ESL CURRICULUM GUIDE

Transcription

1 ESL CURRICULUM GUIDE

2 Instructional and Planning Guidelines for ESL Instructors The Adult Education and Literacy program is a federally funded program and as such is subject to certain rules and regulation including the Test Benchmarks and core instructional competencies also known as the Educational Functional Levels (EFL). The National Reporting System for Adult Education (NRS) is an outcome-based reporting system for the State-administered, federally funded adult education program. Denton ISD Adult Education and Literacy Program uses Ventures Series for Teaching Adult ESL students. Ventures textbooks are a six-level, real world, four skills, standards-based and integrated-skills ESL series the enables Adult ESK learners to achieve their academic and career goals. It provides the instructors with the tool for instruction in many teaching situations. In step with WIOA, Ventures offers a transitions level, designed to develop the unique skills our students will need for careers and ultimately postsecondary education. Ventures series are comprised of Student Book with Audio CD, Student Workbook and Teacher Edition with Assessment Audio CD ROM. Student Books: Ventures Student Books with accompanying Self-study Audio CD contains instructional units composed of lessons on relevant adult-learner themes. Each lesson is normally designed for an hour of classroom instruction. Culture notes and speaking, reading, and writing tips are embedded appropriately in each lesson. Review units in each book include sections focusing on pronunciation. It also includes a self-study CD with audio for the listening lessons, readings, and picture dictionaries. Student Workbooks: Ventures series also include Student Workbooks. Dues to cost and other considerations, Denton ISD will not utilize workbooks as part of its curriculum. However, the Publisher, has a rich arrays of downloadable supplementary resources online that teachers and students can download to supplement their teaching and learning. Teacher Edition: The Ventures Teacher's Edition includes easy-to-follow lesson plans for every unit. It offers tips and suggestions for addressing common areas of difficulty for students, as well as suggested expansion activities for improving learner persistence. The Teacher's Edition also explains where to find additional practice in other Ventures components such as the Workbook, Online Teacher's Resource Room, and Student Arcade. Multi-skill unit, midterm, and final tests are found in the back of the

3 Teacher's Edition. Also includes an Assessment CD/CD-ROM which contains the audio for each test as well as all the tests in a customizable format. All ESL instructors will be provided with adequate numbers of Ventures Student books and a Teachers Edition to help with their instruction along with other supplemental materials. These books are for classroom use only and not for sale. Those students wishing to purchase the books may do so with guidance from their instructors for online sources such as Amazon, Ebay or some of the Bookstores. The Adult Education and Literacy program at Denton ISD, strongly recommends that our instructors adhere to and utilize the Teacher Edition provided to each teacher in preparation and planning their daily lessons. We also encourage you to utilized the rich online resources provided by the Publisher. The AEL program provides each ESL instructor with 30 minutes of prep time each day which would be used to review the Teacher Edition prior and after each instructional session. Though Lesson Plans are highly encouraged, it is not a requirement for the program. ESL instructors are encouraged to use the Lessons Plans provided in the Teacher Edition to plan their teaching. Substitute Teachers: ESL instructors are also encouraged to prepare for emergencies when they will be absent from work and will be needing a sub. When permissible and to the extent possible, we consider it the instructor s obligation to share their instructional plan with the respective Site Facilitator or substitute when they are unable to teach. In cases where it may not be possible to provide an instructional plan in the absence of the regular instructor, substitute teachers should be provided with the Teacher Edition and ideally the lesson or copies of that the regular teaching was planning on teaching to help them better prepare for the class. Supplemental Materials: The AEL program also uses MATT maestro en casa series as supplementary instruction to the Ventures. MATT Maestro en Casa (MMEC) is a supplemental educational program that promotes immigrant integration and parent engagement while enhancing English language skills. The MMEC program helps immigrant families better understand life in the United States so that they are more efficient in their everyday activities.

4 MMEC Curriculum MMEC consists of audio lessons that are complemented by six user-friendly activity workbooks, provided to each adult student. Students may work collaboratively or individually to complete a total of 18 lessons, 54 practices, and 54 homework activities. The curriculum covers six areas that are important to an immigrant family as they transition in to life in the United States: Basic Living Health & Wellness Finance In the Workplace Education Citizenship & Civic Responsibility Although the MATT program focuses on Mexican-Americans, its lessons are applicable to most immigrant populations. As a general rule and in order to prepare our students for College and Careers under the WIO, the AEL program discourages the use of learners native language in teaching English to our Adult ESL learners. Language Experience Approach The AEL program also encourages the regular and substitute teachers to use the Language Experience Approach template developed by the program which is very applicable to student centered and multilevel ESL classroom. Online and Technology Based Courses Developed especially for adult learners, Burlington English includes a wide range of topic-based Modules with a strong ESL and EL Civics focus. Burlington English is available for different levels of proficiency, covering NRS levels Low Beginning ESL to Advanced ESL. These innovative, flexible learning materials reflect an integrated blended learning methodology. Resources: Link for LEA

5 NRS LEVELS & BEST PLUS SCORES

6 NRS Levels and Best Literacy Scale Scores NRS Level New BEST Literacy Scale Score Range Effective July 1, 2008 Beginning ESL Literacy 0 20 Low Beginning ESL High Beginning ESL Low Intermediate ESL High Intermediate Advanced ESL Adapted from NRS ESL Educational Levels for PY 2006 (U.S. Department of Education, The NRS levels may be updated periodically by the U.S. Department of Education. Make sure to check for the most current update by visiting the NRS site at If an examinee pretests into the NRS Advanced ESL Level with a total scale score of 76-78, use a different adult ESL, assessment that measures reading and writing skills at Advanced ESL and higher to more accurately measure the examinee s language ability. Any examinee who falls into this category at the time of pretesting should be re-tested with another appropriate adult ESL assessment.

7 READING Score Conversion Table Form B WRITING Raw Score Scale Score Raw Score Scale Score Procedure for obtaining a scale score: 1. Find the correct Score Conversion Table located in the Best Literacy Test Manual (2008) Appendix A for the test form that was used (Form B, C, D). 2. On the table, locate the test taker s raw score for the separate reading comprehension and writing sections. 3. On the Score Conversion Table convert the raw score to its corresponding scale score. 4. Combine the two scale scores into a single total scale score for measuring student performance or accountability reporting. FORM B

8 READING Score Conversion Table Form C WRITING Raw Score Scale Score Raw Score Scale Score Procedure for obtaining a scale score: 5. Find the correct Score Conversion Table located in the Best Literacy Test Manual (2008) Appendix A for the test form that was used (Form B, C, D). 6. On the table, locate the test taker s raw score for the separate reading comprehension and writing sections. 7. On the Score Conversion Table convert the raw score to its corresponding scale score. 8. Combine the two scale scores into a single total scale score for measuring student performance or accountability reporting. FORM C

9 READING Score Conversion Table Form D WRITING Raw Score Scale Score Raw Score Scale Score Procedure for obtaining a scale score: Find the correct Score Conversion Table located in the Best Literacy Test Manual (2008) Appendix A for the test form that was used (Form B, C, D). 2. On the table, locate the test taker s raw score for the separate reading comprehension and writing sections. 3. On the Score Conversion Table convert the raw score to its corresponding scale score. 4. Combine the two scale scores into a single total scale score for measuring student performance or accountability reporting. FORM D

10 NRS EFL AND CCR CORRELATIONS

11 NRS/CCRS/EFL Correlation CHART of Standards, Approved Assessments, Scores and Grade Level Equivalencies (Rev Jan 2015) Correlation chart aligning correspondence among the following: CCRS (College and Career Ready Standards for Adult Learners), NRS (National Reporting System) levels, EFL (Educational Functional Levels), summative test scores and GLE (Grade Level Equivalency) for: CASAS (Comprehensive Adult Student Assessment System) in Reading, Best Literacy scores and SPL s Listening, Math TABE scores: Test of Adult Basic Education Best Plus (Best +) scores and SPL s (Student Proficiency Levels) CCRS Levels for Adult Learners NRS EFL Levels NRS EFL Descriptors CASAS Levels CASAS Reading, Listening Scores CASAS Math Scores BEST Plus Scores BEST Literacy Scores TABE Reading Scores TABE Math Scores General Suggestions for Literacy Instruction CCRS LEVEL A CCRS LEVEL A CCRS LEVEL A (GLE: K-1) CCRS LEVEL B (GLE: 2-3) CCRS LEVEL C (GLE: 4-5) CCRS LEVEL D (GLE: 6-8) CCRS LEVEL E (GLE 9-12) CCRS LEVEL E (GLE 9-12) ESL 1 ESL 2 ESL 3 ABE 1 ESL 4 ABE 2 ESL 5 ABE 3 ESL 6 ABE 4 ESL Beginning Literacy ESL Low Beginning Literacy ESL High Beginning ABE Beginning ESL Low Intermediate ABE Beginning Basic ESL High Intermediate ABE Low Intermediate Basic ESL Advanced ABE High Intermediate ASE 1 ASE Low D ASE 2 ASE High A A A B B C E Below 180 Below 180 Below 400 SPL SPL (GLE: ) (GLE: ) (GLE: ) (GLE: ) (GLE: ) 246+ (GLE: 11.0+) (GLE Up to 3.9) (GLE ) (GLE ) (GLE ) (GLE ) 246+ (GLE 13+) SPL SPL SPL SPL SPL SPL SPL SPL SPL SPL 6/7 At, Below 367 At, Below 313 English Language Acquisition: Speaking, Listening, high frequency phrases, pre-reading & pre-writing skills (see CCRS standards Level A) English Language Acquisition via Speaking, Listening, Reading, Writing, Phonemic Awareness, Spelling, Math (see CCRS Level A) Reading, Writing, Math, Non-fiction/ informational texts, discussion, SP/L, technology integration (see CCRS Level B) Reading, Writing, Math, Informational complex texts, discussion, SP/L, technology STAR Diagnostics/Interventions critical at these levels for mastery & progress in reading skills/comprehension strategies if not mastered at earlier levels (see CCRS Levels C, D) Reading, Writing, Math, Discussion, Sci & SS content, Technology Pre-GED level (see CCRS Level E) GED Ready Level : Reading, Writing, Math, Science, Social Studies, Technology GED passed w/in year (CCRS aligned) updated Fall 2014: for RI which uses CASAS, BEST Plus, TABE, NEDP & GED

12 NRS EFL TABLES FOR ESL

13 Functioning Level Table ESL Outcome Measures Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS ENGLISH AS A SECOND LANGUAGE LEVELS Literacy Level Listening and Speaking Basic Reading and Writing Functional and Workplace Skills Beginning ESL Literacy Individual cannot speak or understand English, or understands only isolated words or phrases. Test Benchmark: BEST Plus: 400 and below (SPL 0 1) BEST Literacy: 0 7 (SPL 0 1) Curriculum: Ventures Basic Cambridge Maestro en Casa MATT Burlington English DL 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. 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. Low Beginning ESL Test benchmark: BEST Plus: (SPL 2) BEST Literacy: 8 35 (SPL 2) Curriculum: Ventures Level 1 Cambridge 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. 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. 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. Maestro en Casa MATT Burlington English DL NRS Implementation Guidelines Denton ISD Adult Education and literacy Functioning Levels PAGE 1

14 Curriculum: Ventures Level 2 Cambridge Maestro en Casa MATT Functioning Level Table ESL Outcome Measures Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS ENGLISH AS A SECOND LANGUAGE LEVELS Literacy Level Listening and Speaking Basic Reading and Writing Functional and Workplace Skills High Beginning ESL Individual can understand common words, simple phrases, and Individual can read most sight words, and Test benchmark: sentences containing familiar vocabulary, spoken slowly with some many other common words. Can read familiar repetition. Individual can respond to simple questions about phrases and simple sentences but has a BEST Plus: (SPL 3) personal everyday activities, and can express immediate needs, limited understanding of connected prose and BEST Literacy: (SPL 3) using simple learned phrases or short sentences. Shows limited may need frequent re-reading. control of grammar. 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. 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. Burlington English DL Low Intermediate ESL Test Benchmark: BEST Plus: (SPL 4) BEST Literacy: (SPL 4) Curriculum: Ventures Level 3 Ventures Careers and pathways Cambridge 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. 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). 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., fax machine, computer). Maestro en Casa MATT Burlington English DL NRS Implementation Guidelines Denton ISD Adult Education and literacy Functioning Levels PAGE 2

15 Functioning Level Table ESL Outcome Measures Definitions EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS ENGLISH AS A SECOND LANGUAGE LEVELS Literacy Level Listening and Speaking Basic Reading and Writing Functional and Workplace Skills High Intermediate ESL Individual can understand learned phrases and short new phrases containing familiar vocabulary spoken slowly and with some Test Benchmark: repetition; can communicate basic survival needs with some help; BEST Plus: (SPL 5) can participate in conversation in limited social situations and use BEST Literacy: (SPL 5-6) new phrases with hesitation; and relies on description and Curriculum: concrete terms. There is inconsistent control of more complex grammar. Ventures Level 4 Ventures Careers and pathways Cambridge Maestro en Casa MATT Burlington English DL 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. 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. Advanced ESL Test Benchmark: BEST Plus: (SPL 6) BEST Literacy: 66 and above (SPL 7) Exit Criteria: BEST Plus: 541 and above (SPL 7) Curriculum: Ventures Transitions Ventures Careers and pathways Cambridge 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. 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, 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. 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. Maestro en Casa MATT Burlington English DL NRS Implementation Guidelines Denton ISD Adult Education and literacy Functioning Levels PAGE 3

16 USING LEA AS A SUPPLEMENTAL TOOL

17 Language Experience Approach (LEA) Step by Step Adopted and Adapted from Various Sources David Gerabagi, AEL Director, Denton ISD Adult Education and Literacy Program The Language-Experience Approach-The theory The language-experience approach (LEA) combines all of the language arts--listening, speaking, reading, and writing. The language-experience approach uses the language of the students as the basis for writing materials that will later be read by those same students. When a student dictates something to the teacher or writes something herself, it will naturally be something in which the student is interested and will also be something that the student will understand with no difficulty. Furthermore, it will be written at a reading level appropriate for the student, and its content will not insult the student regardless of age. Using the Language-Experience Approach with Multi-Level groups of Students In using the language-experience approach you may wish to follow a sequence such as the one suggested below: Adults Learn Best When: Student generate topics of interest. Topic are focused on solving a problem. Lesson build on self-concept. Topics are goal oriented. Instruction builds on prior knowledge. Adults learn by solving practical problems. Adults learn through application of past experiences. Adult learn best in an informal environment. Their input is valued. From familiar to the unknown. Appeal to visual learning style. When listening is incorporated. When speaking is encouraged. Student participation is encouraged. Topics are related to current events or to students lives. Can be particularly effective when linked to a specific text. Immediacy, Facilitator values their contributions. When Learning is active rather than passive. When learning is Suggested Steps 1. Find some event or subject of interest to the group, and tell the students that you would like to help them write a story about the event or subject. 2. Ask students to decide on a title for the story. When they have agreed on a title, Write it using the exact words given by the students. As you write it, say each word. After finishing the title, instruct the students to watch carefully as you read it. Point to each word as you read it. Be careful to bring your finger down on each word and read it only as your finger touches the word. Then ask the students to read the title as you point to each word. You may have several students read it individually. 1

18 self- directed. When both facilitator and learner have fun. When topic is of immediate value. When they are actively involved. Writing. Student comfort level. Mistakes are OK. Progression: easy to difficult. Demonstrate that what is said can be written. Error Correction. Adults learn best in a positive environment. Listening and Reading skills Reading. Group work. Helps shy students participate. Reading. Student engagement. Kinesthetic Activity. Shared reading Family engagement. Shared Writing. Homework. Tangible. Concrete. Crutch handled. Affective Filter Hypothesis. Follow up. Warm up activity. Shared reading. Building on past lesson. Refresher. Assessment. Monitoring Hypothesis. Consistency. Pattern establishment. Assessment. Comprehensible Input Hypothesis. Build confidence. Independent work. Positive reinforcement. 3. When writing the story, use these general guidelines: Use the type of writing to which the students are accustomed. Use the language that the students suggest and make very few, if any, changes. In the beginning stages, use one-line sentences and gradually increase the length of the line as students' reading improves. Make sure students see all words as they are written. 4. After the story is concluded/ finished, read it to the class, being careful to point to each word as you read it. 5. Have the students read the story as a choral exercise as you point to each word. 6. Have individual students come to the chart and read the story. The chosen student should point to each word as she reads it, exactly as you have been doing. While this student points and reads, the rest of the students should read the story quietly. 7. If possible, ask students to transcribe the story or you can duplicate the story and give each student a copy to take home to practice reading to someone in her family. 9. After a period of time, ask students to reread the story. You may have students take turns reading a sentence at a time. 10. Each time you meet with the group, read the previously written story and then write another one. Continue this process until stories have been read many times and students know all, or nearly all, of the words as sight words. 11. As students grow in their ability to read, let them begin to write their own stories. 2

19 Role of Grammar. Cloze Activity. Teaching Vocabulary. Assessment. Grammar resource for Teachers Extension activities, Learning Vocabulary. Adults remember: 10% of what they read 20% of what they hear 30% of what they see 50% of they see and hear 80% of what they tell 90% of what they do 12. Use the Completed as a rich content and begin teaching grammar: Sounds, Nouns, verbs, subject verb agreement, pronouns, adverbs, present, past and future tense, spelling, punctuation, vocabulary, 13. Let students begin to read commercially written materials as their sight vocabulary and word-attack skills permit. Extension Activities for Student Dictations The activities are listed in the general order of difficulty. The first three would be appropriate for students who are developing literacy for the first time. Word and/or letter hunts (not to be confused with word searches and crossword puzzles): Teacher identifies word or letter (and sound) he/she would like students to recognize and asks students to find it in other locations of the chart story. Students circle, box in, underline, etc. words/letters that are the same. Word matching: Copy words on word cards and have students match content words and/or function words (prepositions, articles, nonconcrete verbs such as is and will) to words in the chart story. Sentence matching: Copy sentences and/or phrases that students dictated on sentence strips. Students match sentence strips to the chart story. Word Banks: Students add words they think they will need from the LEA text to a word box, plastic bag, or notebook. Picture match: Students match pictures to appropriate sentences. Home Reading: Make copies of the chart story for students to take home and read to family members. (Even if parents do not speak English, students will be motivated to tell them what the story is about.) Penmanship: Students copy the story/text and take it home to share with family members and/or for personal study. Sentence sequencing: Replicate sentences from the LEA transcript on sentence strips and mix up order. Students put the story/text back in order. Sentence combining: Replicate sentences from story on sentence strips. Working in pairs, students identify beginnings 3

20 and ends of sentences. They decide which strips go together to form complete sentences from the story. Cloze exercises: Omit every seventh word or strategically omit words from the original dictated text. Students use contextual clues to read and guess omitted words. (Use for fluency and to assess reading comprehension. A word bank can be provided, if needed.) Rewrite or revise: Students rewrite the story/text, using a word bank if needed or revise the story/text to demonstrate other alternatives or to improve the text as it was dictated. Adapted from Margaret Moustafa and Joyce Penrose, The Reading Teacher, March 1985 by Lucia Morales and Jeanette Gordon, Illinois Resource Center 4

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22 VENTURES SCOPE AND SEQUERNCE & EFL COORALATIONS

23 Gretchen Bitterlin Dennis Johnson Donna Price Sylvia Ramirez K. Lynn Savage, Series Editor STUDENT S BOOK

24 To the teacher What is Transitions? Transitions offers standards based, integrated skills material to help prepare adult students for success at work or in an academic setting. Aimed at low advanced students, Transitions focuses on developing reading and writing skills and features high interest topics such as building self confidence, managing interviews, and having a positive attitude. Unit organization Within each unit there are five lessons: LESSON A Get ready The opening lesson focuses students on the topic of the unit. The initial exercise, Talk about the pictures, creates student interest and activates students prior knowledge about the topic. The visuals help the teacher assess what learners already know and serve as a prompt for the key vocabulary of each unit. Next is Listening, which is based on a mini lecture. A note taking exercise helps students practice listening for main ideas and important details. The lesson concludes with a communicative activity that gives students an opportunity to practice language related to the theme. LESSON B focuses on practical grammar. The sections move from a Grammar focus that presents the grammar point in chart form; to Practice exercises that check comprehension of the grammar point and provide guided practice; and, finally, to Communicate exercises that guide learners as they generate original answers and conversations. LESSONS C and D Reading develop reading skills and expand vocabulary. The lesson opens with a Before you read exercise whose purpose is to activate prior knowledge and encourage learners to make predictions. Next, in Read, students read a passage of several paragraphs on a high interest topic related to the theme of the unit. The reading is followed by After you read exercises that check students understanding and use the reading as a springboard for vocabulary building. The lesson concludes with an activity for practicing summarizing skills. LESSON E Writing provides writing practice within the context of the unit. This lesson has three sections: Before you write, Write, and After you write. The exercises in Before you write provide warm up activities to activate the language students will need for the writing task, followed by a writing model and exercises to help students plan the writing they will do in the next section. The Write section provides the writing prompt and refers to previous exercises to help guide students writing. After you write provides opportunities for students to check their own work and to share and react to a classmate s writing. What components does Transitions have? Student s Book with Audio CD Each Student s Book contains ten topic focused units. Each unit has five skill focused lessons. The audio CD contains recordings of all lectures. Workbook The Workbook is a natural extension of the Student s Book. It has one page of exercises for each lesson in the Student s Book. Workbook exercises can be assigned in class, for homework, or as student support when a class is missed. Students can check their own answers with the answer key in the back of the Workbook. If used in class, the Workbook can extend classroom instructional time by 35 to 40 minutes per lesson. Teacher s Manual The Teacher s Manual provides generic lesson plan guidelines for each lesson in a unit as well as lesson specific notes. The notes include warm up activities for all the note taking exercises and suggestions on how to expand certain other exercises. The Student s Book answer key and the audio script for the Lesson A listening exercises are provided at the back of the Teacher s Manual. MP3 files for the reading passages The reading passages in the Student s Book are provided as MP3 files, which can be downloaded from The Author Team Gretchen Bitterlin Dennis Johnson Donna Price Sylvia Ramirez K. Lynn Savage iii

25 Scope and sequence unit title topic listening and speaking vocabulary Unit 1 Selling yourself pages 2 11 Job skills Hard and soft skills Talking about job skills Language for talking about goals Job skills Personal qualities Unit 2 Building self-confidence pages Self-confidence Comparing workers strengths and weaknesses Defining and discussing self confidence Self-confidence terms Personal strength adjectives Unit 3 Volunteering pages Volunteer work Volunteering Discussing reasons for volunteering Discussing volunteer opportunities Prefixes Gerunds Nouns for the doer of an action Unit 4 Effective job applications pages Job search Steps in the job search process Talking about applying for a job Suffixes Phrasal verbs Unit 5 Successful interviews pages Job interviews Rules for making a good first impression Talking about first impressions Talking about mistakes you ve made Guessing meaning from context Understanding idioms iv

26 transitions student s book grammar focus reading writing Participial adjectives Setting goals for the future Keys for success at work Creating a resume The present passive Understanding self-confidence Building self-confidence Writing a paragraph that identifies a strength and provides supporting examples Indirect (reported) statements Family volunteering Volunteering while at college Clustering Writing a summary paragraph about an article Past perfect Reading about online scams Tips for filling out job applications Writing a cover letter Past modals: Should(n t) have, could have Keys for a successful interview Following up after an interview Writing a thank-you note Scope and sequence v

27 unit title topic listening and speaking vocabulary Unit 6 Small talk pages Making small talk Purposes of small talk Appropriate and inappropriate small-talk topics Verb + preposition + -ing combinations Phrasal verbs Unit 7 Improving relationships pages Teamwork The importance and benefits of teamwork Discussing teamwork Giving advice about problems in the workplace Punctuation, phrases, and clauses to signal definitions Understanding idioms Unit 8 Giving and receiving criticism pages Types of criticism Negative and constructive criticism Discussing experiences with criticism Discussing regrets Adverbs ending in -ly Defining slang expressions Unit 9 The right attitude pages Positive and negative attitudes Behaviors of positive and negative people Discussing positive and negative attitudes Positive and negative words and phrases Suffixes for different parts of speech Unit 10 Writing at work and school pages Writing The importance of writing Talking about things people write at work and school Synonyms and antonyms Multiple meanings of words vi Scope and sequence

28 grammar focus reading writing Tag questions Small talk, big problems Strategies for successful small talk Writing a paragraph comparing appropriate and inappropriate topics for small talk The present unreal conditional Bad behavior in the workplace Approaches to dealing with annoying people in the workplace Writing a letter giving advice about a problem at work or at school Past unreal conditional Accepting criticism gracefully The performance evaluation Writing a story about a time when someone criticized you Adverb clauses of concession: although and even though The power of positive thinking Avoiding a negative attitude Writing a college admissions essay Causative verbs: make, have, and get etiquette Good business writing Writing an action plan Scope and sequence vii

29 Correlations UNIT / PAGES CASAS EFF Unit 1 Selling yourself Pages , 0.1.5, 0.1.6, 0.2.1, 0.2.4, 2.3.1, 2.3.2, 2.5.5, 2.7.6, 4.1.4, 4.1.7, 4.1.8, 4.1.9, 4.4.1, 4.4.2, 4.6.1, 4.8.1, 4.8.2, 4.8.3, 4.9.1, 6.0.1, 7.1.1, 7.1.4, 7.2.1, 7.2.2, 7.4.1, 7.4.2, 7.4.5, Most EFF standards are met, with particular focus on: Conveying ideas in writing Speaking so others can understand Taking responsibility for learning Listening actively Cooperating with others Unit 2 Building self confidence Pages , 0.1.4, 0.1.6, 0.2.1, 0.2.4, 2.5.1, 2.8.2, 3.1.2, 3.1.3, 3.5.9, 3.6.4, 3.6.5, 4.1.1, 4.1.2, 4.4.1, 4.6.1, 4.8.1, 4.8.5, 4.8.7, 7.1.1, 7.1.4, Most EFF standards are met, with particular focus on: Speaking so others can understand Listening actively Cooperating with others Guiding others Advocating and influencing Resolving conflict and negotiating Unit 3 Volunteering Pages , 0.1.4, 0.1.7, 0.2.1, 1.9.1, 2.2.1, 2.5.1, 2.7.2, 2.7.3, 2.8.3, 2.8.9, 4.3.2, 4.6.1, 4.6.4, 4.8.1, 4.8.2, 7.3.1, 7.3.2, Most EFF standards are met, with particular focus on: Speaking so others can understand Cooperating with others Guiding others Solving problems and making decisions Planning Unit 4 Effective job applications Pages , 0.2.1, 0.2.4, 1.9.1, 2.1.1, 2.2.1, 2.3.1, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.1.6, 4.1.7, 4.1.8, 4.2.1, 4.2.3, 4.4.1, Most EFF standards are met, with particular focus on: Reading with understanding Conveying ideas in writing Speaking so others can understand Listening actively Cooperating with others Unit 5 Successful interviews Pages , 0.1.2, 0.1.3, 0.1.4, 0.2.1, 0.2.2, 0.2.3, 2.3.1, 4.1.1, 4.1.2, 4.1.5, 4.1.6, 4.1.7, 4.1.8, 4.1.9, 4.2.1, 4.2.5, 4.4.1, 4.4.4, 4.4.5, 4.5.1, 4.5.2, 4.5.4, 4.8.1, 6.0.1, 7.1.3, Most EFF standards are met, with particular focus on: Speaking so others can understand Listening actively Cooperating with others Taking responsibility for learning viii

30 SCANS BEST Plus Form A BEST Form B Most SCANS standards are met, with particular focus on: Acquiring and evaluating information Participating as a member of a team Teaching others new skills Understanding systems Overall test preparation is supported, with particular impact on the following items: Locator: W1, W2, W3, W4, W5 Level 1: 1.1, 2.1, 2.2, 2.3, 4.2 Level 2: 1.2, 2.1, 3.2, 3.3 Level 3: 1.2, 1.3, 2.1, 2.2, 2.3 Overall test preparation is supported, with particular impact on the following areas: Oral interview Personal information / identification Reading passages Writing notes Time / Numbers Reading signs, ads, and notices Employment / Training Most SCANS standards are met, with particular focus on: Participating as a member of a team Teaching others new skills Working with diversity Negotiating Understanding systems Overall test preparation is supported, with particular impact on the following items: W3, W5-6 Level 1: 3.3, 4.2 Level 2: 2.3 Level 3: 4.2 Overall test preparation is supported, with particular impact on the following areas: Oral interview Personal information Communication Directions / Clarification Employment / Training Most SCANS standards are met, with particular focus on: Participating as a member of a team Teaching others new skills Exercising leadership Working with diversity Acquiring and using information Understanding systems Overall test preparation is supported, with particular impact on the following items: Level 1: 3.2, 3.3, 4.2 Level 2: 2.2, 2.3 Level 3: 2.2, 4.2 Overall test preparation is supported, with particular impact on the following areas: Oral interview Personal information Communication Directions / Clarification Listening comprehension Reading Writing Most SCANS standards are met, with particular focus on: Human resources Serving customers Exercising leadership Negotiating Working with diversity Acquiring and using information Understanding complex inter-relationships Most SCANS standards are met, with particular focus on: Participating as a member of a team Exercising leadership Acquiring and using information Understanding complex inter-relationships Overall test preparation is supported, with particular impact on the following items: W1, W2, Level 1: 3.2, 4.2 Level 2: 1.2, 1.3, 5.2 Level 3: 3.1 Overall test preparation is supported, with particular impact on the following items: W1, W2, Level 1: 3.2, 4.2 Level 2: 1.2, 1.3, 5.2 Level 3: 3.1 Overall test preparation is supported, with particular impact on the following areas: Reading Writing Fluency Communication Personal information Time / Numbers Overall test preparation is supported, with particular impact on the following areas: Reading Writing Fluency Communication Personal information Time / Numbers Correlations ix

31 UNIT / PAGES CASAS EFF Unit 6 Small talk Pages , 0.1.2, 0.1.4, 0.1.6, 0.1.8, 0.2.1, 0.2.4, 2.2.1, 2.3.3, 2.6.1, 2.7.1, Most EFF standards are met, with particular focus on: Speaking so others can understand Listening actively Cooperating with others Unit 7 Improving relationships Pages , 0.1.2, 0.1.3, 0.1.4, 0.1.6, 0.2.1, 1.2.1, 1.2.6, 1.3.1, 1.4.1, 1.6.1, 2.1.7, 2.2.1, 2.6.3, 2.7.6, 2.7.7, 2.7.8, 2.7.9, 2.8.3, 2.8.4, 2.8.6, 4.2.1, 4.3.2, 4.4.1, 4.4.3, 4.4.4, 4.6.1, 4.6.2, 4.6.4, 4.8.1, 4.8.2, 4.8.5, 4.8.6, 7.3.1, 7.3.2, Most EFF standards are met, with particular focus on: Speaking so others can understand Listening actively Cooperating with others Solving problems and making decisions Unit 8 Giving and receiving criticism Pages , 0.1.2, 0.1.3, 0.1.6, 0.1.7, 0.1.8, 4.4.1, 4.4.2, 4.4.4, 4.6.1, 4.8.1, 4.8.2, 4.8.5, Most EFF standards are met, with particular focus on: Listening actively Cooperating with others Reflecting and evaluating Unit 9 The right attitude Pages , 0.1.2, 0.1.3, 0.1.6, 0.1.7, 0.1.8, 0.2.1, 4.4.1, 4.4.2, 4.4.4, 4.4.7, 4.6.1, 4.6.5, 4.8.1, 4.8.3, 4.8.5, 4.8.6, Most EFF standards are met, with particular focus on: Listening actively Cooperating with others Guiding others Advocating and influencing Resolving conflict and negotiating Solving problems and making decisions Unit 10 Writing at work and school Pages , 0.2.3, 1.7.6, 2.3.4, 2.4.1, 3.2.1, 4.4.7, 4.5.2, 4.5.5, 4.6.2, 4.6.5, 4.7.1, 4.7.4, 5.4.1, 7.1.4, 7.4.2, 7.7.2, Most EFF standards are met, with particular focus on: Conveying ideas in writing Solving problems and making decisions Taking responsibility for learning Learning through research Reflecting and evaluating Using information and communications technology x Correlations

32 SCANS BEST Plus Form A BEST Form B Most SCANS standards are met, with particular focus on: Acquiring and using information Understanding complex inter-relationships Overall test preparation is supported, with particular impact on the following items: W1, W2, W3, W5 W6, W7, W8 Level 1: 1.2, 3.2 Level 2: 1.2, 3.1 Level 3: 1.1, 3.1 Overall test preparation is supported, with particular impact on the following areas: Fluency Communication Personal information Most SCANS standards are met, with particular focus on: Participating as a member of a team Exercising leadership Acquiring and using information Monitoring and correcting performance Overall test preparation is supported, with particular impact on the following items: W1, W2, W3, W4 Level 1: 2.1, 2.3 Level 2: 2.1, 2.3 Level 3: 1.2, 3.3, 4.1 Overall test preparation is supported, with particular impact on the following areas: Fluency Communication Personal information Directions / Clarification Listening comprehension Most SCANS standards are met, with particular focus on: Participating as a member of a team Exercising leadership Acquiring and evaluating information Overall test preparation is supported, with particular impact on the following items: Level 1: 2.3 Level 2: 2.3, 3.2 Level 3: 1.3, 2.1, 2.2 Overall test preparation is supported, with particular impact on the following areas: Fluency Communication Personal information Listening comprehension Most SCANS standards are met, with particular focus on: Participating as a member of a team Exercising leadership Negotiating Working with diversity Acquiring and evaluating information Overall test preparation is supported, with particular impact on the following items: W4, W7, W8 Level 1: 2.2, 2.3, 4.2, 4.3 Level 2: 1.3, 2.1, 2.2, 3.2, 3.3 Level 3: 1.2, 1.3, 2.1, 2.2, 2.3, 3.3, 4.2 Overall test preparation is supported, with particular impact on the following areas: Fluency Communication Personal information Listening comprehension Most SCANS standards are met, with particular focus on: Acquiring and evaluating information Organizing and maintaining information Interpreting and communicating information Using computers to process information Understanding systems Monitoring and correcting performance Working with a variety of technologies Overall test preparation is supported, with particular impact on the following items: W6, W7, W8 Level 1: 2.3, 4.2, 4.3 Level 2: 2.3, 3.2, 3.3, 4.2 Level 3: 1.2, 1.3, 2.1, 2.2, 2.3, 3.2, 3.3, 4.2, 5.1, 5.2 Overall test preparation is supported, with particular impact on the following areas: Writing notes Reading Writing Fluency Communication Correlations xi

33 Scope and sequence Unit title topic FUnctions listening and speaking VocabUlary grammar FocUs Welcome pages 2 5 identifying the letters of the alphabet spelling names identifying classroom directions identifying numbers saying classroom directions saying the alphabet saying numbers classroom directions the alphabet with capital and lowercase letters numbers Unit 1 Personal information pages 6 17 topic: Describing people identifying names identifying area codes and phone numbers identifying countries of origin exchanging personal information asking and answering questions about personal information personal information countries months of the year possessive adjectives (my, your, his, her) Unit 2 At school pages topic: the classroom identifying classroom objects describing location Finding out location asking what someone needs asking about and giving the location of things classroom furniture classroom objects days of the week prepositions of location (in, on, under) Review: Units 1 and 2 pages Understanding conversations Unit 3 Friends and family pages identifying family relationships describing a family picture asking and answering questions about family relationships Family relationships Family members people Yes / No questions with have topic: Family Unit 4 Health pages topic: Health problems describing health problems asking and answering questions about health problems the doctor s office body parts Health problems singular and plural nouns Review: Units 3 and 4 pages Understanding conversations Unit 5 Around town pages topic: places and locations identifying buildings and places describing location asking and answering questions about where someone is asking and answering questions about the location of buildings and places describing your neighborhood buildings and places transportation prepositions of location (on, next to, across from, between) Where questions iv SCope AND SeqUeNCe

34 Basic Student s Book reading Writing life skills pronunciation reading classroom directions reading the alphabet reading numbers Writing the alphabet Writing numbers Understanding classroom directions pronouncing the alphabet pronouncing numbers reading a paragraph about a new student completing sentences giving personal information completing an id card reading an id card pronouncing area codes and phone numbers reading a note about school supplies reading a memo about class information completing sentences about class information reading a class schedule pronouncing a as in name and o as in phone reading a paragraph about a family completing sentences about a family completing sentences about your family reading a housing application reading a paragraph about a visit to the doctor s office completing a sign-in sheet at the doctor s office reading a label on a box of medicine pronouncing e as in read, i as in five, and u as in June reading a notice about a library opening reading a description of someone s street completing sentences describing your street reading a map SCope AND SeqUeNCe v