program Development... 8 Assessment and Proficiency... 8 Registration and Placement... 8 What s available after CRESL?... 9 CRESL curriculum development foundation and next steps:... 9 Career Readiness English Language Program Curriculum Guide CRESL Level 1: Literacy Literacy and Numeracy Skills World of Work Basic Skills... 12

3 2 CRESL Curriculum Guide v1.0 July 8, 2015 CRESL Level 2: Low Beginning Speaking and Listening Reading and Writing CRESL Level 3: High Beginning Speaking and Listening Reading and Writing Levels 2-3 Functional and Workplace Skills: Computer and Digital Literacy Levels 2-3 Functional and Workplace Skills: World of Work Support Services CRESL Level 4: Low Intermediate Speaking and Listening Reading and Writing CRESL Level 5: High Intermediate Speaking and Listening Reading and Writing Levels 4-5 Functional and Workforce Skills: Computer and Digital Literacy Levels 4-5 Functional and Workplace Skills: World of Work Business... 32

4 3 CRESL Curriculum Guide v1.0 July 8, 2015 CRESL (Career Readiness ESL) Program Description and Curriculum Overview Emily Griffith Technical College / Right to Read / Colorado Refugee Services Program CRESL Program Overview Goals and Objectives: The CRESL program is a job-readiness English Language Acquisition (ELA) program for refugees and asylees in Colorado. The program aligns with the goals of the Colorado Refugee Services Program (CRSP) to support: Refugees who are motivated, reliable, and dependable. Refugees retain an element of choice in their jobs. Refugees are able to articulate their motivation and story to a job developer/employer. Refugees are able to articulate their career or life goals in line with their employment opportunities. The CRESL program provides instruction in English Language Acquisition (ELA) and job-readiness skills to provide students with the skills necessary to become economically self-sufficient within the prescribed time mandated by the Colorado Refugee Services Program (CRSP) and the Office of Refugee Resettlement (ORR) The CRESL program offers flexibility and choice to accommodate for variables including: o Individual student goals o Student levels of education and work experience prior to arrival in the US o Flexible enrollment o Varying number of hours daily and duration in program The CRESL program is available to all refugees resettled in Colorado in the first 5 years of their initial resettlement. Currently the program is available to students in the Denver metro area (administered and taught at Emily Griffith Technical College), in Greeley (administered and taught at Right to Read), and in Colorado Springs. At Emily Griffith Technical College, the CRESL program is available during the day Monday-Friday. Late afternoon and evening classes are available Monday-Thursday. At Right to Read, the CRESL program is available in the mornings on Monday-Thursday and in the evenings on Tuesday and Thursday. Students can take as many classes as their schedule allows for up to five years from resettlement. The CRESL program prepares students for success in the workplace and transition into other programs with linguistic, social, and vocational outcomes. Program Outcomes: The program provides English language, numeracy, and workplace ethics classes to support students to become motivated, reliable, and dependable, (MRD) <and be able to> retain an element of choice in their jobs, articulate their motivation and story to a job developer/employer. <Students> are able to articulate their career or life goals in line with their employment opportunities. Additionally, the program will provide instruction to help students identify their goals and have the opportunity to pursue them through additional education and training. At EGTC, students meet with an academic program navigator/advisor to help them set short- and

5 4 CRESL Curriculum Guide v1.0 July 8, 2015 long-term academic goals to get them on a career path quickly. Financial aid and scholarships are available to all students in the CRESL program who wish to attend academic English Language Acquisition (ELA) classes, Adult Education (GED, ABE) classes, or CTE programs upon academic readiness Program Partnerships: The program is funded by the Colorado Refugee Services Program in the Colorado Department of Human Services with state and federal dollars from various sources. Partnerships include voluntary refugee resettlement agencies, community services providers, state and federal agencies, non-profit education providers, school districts, employment services, health care providers, and volunteers. Cultural Orientation (CO), CRESL, and Job Club/Supplemental Employment Services (SES) are education programs available to newly resettled refugees and asylees. The CRESL program serves as the core English Language Acquisition (ELA) program and supports and complements all training and employment programs including Cultural Orientation (CO), Supplemental Employment Services (SES), and Job Club. Curriculum and Program Development: At the leadership and direction of the Colorado Refugee Services Program, the CRESL curriculum was significantly redesigned and relaunched in March, The program redesign was driven by a new employment model implemented by the state and as a result of a comprehensive program overview administered at Emily Griffith Technical College. The new employment model eliminated English language proficiency as a requirement for employment, but relied heavily on a cross-functional team of support including CO, SES, and ELA services. The CRESL program overview included surveys of current and former students, CRESL teachers and administrators, funding providers, partners, and other key stakeholders. Additional data were gathered and analyzed on program and class enrollment, proficiency, advancement, completion rates, and attendance in the program. As a result of the new employment model and the program overview, the program Goals and Objectives (see above) were reset to include assessing MRD. More academic rigor and choice were added to the program, and assessments (both formative and summative) were aligned with new program and unit outcomes. Language outcomes (in addition to task and skills outcomes) were added throughout the curriculum. Instruction was differentiated into reading & writing, speaking & listening, computers and technology, and World of Work to give students more choices. Literacy became its own level. The program was developed to serve students in 6 levels ranging from pre-literate to advanced. The curriculum was designed to provide a recursive 9-week instructional cycle in 90-minute daily modules for a total of 60 hours of instruction in the areas of: Literacy and numeracy Speaking and Listening: oral communication for work and life Reading and Writing: written communication for work and life Computers and technology World of Work and Work Ethic in the US in three levels: Basic, Support Services, and Business Transition to Work through job shadowing Program Level Descriptors are found below and on the appropriate pages in the curriculum. The level descriptors are from the National Reporting System (NRS) for Adult Education Division of Adult Education and Literacy, from the Office of Career, Technical, and Adult Education in the US Department of Education and were updated in February, 2015 Level 1 (literacy) level descriptor: TABE CLAS-E scale sores: Reading and Writing: , Speaking and Listening , SPL 0-1; CASAS Reading 180 and below, Listening 180 and below:

6 5 CRESL Curriculum Guide v1.0 July 8, 2015 Beginning literacy listening and speaking: Individual cannot speak or understand English, or understands only isolated words or phrases. Beginning literacy reading and writing: Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument. Functional and workplace skills: Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words, such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology. Level 2 (Low-Beginning ESL) level descriptor: TABE CLAS-E scoring scale: Reading and writing , speaking and listening ; SPL 2; CASAS Reading and listening: , writing Low beginning listening and speaking: Individual can understand basic greetings, simple phrases and commands. Can understand simple questions related to personal information, spoken slowly and with repetition. Understands a limited number of words related to immediate needs and can respond with simple learned phrases to some common questions related to routine survival situations. Speaks slowly and with difficulty. Demonstrates little or no control over grammar. Low beginning reading and writing: Individual can read numbers and letters and some common sight words. May be able to sound out simple words. Can read and write some familiar words and phrases, but has a limited understanding of connected prose in English. Can write basic personal information (e.g., name, address, telephone number) and can complete simple forms that elicit this information. Functional and workplace skills: Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry level jobs that require very simple written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge and experience with computers. Level 3 (High-Beginning ESL) level descriptor): TABE CLAS-E scale scores: reading and writing speaking and listening ; SPL 3; CASAS reading and listening , writing High beginning listening and speaking skills: Individual can understand common words, simple phrases, and sentences containing familiar vocabulary, spoken slowly with some repetition. Individual can respond to simple questions about personal everyday activities, and can express immediate needs, using simple learned phrases or short sentences. Shows limited control of grammar. High beginning reading and writing skills: Individual can read most sight words, and many other common words. Can read familiar phrases and simple sentences but has a limited understanding of connected prose and may need frequent re-reading. Individual can write some simple sentences with limited vocabulary. Meaning may be unclear. Writing shows very little control of basic grammar, capitalization and punctuation and has many spelling errors. High beginning functional and workplace skills: Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of print found in the home, workplace and community. Can handle routine entry level jobs requiring basic written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge or experience using computers. Level 4 (Low-Intermediate ESL) level descriptor: TABE CLAS-E scale scores: reading and writing , speaking and listening ; BEST Plus SPL 4; CASAS reading and listening , writing

7 6 CRESL Curriculum Guide v1.0 July 8, 2015 Low intermediate listening and speaking: Individual can understand simple learned phrases and limited new phrases containing familiar vocabulary spoken slowly with frequent repetition; can ask and respond to questions using such phrases; can express basic survival needs and participate in some routine social conversations, although with some difficulty; and has some control of basic grammar. Low intermediate reading and writing: Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations but lacks clarity and focus. Sentence structure lacks variety but shows some control of basic grammar (e.g., present and past tense) and consistent use of punctuation (e.g., periods, capitalization). Low intermediate functional and workplace: Individual can interpret simple directions and schedules, signs, and maps; can fill out simple forms but needs support on some documents that are not simplified; and can handle routine entry level jobs that involve some written or oral English communication but in which job tasks can be demonstrated. Individual can use simple computer programs and can perform a sequence of routine tasks given directions using technology (e.g., copy/fax machine, computer). Level 5 (High-Intermediate ESL) level descriptor: TABE CLAS-E scale scores: reading and writing , speaking and listening ; BEST Plus SPL 5; CASAS reading and listening , writing High intermediate listening and speaking: Individual can understand learned phrases and short new phrases containing familiar vocabulary spoken slowly and with some repetition; can communicate basic survival needs with some help; can participate in conversation in limited social situations and use new phrases with hesitation; and relies on description and concrete terms. There is inconsistent control of more complex grammar. High intermediate reading and writing: Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions; can write simple paragraphs with main idea and supporting details on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; and can self and peer edit for spelling and punctuation errors. High intermediate functional and workplace: Individual can meet basic survival and social needs, can follow some simple oral and written instruction, and has some ability to communicate on the telephone on familiar subjects; can write messages and notes related to basic needs; can complete basic medical forms and job applications; and can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. Individual can work with or learn basic computer software, such as word processing, and can follow simple instructions for using technology. Level 6 (Advanced ESL) level descriptor (currently not offered): TABE CLAS-E scale scores: reading and writing , speaking and listening ; BEST Plus SPL 6; CASAS reading and listening , writing Advanced listening and speaking: Individual can understand and communicate in a variety of contexts related to daily life and work. Can understand and participate in conversation on a variety of everyday subjects, including some unfamiliar vocabulary, but may need repetition or rewording. Can clarify own or others meaning by rewording. Can understand the main points of simple discussions and informational communication in familiar contexts. Shows some ability to go beyond learned patterns and construct new sentences. Shows control of basic grammar but has difficulty using more complex structures. Has some basic fluency of speech. Advanced reading and writing: Individual can read moderately complex text related to life roles and descriptions and narratives from authentic materials on familiar subjects. Uses context and word analysis skills to understand vocabulary, and uses multiple strategies to understand unfamiliar texts. Can make inferences, predictions,

8 7 CRESL Curriculum Guide v1.0 July 8, 2015 and compare and contrast information in familiar texts. Individual can write multi-paragraph text (e.g., organizes and develops ideas with clear introduction, body, and conclusion), using some complex grammar and a variety of sentence structures. Makes some grammar and spelling errors. Uses a range of vocabulary. Advanced functional and workplace: Individual can function independently to meet most survival needs and to use English in routine social and work situations. Can communicate on the telephone on familiar subjects. Understands radio and television on familiar topics. Can interpret routine charts, tables and graphs and can complete forms and handle work demands that require non-technical oral and written instructions and routine interaction with the public. Individual can use common software, learn new basic applications, and select the correct basic technology in familiar situations. Curriculum, Instruction and Student Support: The student-centric curriculum for the program was developed using industry best practices and adult education standards. The foundation of the curriculum is pulled from the following sources: The Secretary s Commission on Achieving Necessary Skills (SCANS), The English for the Future (EFF) Standards, and College and Career Readiness Standards for Adult Education. Other resources include: Colorado English Language Proficiency (CELP) Standards, Colorado Career and Technical Education Standards, the Common European Framework of Reference (CEFR) for Language Learning, the Canadian Language Benchmarks, and Bring Your A Game to Work. Clear and measurable outcomes and objectives at each level and in each subject allow teachers to provide instruction and assessment in weekly installments to align with the weekly enrollment of the program. Level descriptors are from the National Reporting Standards. Classroom materials include class sets of textbooks that use the above standards, work and school realia, teacher-generated materials, and the Internet ipads for individual and group work, Promethean boards for classroom demonstrations, and computer labs for classroom activities. Teachers use a variety of techniques, approaches, and methodologies as necessary to deliver instruction to multiple levels of adult learners. The communicative approach is the primary mode of instruction, and teachers take students on field trips, bring in guest speakers, assign oral presentations, require group and pair work, and assess students regularly. Oral and aural activities happen in a reading and writing classroom, just as reading can happen in a speaking and listening classroom. Best practices from adult learning theory are also used in the classroom activities and assessments to support students in achieving the desired goal of being motivated, reliable, and dependable (MRD) for employment purposes. Teachers in the program are seasoned professionals, many of whom have advanced degrees in TESOL, curriculum design, or in related fields. As faculty members of Emily Griffith Technical College/Denver Public Schools, teachers are paid a competitive salary, are offered benefits, and participate in professional development activities regularly. Regularly scheduled faculty meetings cover topics such as curriculum development, materials selection, classroom management, technology, and teaching methodologies. Teachers are encouraged and supported in performing peer observations regularly. Faculty regularly present at local and national conferences, and are encouraged to attend COTESOL, CAEPA, MPEA, COABE, and other professional conferences. Program administrative staff also attend conferences and area chamber events. Over 100 program volunteers assist teachers in the classrooms, and provide necessary and meaningful one-on-one and small group interaction. Additionally, students benefit from the use of open computer labs at school and in the Student Success Center, and through conversation groups with volunteers outside of the classroom. The Student Success Center at Emily Griffith provides additional support with resume writing, filling out job applications, and academic support to all students at

9 8 CRESL Curriculum Guide v1.0 July 8, 2015 school, including CRESL students. The academic and career navigator/advisor provides support services to help students path their academic career to support meeting their career goals. Job fairs and mock interviews sponsored by the school provide CRESL students with real and meaningful opportunities to engage with employers and get jobs. Resources Used for Program Development The following resources were used to develop the CRESL curriculum, assessment and methodology: 21st Century Skills The Partnership for 21st Century Skills. (2009). P21 Framework Definitions. Retrieved from Atlas ABE Teaching & Learning Advancement System. Hamline University, Minnesota. The Center for Work Ethic Development. Bring Your A Game to Work (2012). The Centre for Canadian Language Benchmarks. Ottawa (Ontario) Canada. College and Career Readiness Standards U.S. Department of Education, Office of Vocational and Adult Education. (2013). College and Career Readiness Standards for Adult Education. Washington, D.C. Colorado English Language Proficiency (CELP) Standards. Colorado Department of Education, Denver Colorado. Common Core State Standards National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. The Council of Europe Common European Framework of Reference for Language Learning. Equipped for the Future. (2000). EFF Content Standards for Adult Literacy and Lifelong Learning. SCANS The Secretary's Commission on Achieving Necessary Skills. (1991) What Work Requires of Schools: A SCANS Report for America Washington, D.C.: US Department of Labor. Assessment and Proficiency: Students are assessed upon registration for placement. Additional assessment happens in-class to ensure daily and weekly objectives are met. Students are tested at the culmination of each 9-week interval (or after 60 hours of class time) for proficiency progression. In each 9-week curricular session, a week is devoted to material review and assessment. Teachers use a combination of formative and summative assessment in their classes. When the student demonstrates that they ve mastered the learning outcomes for that level, they are tested. A combination of standardized (TABE CLAS-E, CASAS) and in-house developed formal assessments are used to determine proficiency progression. Registration and Placement: Students come to the ELA office any day of the week to take a placement test and to register for classes. All new and returning students are required to have a current CARES-4 form from their sponsoring agency indicating personal information (name, address, etc.), program goal (job-ready or not-job ready), and program funding source. Upon registration, students take a placement test and are assigned a level and a schedule based on the above information. Students may begin classes the following Monday at EGTC, the same day at Right to Read. Placement into classes depends on student goals, schedules, and classroom availability.

10 9 CRESL Curriculum Guide v1.0 July 8, 2015 What s available after CRESL? The CRESL program is narrowly focused in scope and duration. For students who wish to continue their studies once the objectives of the CRESL program have been met can continue in the community ELA or the pre-academic, career, technical (PACT) ELA program at Emily Griffith Technical College or other partnering agencies across the state. Other students may wish to take the GED preparation classes and the GED test. Students who wish to acquire more job-training can enroll in one of nearly fifty career technical education (CTE) programs at Emily Griffith Technical College. Scholarships and individual instructional plans and advisement are available to students for all of these programs. CRESL curriculum development foundation and next steps: With the release of this version of the curriculum (v1.0), next steps are to vet the contents herein, ensure alignment with SES and CO, and continue to refine the skills and activity types columns. Feedback from partnering agencies, teachers, students, and the public is welcome and encouraged. Meetings with all current partners will ensure alignment among and across programs. The curriculum is designed to provide a broad foundation for language learning and should be adapted at different agencies to meet their students and programs needs. In addition to in person and at meetings, all feedback can be submitted to CRESL.Curriculum@EmilyGriffith.edu. As part of the curricular review cycles, all feedback will be addressed and considered for future versions of the curriculum. The following Curriculum Guide is what s used in the CRESL program at Emily Griffith Technical College. Detailed 9-week syllabi for each class listed along with lesson plans and assessments can be viewed onsite at EGTC. All are welcome to observe classes and talk with teachers and students about the curriculum development process. An excerpt from the Career and College Readiness Standards for English Language Acquisition summarizes our best-in-class approach to language conventions in the CRESL program: To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts. Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010

11 10 CRESL Curriculum Guide v1.0 July 8, 2015

12 11 CRESL Curriculum Guide v1.0 July 8, 2015 Career Readiness English Language Program Curriculum Guide CRESL Level 1: Literacy Literacy and Numeracy Skills EGTC Career Readiness ESL: Level 1 Literacy Level 1 (literacy) test benchmark: TABE CLAS-E scale sores: Reading and Writing: , Speaking and Listening , SPL 0-1; CASAS Reading 180 and below, Listening 180 and below: NRS Level Descriptors Beginning literacy listening and speaking: Individual cannot speak or understand English, or understands only isolated words or phrases. Beginning literacy reading and writing: Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument. Functional and workplace skills: Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words, such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology. Level 1 Exit Competencies A student moving to the next level out of level 1 literacy will be able to recognize and write letters and numbers. The student will be able to produce the correct pronunciation of core sight words. They will be able to state basic biographical information using simple SVO sentence structure. Language and Functional/Workplace Skills: Suggested Themes and Activity Types: Identify self and others, share personal information orally and in Introduce self, others writing Practice common greetings and partings appropriate to level Appropriate greetings, partings Share basic information about self and family Identify letters Identify and match alphabet through sorting activities Demonstrate ability to comprehend imperative instructions Sound recognition (letters) Respond to simple yes/no questions Identifying and matching numbers through sorting activities Form simple yes/no questions Counting items by 2, 5 and 10 and recording results Form sentences SVO with to be Reading short stories in simple SVO. Recognize and select subject pronouns and possessive adjectives -Identifying vocabulary Recognize singular and plural nouns -Answering comprehension questions Produce simple present and present continuous -Copying sentences from text to correspond with questions Introduce past tense and simple modals Activities of placement (practicing imperative instructions and Recognize common basic prepositions (in, at, on) prepositions of place) Recognition of work vocabulary and skills Vocabulary identification activities (flyswatters, picture matching)

13 12 CRESL Curriculum Guide v1.0 July 8, 2015 Recognition and use of schedule vocabulary-days of week, month, year Identify sounds of letters Form sounds into words building to reading words from 50-word sight vocabulary list Read simple SVO sentences knowing the difference between letters, words and sentences. Demonstrate comprehension of the meaning of simple sentences read Demonstrate comprehension of classroom conventions Identify and appropriately use lower case and capital letters Identify issues related to safety and health Numeracy: Identify and write numbers Count by 2, 5 and 10 Cloze exercises for vocab and spelling Sound recognitions (words) Filling out address forms Sorting vocabulary into themes Picture walks and read alouds Sentence scrambles for SVO work Sequencing stories Matching pictures for classroom and work conventions Matching jobs to skills and desired job World of Work Basic Skills EGTC Career Readiness ESL: Level 1 World of Work (WOW) Level 1 (literacy) test benchmark: TABE CLAS-E scale sores: Reading and Writing: , Speaking and Listening , SPL 0-1; CASAS Reading 180 and below, Listening 180 and below: NRS Level Descriptors Beginning literacy listening and speaking: Individual cannot speak or understand English, or understands only isolated words or phrases. Beginning literacy reading and writing: Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument. Functional and workplace skills: Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words, such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology. Level 1 Exit Competencies A student moving to the next level in WOW will be able to function with basic level comprehension of instructions and work-place vocabulary (nouns and verbs). Students can recognize signs and demonstrate comprehension via simple response or action. Students can handle routine entry level jobs with control understanding simple imperative instructions, and are emerging in demonstrating comprehension of work-place expectations, rules and related reasoning. Minimal use of technology and linguistic self-correction. Language and Functional/Workplace Skills: Suggested Themes and Activity Types: Identify letters Introductions and role plays Demonstrate ability to comprehend imperative instructions Give and follow directions common phrases and

14 13 CRESL Curriculum Guide v1.0 July 8, 2015 Respond to simple yes/no questions Form simple yes/no questions Form sentences SVO with to be Recognize and select subject pronouns and possessive adjectives Recognize singular and plural nouns Produce simple present and present continuous Ask and respond appropriately to selective what and how much questions with a complete sentence WOW Outcomes: Use appropriate language, facial expressions and body language for introductions, greetings, partings Produce and demonstrate comprehension of English alphabet Demonstrate comprehension of imperative instructions through completion of tasks Comprehend and demonstrate knowledge of common job vocabulary and related skills Demonstrate comprehension of positions of place through production/use/tasks related to basic spatial prepositions Numeracy: Identify and write ordinal numbers from ; match numbers to quantity of objects Comprehend and orally tell time in increments of 5 minutes Demonstrate comprehension of monetary amounts using decimals Identify basic pay stub information Ask and respond to questions related to personal biodata Demonstrate comprehension of safety equipment vocabulary and function classroom/workplace orientation Use clocks for time-telling and planning activities With extensive verbal cues and repetition, read 2 stories, match pictures to written story, and put in order. Match numbers to quantity on ipad Calendar days and floor levels, street numbers Match colors to color words Apply knowledge of money in store setting Match money amounts Count change With extensive verbal cues and repetition, read, match pictures to written story, and sequence Scaffolded shopping activities Sorting, matching, and counting items in a basket CRESL Level 2: Low Beginning Speaking and Listening EGTC Career Readiness ESL: Level 2 Speaking/Listening Level 2 (low-beginning) TABE CLAS-E scoring scale: Reading and writing , speaking and listening ; SPL 2; CASAS Reading and listening: , writing

15 14 CRESL Curriculum Guide v1.0 July 8, 2015 test benchmark NRS Level Descriptors Low beginning listening and speaking: Individual can understand basic greetings, simple phrases and commands. Can understand simple questions related to personal information, spoken slowly and with repetition. Understands a limited number of words related to immediate needs and can respond with simple learned phrases to some common questions related to routine survival situations. Speaks slowly and with difficulty. Demonstrates little or no control over grammar. Low beginning reading and writing: Individual can read numbers and letters and some common sight words. May be able to sound out simple words. Can read and write some familiar words and phrases, but has a limited understanding of connected prose in English. Can write basic personal information (e.g., name, address, telephone number) and can complete simple forms that elicit this information. Functional and workplace skills: Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry level jobs that require very simple written or oral English communication and in which job tasks can be Level 2 Exit Competencies demonstrated. May have limited knowledge and experience with computers. A student moving to the next level in speaking/listening will be able to describe skills, name occupations, interview for a job, explain basic safety and emergency procedures, explain reasons for absences, describe future goals using simple SVO structures with attempts at beginning level tenses and simple/compound sentence complexity. Language and Functional/Workplace Skills: Demonstrate comprehension of subject, object pronouns and possessive adjectives Manipulate present and past tenses in both simple and continuous forms Identify adverbs of frequency, and time and place correctly in sentences Construct grammatical sentences and questions using the correct mechanics Distinguish between yes/no questions and WH questions and respond correctly Recognize and reproduce basic irregular verbs in present and past tense Distinguish need from want Begin to use compound sentences with because (giving reason) Introduction of simple modals can Acknowledge and affirm others Suggested Themes and Activity Types: Introduction, greeting, parting role plays Role plays for other interactions at work, at school, etc. Discuss past experience Match skills with jobs Partner interview with questions about experience, skills and availability Give/follow instructions to classmates about what to do with a box, turn lights on and off, etc Count out change Discuss temperature Cashier role play by asking and giving prices Role play about making plans/ asking about schedule Looking at a calendar and asking/answering questions Matching responding to common expressions that occur in small talk Role play problems in workplace and give advice Use the phone to call in sick/report problem

16 15 CRESL Curriculum Guide v1.0 July 8, 2015 Use information to make decisions, assumptions, and conclusions Ask clarifying questions to further understanding (yes, no, wh )Use numbers and basic operations in a variety of contexts Apply strategies to organize and retain information Identify gaps in knowledge and begin to apply appropriate strategies to fill gaps (e.g., ask questions) Understand learning style and determine what activities support that Students share their goals and career plans Reading and Writing Level 2 (low-beginning) test benchmark NRS Level Descriptors Level 2 Exit Competencies EGTC Career Readiness ESL: Level 2 Reading/Writing TABE CLAS-E scoring scale: Reading and writing , speaking and listening ; SPL 2; CASAS Reading and listening: , writing Low beginning listening and speaking: Individual can understand basic greetings, simple phrases and commands. Can understand simple questions related to personal information, spoken slowly and with repetition. Understands a limited number of words related to immediate needs and can respond with simple learned phrases to some common questions related to routine survival situations. Speaks slowly and with difficulty. Demonstrates little or no control over grammar. Low beginning reading and writing: Individual can read numbers and letters and some common sight words. May be able to sound out simple words. Can read and write some familiar words and phrases, but has a limited understanding of connected prose in English. Can write basic personal information (e.g., name, address, telephone number) and can complete simple forms that elicit this information. Functional and workplace skills: Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry level jobs that require very simple written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge and experience with computers. A student moving to the next level in reading/writing will be able to express their work experience and skills in writing. They will be able to relate their job plans in writing using SVO, some varied tenses and compound sentences. They will be able to complete job applications. Suggested Themes and Activity Types Match and describe skills with jobs Language and Functional/Workplace Skills Demonstrate comprehension of subject, object pronouns and possessive adjectives Manipulate present tense in both simple and continuous forms, as well as simple past Complete simple pocket resume using appropriate tenses Read and write about rules for work and school Identify times based on clocks

17 16 CRESL Curriculum Guide v1.0 July 8, 2015 Identify adverbs of frequency, and time and place correctly in sentences Construct grammatical sentences and questions using the correct mechanics Distinguish between yes/no questions and WH questions and respond correctly Recognize and reproduce basic irregular verbs in present and past tense Distinguish need from want Begin to use compound sentences with because (giving reason) Interpret meaning from written texts Correctly use proper conventions in writing (punctuation, capitalization) Use information to draw conclusions Identify and apply numbers, symbols, and basic operations (addition, subtraction, equals, multiplication, division) in a variety of contexts (money, time, temperature) Complete simple math functions Recognize place value (ones, tens, hundreds) Read various schedules and practice making plans and appointments Use calculator (online/cell okay) to perform simple calculations Create an outline for a simple budget Read about a worker s situation and demonstrate comprehension by reading the pay stub to aid Read several workplace scenarios and write what the workers should do T chart on jobs and fears/stresses Match job dangers with prevention method Matching safety gear with body parts Read about a worker s day or job scenarios and complete an evaluation form Write a story based on personal wants and needs CRESL Level 3: High Beginning Speaking and Listening Level 3 (high beginning) testing benchmarks: NRS Level Descriptors EGTC Career Readiness ESL: Level 3 Speaking/Listening TABE CLAS-E scale scores: reading and writing speaking and listening ; SPL 3; CASAS reading and listening , writing High beginning listening and speaking skills: Individual can understand common words, simple phrases, and sentences containing familiar vocabulary, spoken slowly with some repetition. Individual can respond to simple questions about personal everyday activities, and can express immediate needs, using simple learned phrases or short sentences. Shows limited control of grammar. High beginning reading and writing skills: Individual can read most sight words, and many other common words. Can read familiar phrases and

18 17 CRESL Curriculum Guide v1.0 July 8, 2015 Level 3 Exit Competencies simple sentences but has a limited understanding of connected prose and may need frequent re-reading. Individual can write some simple sentences with limited vocabulary. Meaning may be unclear. Writing shows very little control of basic grammar, capitalization and punctuation and has many spelling errors. High beginning functional and workplace skills: Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of print found in the home, workplace and community. Can handle routine entry level jobs requiring basic written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge or experience using computers. A student moving to the next level in speaking/listening will be able to articulate past experience and future goals, respond to questions in interviews with attempts at varied tenses, create schedules, address communication work-related issues with appropriate responses with more complete and varied sentence structures. Self-correction is emerging. Suggested Themes and Activity Types Language and Functional/Workplace Skills Analyze and use the correct tenses: present, past and future in both simple and continuous forms Practice using adverb clauses of time to better describe situations ([when, after, before, since, while, because, for this reason, and if] Accurately use adverbs of time and place Process transitions Select the correct articles to complete noun phrases Formulate and employ question word order in both yes/no and information questions Continued use of compound sentence structures with use of because Introduction of simple modals can, could, may, might Uses appropriate language in familiar social situations Provides common personal information orally Can demonstrate and use language to explain how to do common work-place tasks Communicates appropriately in different situations Uses appropriate language, tone, register in discussing qualifications, experience, etc. in a variety of situations Role plays Responding to help wanted signs Telling about skills and qualifications Describing previous employment and expressing confidence in a job interview environment Interpret and write schedules as well as request a schedule change Ask coworkers to cover hours Discuss benefits and salary Call in sick to work and describe ailments Ask for help and offer help on the job Identify and describe emergency situations Give/follow instructions that involve more than one step Ask for and give advice about challenging workplace difficulties Evaluate work performance and worker qualities Express goals for work and life Reading and Writing EGTC Career Readiness ESL: Level 3 Reading/Writing

19 18 CRESL Curriculum Guide v1.0 July 8, 2015 Level 3 (high beginning) testing benchmarks: NRS Level Descriptors Level 3 Exit Competencies TABE CLAS-E scale scores: reading and writing speaking and listening ; SPL 3; CASAS reading and listening , writing High beginning listening and speaking skills: Individual can understand common words, simple phrases, and sentences containing familiar vocabulary, spoken slowly with some repetition. Individual can respond to simple questions about personal everyday activities, and can express immediate needs, using simple learned phrases or short sentences. Shows limited control of grammar. High beginning reading and writing skills: Individual can read most sight words, and many other common words. Can read familiar phrases and simple sentences but has a limited understanding of connected prose and may need frequent re-reading. Individual can write some simple sentences with limited vocabulary. Meaning may be unclear. Writing shows very little control of basic grammar, capitalization and punctuation and has many spelling errors. High beginning functional and workplace skills: Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of print found in the home, workplace and community. Can handle routine entry level jobs requiring basic written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge or experience using computers. A student moving to the next level in reading/writing will be able to express what job they want and the reasons why they want it with varied tenses and sentence complexity. They will be able to predict consequences for inappropriate work behaviors. They will be able complete all forms associated with common jobs. Suggested Themes and Activity Types Match skills to jobs Write short paragraph about personal skills and abilities using correct paragraph formation. Identify main ideas and details Write s to payroll; inquire about paychecks Read about a workplace incident/conflict and respond in writing Write a request for time-off Read and identify warning signs Write a report detailing a workplace safety accident Write self-evaluations on past performance in work/class Read about career advancement and write a personal plan based on the readings Language and Functional/Workplace Skills Analyze and use the correct tenses: present, past and future in both simple and continuous forms Practice using adverb clauses of time to better describe situations ([when, after, before, since, while, because, for this reason, and if] Accurately use adverbs of time and place Select the correct articles to complete noun phrases Formulate and employ question word order in both yes/no and information questions Continued use of co Compound sentence structures with use of because Simple modals Predict consequences and expected reactions from actions and behaviors Follow proper procedures for behavior and tasks (timeliness, calling in sick) Read sample resignation letters and identify reasons for leaving a job

20 19 CRESL Curriculum Guide v1.0 July 8, 2015 Reflect on performance and ask for feedback Levels 2-3 Functional and Workplace Skills: Computer and Digital Literacy Level 2-3 testing benchmarks EGTC Career Readiness ESL: Level 2-3 Computers (Digital Literacy) TABE CLAS-E scale scores: reading and writing speaking and listening ; SPL 3; CASAS reading and listening , writing NRS Level Descriptors Level 2: Low beginning listening and speaking: Individual can understand basic greetings, simple phrases and commands. Can understand simple questions related to personal information, spoken slowly and with repetition. Understands a limited number of words related to immediate needs and can respond with simple learned phrases to some common questions related to routine survival situations. Speaks slowly and with difficulty. Demonstrates little or no control over grammar. Low beginning reading and writing: Individual can read numbers and letters and some common sight words. May be able to sound out simple words. Can read and write some familiar words and phrases, but has a limited understanding of connected prose in English. Can write basic personal information (e.g., name, address, telephone number) and can complete simple forms that elicit this information. Low Beginning functional and workplace skills: Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry level jobs that require very simple written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge and experience with computers. Level 3: High beginning listening and speaking skills: Individual can understand common words, simple phrases, and sentences containing familiar vocabulary, spoken slowly with some repetition. Individual can respond to simple questions about personal everyday activities, and can express immediate needs, using simple learned phrases or short sentences. Shows limited control of grammar. High beginning reading and writing skills: Individual can read most sight words, and many other common words. Can read familiar phrases and simple sentences but has a limited understanding of connected prose and may need frequent re-reading. Individual can write some simple sentences with limited vocabulary. Meaning may be unclear. Writing shows very little control of basic grammar, capitalization and punctuation and has many spelling errors. High beginning functional and workplace skills: Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of print found in the home, workplace and community. Can handle routine entry level jobs requiring

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this

More information

Language Acquisition Chart

Language Acquisition Chart Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves...

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves... BVSD World Languages Course Outline Course Description: furthers the study of grammar, vocabulary and an understanding of the culture though movies, videos and magazines. Students improve listening, speaking,

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Learning Disability Functional Capacity Evaluation. Dear Doctor,

Learning Disability Functional Capacity Evaluation. Dear Doctor, Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can

More information

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language

More information

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4 Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives

More information

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy 1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain

More information

Lower and Upper Secondary

Lower and Upper Secondary Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7

More information

LA1 - High School English Language Development 1 Curriculum Essentials Document

LA1 - High School English Language Development 1 Curriculum Essentials Document LA1 - High School English Language Development 1 Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction April 2012 Access for All Colorado English Language

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words, First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational

More information

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop

More information

Loughton School s curriculum evening. 28 th February 2017

Loughton School s curriculum evening. 28 th February 2017 Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's

More information

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

More information

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and

More information

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL)  Feb 2015 Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication

More information

Primary English Curriculum Framework

Primary English Curriculum Framework Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been

More information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1) Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary

More information

Greeley-Evans School District 6 French 1, French 1A Curriculum Guide

Greeley-Evans School District 6 French 1, French 1A Curriculum Guide Theme: Salut, les copains! - Greetings, friends! Inquiry Questions: How has the French language and culture influenced our lives, our language and the world? Vocabulary: Greetings, introductions, leave-taking,

More information

Teachers Guide Chair Study

Teachers Guide Chair Study Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln

More information

The Ontario Curriculum

The Ontario Curriculum The Ontario Curriculum GRADE 1 checklist format compiled by: The Canadian Homeschooler using the current Ontario Curriculum Content Introduction... Page 3 Mathematics... Page 4 Language Arts... Page 9

More information

4 th Grade Reading Language Arts Pacing Guide

4 th Grade Reading Language Arts Pacing Guide TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, Legends, Fairytales and Novels (Writing a Letter) Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

Senior Stenographer / Senior Typist Series (including equivalent Secretary titles)

Senior Stenographer / Senior Typist Series (including equivalent Secretary titles) New York State Department of Civil Service Committed to Innovation, Quality, and Excellence A Guide to the Written Test for the Senior Stenographer / Senior Typist Series (including equivalent Secretary

More information

Emmaus Lutheran School English Language Arts Curriculum

Emmaus Lutheran School English Language Arts Curriculum Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with

More information

One Stop Shop For Educators

One Stop Shop For Educators Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding

More information

English as a Second Language Unpacked Content

English as a Second Language Unpacked Content This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

Name of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1

Name of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1 Name of Course: French 1 Middle School Grade Level(s): 7 and 8 (half each) Unit 1 Estimated Instructional Time: 15 classes PA Academic Standards: Communication: Communicate in Languages Other Than English

More information

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description

More information

GOLD Objectives for Development & Learning: Birth Through Third Grade

GOLD Objectives for Development & Learning: Birth Through Third Grade Assessment Alignment of GOLD Objectives for Development & Learning: Birth Through Third Grade WITH , Birth Through Third Grade aligned to Arizona Early Learning Standards Grade: Ages 3-5 - Adopted: 2013

More information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

Copyright 2017 DataWORKS Educational Research. All rights reserved.

Copyright 2017 DataWORKS Educational Research. All rights reserved. Copyright 2017 DataWORKS Educational Research. All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or mechanical,

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

ESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER

ESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER ESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER WWW.GAMINGCENTREOFEXCELLENCE.CA TABLE OF CONTENTS Essential Skills are the skills people need for work, learning and life. Human Resources and Skills Development

More information

Developing Grammar in Context

Developing Grammar in Context Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United

More information

GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017

GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017 GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017 Instructor: Dr. Claudia Schwabe Class hours: TR 9:00-10:15 p.m. claudia.schwabe@usu.edu Class room: Old Main 301 Office: Old Main 002D Office hours:

More information

Course Outline for Honors Spanish II Mrs. Sharon Koller

Course Outline for Honors Spanish II Mrs. Sharon Koller Course Outline for Honors Spanish II Mrs. Sharon Koller Overview: Spanish 2 is designed to prepare students to function at beginning levels of proficiency in a variety of authentic situations. Emphasis

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

TEKS Correlations Proclamation 2017

TEKS Correlations Proclamation 2017 and Skills (TEKS): Material Correlations to the Texas Essential Knowledge and Skills (TEKS): Material Subject Course Publisher Program Title Program ISBN TEKS Coverage (%) Chapter 114. Texas Essential

More information

PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials

PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online

More information

Using SAM Central With iread

Using SAM Central With iread Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing

More information

THE HEAD START CHILD OUTCOMES FRAMEWORK

THE HEAD START CHILD OUTCOMES FRAMEWORK THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress

More information

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction

More information

Intensive English Program Southwest College

Intensive English Program Southwest College Intensive English Program Southwest College ESOL 0352 Advanced Intermediate Grammar for Foreign Speakers CRN 55661-- Summer 2015 Gulfton Center Room 114 11:00 2:45 Mon. Fri. 3 hours lecture / 2 hours lab

More information

MISSISSIPPI OCCUPATIONAL DIPLOMA EMPLOYMENT ENGLISH I: NINTH, TENTH, ELEVENTH AND TWELFTH GRADES

MISSISSIPPI OCCUPATIONAL DIPLOMA EMPLOYMENT ENGLISH I: NINTH, TENTH, ELEVENTH AND TWELFTH GRADES MISSISSIPPI OCCUPATIONAL DIPLOMA EMPLOYMENT ENGLISH I: NINTH, TENTH, ELEVENTH AND TWELFTH GRADES Students will: 1. Recognize main idea in written, oral, and visual formats. Examples: Stories, informational

More information

CELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom

CELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and

More information

Montana's Distance Learning Policy for Adult Basic and Literacy Education

Montana's Distance Learning Policy for Adult Basic and Literacy Education Montana's Distance Learning Policy for Adult Basic and Literacy Education 2013-2014 1 Table of Contents I. Introduction Page 3 A. The Need B. Going to Scale II. Definitions and Requirements... Page 4-5

More information

National Literacy and Numeracy Framework for years 3/4

National Literacy and Numeracy Framework for years 3/4 1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say

More information

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of

More information

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September

More information

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of

More information

Introduction to the Common European Framework (CEF)

Introduction to the Common European Framework (CEF) Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

International School of Kigali, Rwanda

International School of Kigali, Rwanda International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements

More information

Think A F R I C A when assessing speaking. C.E.F.R. Oral Assessment Criteria. Think A F R I C A - 1 -

Think A F R I C A when assessing speaking. C.E.F.R. Oral Assessment Criteria. Think A F R I C A - 1 - C.E.F.R. Oral Assessment Criteria Think A F R I C A - 1 - 1. The extracts in the left hand column are taken from the official descriptors of the CEFR levels. How would you grade them on a scale of low,

More information

More ESL Teaching Ideas

More ESL Teaching Ideas More ESL Teaching Ideas Grades 1-8 Written by Anne Moore and Dana Pilling Illustrated by Tom Riddolls, Alicia Macdonald About the authors: Anne Moore is a certified teacher with a specialist certification

More information

TEKS Comments Louisiana GLE

TEKS Comments Louisiana GLE Side-by-Side Comparison of the Texas Educational Knowledge Skills (TEKS) Louisiana Grade Level Expectations (GLEs) ENGLISH LANGUAGE ARTS: Kindergarten TEKS Comments Louisiana GLE (K.1) Listening/Speaking/Purposes.

More information

INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science

INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science Exemplar Lesson 01: Comparing Weather and Climate Exemplar Lesson 02: Sun, Ocean, and the Water Cycle State Resources: Connecting to Unifying Concepts through Earth Science Change Over Time RATIONALE:

More information

The Common European Framework of Reference for Languages p. 58 to p. 82

The Common European Framework of Reference for Languages p. 58 to p. 82 The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production

More information

Extending Place Value with Whole Numbers to 1,000,000

Extending Place Value with Whole Numbers to 1,000,000 Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

Copyright Corwin 2015

Copyright Corwin 2015 2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

OFFICE SUPPORT SPECIALIST Technical Diploma

OFFICE SUPPORT SPECIALIST Technical Diploma OFFICE SUPPORT SPECIALIST Technical Diploma Program Code: 31-106-8 our graduates INDEMAND 2017/2018 mstc.edu administrative professional career pathway OFFICE SUPPORT SPECIALIST CUSTOMER RELATIONSHIP PROFESSIONAL

More information

Fountas-Pinnell Level P Informational Text

Fountas-Pinnell Level P Informational Text LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Sample Goals and Benchmarks

Sample Goals and Benchmarks Sample Goals and Benchmarks for Students with Hearing Loss In this document, you will find examples of potential goals and benchmarks for each area. Please note that these are just examples. You should

More information

Introducing the New Iowa Assessments Language Arts Levels 15 17/18

Introducing the New Iowa Assessments Language Arts Levels 15 17/18 Introducing the New Iowa Assessments Language Arts Levels 15 17/18 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts,

More information

BASIC ENGLISH. Book GRAMMAR

BASIC ENGLISH. Book GRAMMAR BASIC ENGLISH Book 1 GRAMMAR Anne Seaton Y. H. Mew Book 1 Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com First published in the United States by Saddleback Educational Publishing, 3 Watson,

More information

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning

More information

lgarfield Public Schools Italian One 5 Credits Course Description

lgarfield Public Schools Italian One 5 Credits Course Description lgarfield Public Schools Italian One 5 Credits Course Description This course provides students with the fundamental background required to speak, to read, to write, and to understand Italian. A great

More information

Grade 2 Unit 2 Working Together

Grade 2 Unit 2 Working Together Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

FOREWORD.. 5 THE PROPER RUSSIAN PRONUNCIATION. 8. УРОК (Unit) УРОК (Unit) УРОК (Unit) УРОК (Unit) 4 80.

FOREWORD.. 5 THE PROPER RUSSIAN PRONUNCIATION. 8. УРОК (Unit) УРОК (Unit) УРОК (Unit) УРОК (Unit) 4 80. CONTENTS FOREWORD.. 5 THE PROPER RUSSIAN PRONUNCIATION. 8 УРОК (Unit) 1 25 1.1. QUESTIONS WITH КТО AND ЧТО 27 1.2. GENDER OF NOUNS 29 1.3. PERSONAL PRONOUNS 31 УРОК (Unit) 2 38 2.1. PRESENT TENSE OF THE

More information

Benchmark Testing In Language Arts

Benchmark Testing In Language Arts Testing In Arts Free PDF ebook Download: Testing In Arts Download or Read Online ebook benchmark testing in language arts in PDF Format From The Best User Guide Database MStM Reading/ Arts Curriculum Lesson

More information

Writing a composition

Writing a composition A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a

More information