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

Size: px
Start display at page:

Download "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"

Transcription

1 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 e D R A F T 2 ( A u g u s t 9, )

2 Acknowledgements Under the auspices of the Joint Board Committee (JBC) for Noncredit and Adult Education, the California Department of Education (CDE), and the California Community Colleges Chancellor s Office (CCCCO), WestEd contracted with the CDE to facilitate the development and validation of model curriculum standards, performance standards, and model assessments for five instructional areas of adult and noncredit education. These five areas were: Adult Basic Education (ABE), Adult Secondary Education (ASE), Adult English as a Second Language (ESL), Older Adults Education, and Parent Education. This document contains the final standards and assessment guide for ESL.

3 TABLE OF CONTENTS I. Introduction...1 A. Model Curriculum Standards...3 B. Performance Standards...5 C. Model Assessment Tasks...6 D. Adult English as a Second Language (ESL) Model Curriculum Standards and Sample Assessments Alignment Chart...8 II. Model Curriculum Standards, Performance Standards, and Model Assessment Tasks III. Grammar Continuum IV. Pronunciation Guide V. SCANS and EFF Skills Integration Guide References and Resources for Adult English as a Second Language Appendices Appendix A: Introduction to Assessment Appendix B: Beginning Literacy Content and Placement Appendix C: English as a Second Language Content Standards Chart

4 California Noncredit and Adult Education Adult English as a Second Language Standards and Assessment Guide I. Introduction In order to fully meet the needs of the adult learner population in California, model curriculum standards, performance standards, and model assessments have been developed to complement the program standards. Model curriculum standards identify the core knowledge and skills that adult learners are expected to demonstrate, and specify performance indicators that illustrate expected accomplishments with respect to the core content. While model curriculum standards specify what learners should know and be able to do, performance standards indicate how well learners should perform. Finally, samples of assessment tasks and scoring scales have also been developed that link to the content and performance standards. These samples illustrate to adult education teachers and administrators the types of tasks and scoring scales that are relevant to measuring adult learning with respect to standards. Taken together, the model curriculum standards, performance standards, and sample assessments included in this guide have been designed to help guide the development of standards-based curriculum, instruction, and courses for California adult education programs. Implicit in these standards and assessments is the recognition of inherent differences in the teaching and learning of adults and youth. To honor these differences, the model curriculum standards, performance standards, and model assessment tasks for noncredit and adult education are tailored to the specific needs of adult learners in California and include content and examples that are relevant to this population. Their purpose is to help adult learners to be successful community members, parents, workers, and citizens of the world through the lifelong continuum of learning. How the Standards and Assessment Guides were Developed The work of developing model curriculum standards began under the auspices of the Joint Board Committee (JBC) on Noncredit and Adult Education. Committees of administrators and instructors in adult schools, noncredit community college programs, and other programs serving adult learners in California were convened to draft model curriculum standards, performance standards, and model assessments. A separate standards development committee was established for each of the five instructional areas. The committee members were chosen for their expertise in the instructional areas. Each committee met several times in to develop the materials for each guide. Within each committee there was broad representation of different geographical locations and program types. In fall 2001, the draft model curriculum standards were reviewed by practitioners throughout California through mail surveys and focus groups. Standards development committees used the feedback from the external reviewers to finalize the model curriculum standards. In , the same committees worked together to develop 1

5 performance standards and model assessments, and to finalize the guides for each instructional area. Use of this Document Program administrators and instructors should decide how best to use the standards and assessment guides in order to address the needs of their local populations. There are a number of different types of ESL programs in California. General ESL programs focus on skills or competencies that adults living in our society must have on a general basis. Academic ESL programs focus on skills or competencies that learners need to succeed in an academic program. Vocational or workplace ESL programs focus on skills that adult ESL learners need to get, keep, or advance in a job. Family literacy ESL programs focus on skills parents need to help their children learn to read and to succeed in United States schools. Citizenship or civics programs focus on skills adults need to fully participate in United States civic society, or to fulfill naturalization requirements. The standards and assessments defined in the guides are intended to represent core knowledge and skills that can be addressed in a variety of programs and classroom situations. Professional development should be provided for administrators and instructors in order to effectively incorporate these standards and assessments into their curriculum and instruction. It is essential that learners experiences are aligned with the model curriculum standards and that assessments inform adult learners, instructors, and others of learner progress in relation to the standards. Instructors should make information about the standards and assessments available to adult learners to help them take control and responsibility for their own learning. The English as a Second Language Standards and Assessment Guide is organized into four sections: a set of standards including model curriculum standards, performance standards, and example assessment tasks; a grammar continuum; a pronunciation guide; and a guide for integrating Secretary s Commission on Achieving Necessary Skills (SCANS) and Equipped for the Future (EFF) skills into instruction. 2

6 A. Model Curriculum Standards The English as a Second Language Model Curriculum Standards identify the core knowledge and skills that should be addressed in adult ESL programs. The model curriculum standards are organized into four domains (language skill areas) Listening, Speaking, Reading, and Writing for each of the following ESL proficiency levels: Beginning Literacy, Beginning Low, Beginning High, Intermediate Low, Intermediate High, Advanced. The specific standards within each domain at each proficiency level define the key knowledge and skills that learners are expected to know and be able to do upon exit from the level in the four language skill areas. The core content of adult ESL courses is basic English language skills, including language structures and language use. The model curriculum standards, due to their organization, include those language skills that are measurable and appropriate to a single given proficiency level and domain. The complete content of ESL courses also includes language skills which are best described and/or measured along a continuum, or that must be integrated across the four domains. In addition, language skills are taught in a context of life, work, or academic skills (including cognitive skills and technology use), within which language skills are learned, practiced, and assessed. In order to address the full spectrum of adult ESL course content and contexts, additional charts and guides were developed to accompany the model curriculum standards. How the Model Curriculum Standards are Organized All five instructional areas of California noncredit and adult education follow the same overall format for organizing their model curriculum standards. This format is based on that used for the K-12 Content Standards for California Public Schools. This consistency is intended to show continuity across the span of childhood through adult education, as well as to help increase public understanding and utility of the standards. (sample assessment tasks follows the Model Assessment tasks.) The California model curriculum standards for noncredit and adult education are organized in sets under broad domains or concepts. Domains are then divided into strands, which represent particular skill areas within a domain, followed by a set of individually numbered model curriculum standards describing the precise skills learners are expected to know and be able to do upon exit from that level. Below is a schematic representation of these sections. Domain 1.0 Strand Strand statement: description of what learners know and can do in this skill area. 1.1 Model Curriculum Standard: description of a specific measurable component of this general skill. 1.2 Model Curriculum Standard... Each domain has one strand, with the exception of Reading. Starting at Beginning Low, Reading has two strands. Below is an outline of the adult ESL domains and strands. 3

7 Listening 1.0 Listening Skills Speaking 1.0 Speaking Skills Reading 1.0 Word Analysis and Vocabulary Development 2.0 Reading Skills Writing 1.0 Writing Skills While most language skills can clearly be separated into one of the four domains, others necessarily involve more than one of the domains; in these cases, a decision was made to place the skill in a particular domain. For example, note-taking involves both listening and writing; in the model curriculum standards, note-taking skills are included in the Writing Skills strand. The two strands in Reading represent two aspects of this complex domain. The Word Analysis and Vocabulary strand focuses on strategies adult ESL learners can apply (with assistance or independently) to gain meaning from written texts. The Reading Skills strand focuses on general reading comprehension and interpretation skills. These strategies and skills are combined in classroom instruction and assessment. For example, knowledge of prefixes and suffixes would be applied to understanding new words in a reading passage. While typically associated with reading, many word analysis and vocabulary development strategies are involved in the other domains as well. These strategies can be applied in listening comprehension (e.g., identifying the time of an event being discussed by recognizing past tense suffixes on verbs), speaking (e.g., using synonyms in paraphrasing), and in writing (e.g., using a dictionary or thesaurus to find an appropriate word). Additional Core Content: Grammar and Pronunciation In addition to the four domains described above, adult ESL includes two further areas of core content: language forms (also called language structures, or grammar) and pronunciation. The content for each of these two areas is represented in a chart format, spanning all proficiency levels. This format captures the fact that a particular grammatical structure or pronunciation skill introduced at one level may not be completely mastered until a later level. The teaching and learning of language forms needs to be integrated with the other language skills in all four domains; the teaching of pronunciation needs to be integrated with both listening and speaking skills. 4

8 B. Performance Standards The Adult English as a Second Language Performance Standards identify how well learners need to perform to show satisfactory mastery of the model curriculum standards. A learner who meets or exceeds proficient performance in a given domain at a given proficiency level is ready to begin learning the content at the next higher proficiency level. A learner who does not meet proficient performance in a given skill area at a given proficiency level needs more practice or instruction in the content at the same proficiency level. An overall description of proficient performance in all four domains follows each set of model curriculum standards at each proficiency level. Each description specifies proficient performance on the model curriculum standards, describing qualities such as the extent of ease, automaticity, or independence a learner can be expected to have in carrying out the model curriculum standards, or the frequency of errors a learner can be expected to make. Proficient performance describes the extent of proficiency in the skills listed in the model curriculum standards that a learner should have upon exit from that level. Providing learners with frequent feedback is key to ensuring they are offered optimum learning experiences and challenges at each proficiency level in each skill area. Performance standards can be used to gauge learners preparedness and achievement throughout their progress in an ESL program from placement, through classroom diagnostic and mastery activities, to level or program exit. In order to measure progress, instructors develop relevant assessments aligned with the model curriculum standards. In order to measure performance on a given assessment, instructors develop a scoring rubric, using the performance standard as a basis for determining cut scores. Accurate feedback can then be provided to learners in a form that is useful and interpretable, depending on the skill measured or the assessment type. Examples include a pass or fail designation, a percentage, a letter grade, a checklist, or a narrative description. The rubric itself can also be designed for reporting performance to learners. Assessment and rubric development are described in Appendix A. 5

9 C. Model Assessment Tasks Model curriculum and performance standards that clearly articulate what adult ESL learners should know and be able to do, and how well they should perform, are key ingredients to ensuring that all learners reach optimal levels of learning. Another key ingredient to a standards-based approach to adult ESL education is assessment. Assessment refers to the use of instruments and procedures to gather data on a regular basis for such purposes as identifying learners needs, documenting learners progress, or determining how program services are meeting learners needs. Assessment allows us to measure learners performance against common standards. In order to determine performance in all four adult ESL domains over time, for learners with various learning styles, multiple assessments of a variety of types are required. These assessments may include standardized tests, as well as a variety of classroom activities, homework assignments, self and peer assessments, and performance assessments. Local program teachers and administrators must determine for their context which model curriculum standards are most important to assess, which assessments are most important to consider in determining overall performance, and which particular performances on a given assessment should be given the most weight in determining rubrics and cut scores. Model assessments are represented by example assessment tasks for each skill area (domain) at each proficiency level, accompanied by sample technology tasks. Taken together with the information on developing rubrics in Appendix B, these tasks provide an overview of the types of performance assessment aligned to the model curriculum standards which are relevant to adult ESL courses. While the specific topics and applications of these tasks must be decided by local programs, depending on learner needs and interests, as well as external requirements (such as preparation for citizenship, employment, or higher education), the types of tasks can be applied to learners and assessment contexts in all programs. Model assessment components are outlined below. Example Assessment Tasks. These tasks are examples of performance assessments addressing one or more model curriculum standards, which will allow learners to show what they know and can do. How well a proficient learner can be expected to perform on the tasks is specified in the performance standard. Note that while each task addresses one skill area, typically assessment tasks involve performance in more than one skill area. For example, a writing task may involve responding to an oral or written prompt, which requires listening or reading comprehension as well as writing. Sample Technology Tasks. Technology provides useful tools and contexts for adult English language learning. Technology use may be integrated into both instruction and assessment. The sample technology tasks describe ways technology can be used in assessing one or more model curriculum standards. 6

10 For the purposes of this document, technology is broadly understood as encompassing all types of tools and machines. Some examples of technology that may be available in the school or classroom are: tape recorders; copiers; overhead projectors; VCRs; computers; computer programs; the Internet (Web sites, search engines, ); printers; telephones; and telephone answering machines. Learners may also apply their language skills to technology outside the classroom, for example with ATMs, household appliances, and workplace machines or tools. 7

11 D. Adult English as a Second Language (ESL) Model Curriculum Standards and Sample Assessments Alignment Chart Domain: Reading ESL Model Curriculum Standards BEGINNING LOW READING 1.0 Reading Skills Learners recognize letters of the alphabet, numbers, and some simple words. 1.1 Demonstrate eye movement from top to bottom and left to right. 1.2 Discriminate between shapes and both uppercase and lowercase print letters. 1.3 Discriminate among numerals Relate phonological sounds to letters (sound/symbol correspondence). 1.5 Read basic sight words and signs with one word or symbol (e.g., restroom signs, computer keys). 1.6 Coordinate hand and eye to fill out forms requiring nonverbal answers (e.g., X for boxes, Scantron bubbles). Sample Assessment Tasks BEGINNING LOW READING Appropriate local assessment tasks for this level: 1 Spell out loud familiar words, such as their names and street names. Use a picture prompt and identify concrete items using previously learned vocabulary, supported by gestures. Use a calendar to say the days of the week and count out loud to 30. Recognize and name the letters of the alphabet, and familiar numbers (such as their age). Read and explain words or symbols in the environment (e.g., restroom signs, exit signs, etc.). Appropriate standardized assessments for this level: 2 CASAS (Life Skills): 180 and below SPL (Reading and Writing): 0 1 Literacy BEST: Samples of tasks that learners could be asked to do to demonstrate proficiency in the related standard(s). 2 Disclaimer: Listing of assessments is not intended to be an indication of California Department of Education, California Community Colleges Chancellor s Office, or WestEd endorsement. 8

12 ESL Model Curriculum Standards BEGINNING LOW READING 1.0 Word Analysis and Vocabulary Development Learners recognize and read numbers and letters. They recognize subparts of familiar words. 1.1 Identify the letters of the English alphabet and numbers. 1.2 Relate phonological sounds to letters and clusters of letters (sound/symbol correspondence). 1.3 Identify syllables and common basic word parts (e.g., un-clear, eat-ing, box-es) in context in familiar words. 1.4 Identify common antonyms (e.g., hot/cold, young/old). 1.5 Find a familiar word in an alphabetized list. 2.0 Reading Skills Learners construct limited meaning from simple print materials on familiar topics with repeated reading and checking. 2.1 Use familiar visual clues (such as pictures, graphs, and charts) to predict meaning. 2.2 Recognize personal information words in print (e.g., first and last names, address, school or job identification number, etc.). 2.3 Recognize common forms of environmental print found in the home, on community facilities, and for basic services (e.g., simple labels and product names, simple computer commands, and simple warnings: danger, poison, file, save, bank, post office). 2.4 Recognize basic sight words in different handwriting styles (e.g., cursive) in short notes and messages. 2.5 Recognize basic abbreviations (e.g., Mr., Dr., St.). 2.6 Scan for numerical information in simple signs and flyers (e.g., the time a store opens). 2.7 Read and understand simple sentences using vocabulary and sentence patterns previously learned orally. 2.8 Follow one- to three-step written instructions. Sample Assessment Tasks BEGINNING LOW READING Appropriate local assessment tasks for this level: Match label names to pictures of products. Match a shopping or supplies list to pictures. Identify labeled areas of a map or times on a schedule. Read a short note and identify the writer and topic. Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 2 4 Literacy BEST: 8 46 BEGINNING HIGH READING Appropriate local assessment tasks for this level: Read a narrative passage, and identify the main topic and sequence of events. Read a chart or schedule, and make simple inferences based on the information. Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 2 4 Literacy BEST:

13 ESL Model Curriculum Standards BEGINNING HIGH READING 1.0 Word Analysis and Vocabulary Development Learners use basic word analysis skills to determine the meaning of new words in simple material in familiar contexts. 1.1 Apply sound/symbol relationships to decode (sound out) a new word that occurs frequently in familiar situations. 1.2 Recognize common roots, prefixes (e.g., pre-, un-), suffixes (e.g., -ing, -ed), and compound words in context. 1.3 Identify common synonyms and antonyms (e.g., happy, glad, unhappy, sad) in context. 1.4 Locate a word, number, or time in alphabetical or numeric order (e.g., in a telephone directory, work schedule, dictionary, or Web site directory). Sample Assessment Tasks 2.0 Reading Skills Learners read simplified material on familiar topics and construct limited meaning, with teacher assistance, from some authentic materials dealing with everyday matters. 2.1 Use visual clues to predict meaning and interpret new words in familiar contexts. 2.2 Interpret isolated words and phrases in familiar contexts (e.g., traffic signs, store ads, fast food menus, computer menus). 2.3 Interpret terms and directions on simple forms (e.g., personal identification, school registration, checks, change of address). 2.4 Recognize abbreviations in simple authentic material such as ads, forms, and signs. 2.5 Recognize familiar vocabulary and phrases in a variety of printed fonts and handwriting styles. 2.6 Scan simple authentic documents (e.g., ads, schedules, forms, food coupons, Web pages, standardized tests) to find specific information. 2.7 Make simple inferences from brief narratives, charts, and schedules (e.g., using a mail schedule to determine if a letter will be picked up today). 2.8 Identify the sequence of events in written directions or a 10

14 ESL Model Curriculum Standards simple narrative passage. 2.9 Read and demonstrate understanding of short, simplified narrative paragraphs on familiar topics containing previously learned vocabulary and sentence patterns. INTERMEDIATE LOW READING 1.0 Word Analysis and Vocabulary Development Learners use an increasing variety of word analysis skills to determine the meaning of new words in context on familiar topics. 1.1 Apply knowledge of prefixes and suffixes to determine the meaning of common words in context. 1.2 Identify common homonyms (e.g., to/two/too) and increase vocabulary of synonyms and antonyms. 1.3 Predict meanings of unfamiliar vocabulary in material rich in contextual clues. 1.4 Interpret meaning of familiar words used in a new context. 1.5 Recognize common idioms (e.g., Give me a break!) and phrasal verbs (e.g., get off, get out of, pick up) in context. 1.6 Find specific information using an index or table of contents (e.g., of a book, telephone directory, job manual, computer application help feature, etc.). 2.0 Reading Skills Learners read simplified materials on familiar subjects and have limited success when attempting to read some authentic materials. 2.1 Interpret abbreviations for an increasing variety of words in context of specific topics (e.g., employment, housing). 2.2 Skim for general meaning in short passages or paragraphs. 2.3 Scan for specific information in simple authentic materials (e.g., ads, schedules, dictionaries, standardized tests, Web pages) related to immediate needs. Sample Assessment Tasks INTERMEDIATE LOW READING Appropriate local assessment tasks for this level: Read an informational or practical text and: identify the purpose, main ideas, and details of the text; complete a chart or diagram using information from the text; and explain the process described in the text. Read a short, easy fiction passage and: fill in a chart showing the sequence of events; identify the major characters; and summarize the general conflict or outcome presented in the passage. Standardized Assessments CASAS (Life Skills): SPL (Reading and Writing): 5 Literacy BEST: INTERMEDIATE HIGH READING Appropriate local assessment tasks for this level: Read an informational or practical text and: relate information in charts, graphs, and tables to narrative content; determine the organization, main ideas, and supporting details; and draw conclusions and make inferences based on the content. Read a short easy fiction passage and: identify the sequence of events; describe the basic traits of the major characters; 11

15 ESL Model Curriculum Standards 2.4 Interpret simple, short narrative and descriptive passages on familiar topics. 2.5 Interpret simple charts, graphs, tables, maps, and multistep diagrams. 2.6 Interpret simple narrative and descriptive passages on unfamiliar topics using visual, graphic, and textual clues (e.g., titles, headlines, captions, table of contents) that orient learners to reading passages. 2.7 Begin to differentiate between fact and opinion in simple texts. Sample Assessment Tasks identify the main idea; and summarize the general conflict presented in the passage and describe how it was resolved. Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 6 Literacy BEST: INTERMEDIATE HIGH READING 1.0 Word Analysis and Vocabulary Development Learners use a variety of word analysis skills to determine the meaning of new words in context on familiar topics. 1.1 Identify common roots of words used in familiar contexts and expand knowledge of prefixes and suffixes. 1.2 Identify an increasing number of homonyms, synonyms, and antonyms. 1.3 Interpret common phrasal verbs and idioms in familiar contexts. 1.4 Use contextual clues to determine the meaning of unfamiliar vocabulary and phrases. 1.5 Use a dictionary to determine the basic meaning of unfamiliar words. 2.0 Reading Skills Learners read authentic materials on everyday subjects, but have difficulty reading specialized materials. 2.1 Interpret a variety of charts, graphs, tables, and forms. 2.2 Skim a passage, form, or test to determine the organization and general ideas. 2.3 Scan a passage, form, or test to find particular details. 2.4 Find information that requires drawing from different sections of a reading passage. 2.5 Identify the main idea of a paragraph on a familiar topic. 2.6 Draw conclusions from authentic materials on familiar topics (e.g., newspaper articles on current events, social 12

16 ESL Model Curriculum Standards letters, public information notices, Web sites). 2.7 Determine connections between ideas within a passage by interpreting transitional words (e.g., therefore, however). 2.8 Follow pronoun references to a person or object in a passage (e.g., Ms. Smith...she...our teacher; Form this form...it). ADVANCED LOW READING 1.0 Word Analysis and Vocabulary Development Learners use a variety of word analysis skills to determine the meaning of new words in context on familiar and unfamiliar topics. 1.1 Interpret meanings of word roots in context. 1.2 Interpret an increasing number of idioms and phrasal verbs in context. 1.3 Identify analogies that clarify meaning. 1.4 Determine the meaning of new specialized vocabulary in context (e.g., vocabulary related to fields of interest). 1.5 Select the appropriate meaning of a word with multiple meanings by using a dictionary. 2.0 Reading Skills Learners comprehend authentic materials on abstract topics in familiar contexts as well as descriptions and narrations of factual material. 2.1 Make inferences from charts, tables, and a short series of paragraphs. 2.2 Skim increasingly complex passages, forms, or tests to determine the organization and general ideas. 2.3 Scan increasingly complex passages, forms, or tests to find particular details. 2.4 Identify main ideas and supporting details or examples from familiar material. 2.5 Identify the author, audience, and purpose of a reading passage. 2.6 Differentiate fact from opinion in written materials. 2.7 Interpret authentic materials (e.g., prose fiction, Sample Assessment Tasks ADVANCED LOW READING Appropriate local assessment tasks for this level: Read an informational or practical text and: identify the author, audience, and purpose; distinguish between facts and opinions; interpret relationships among ideas in a reading (i.e., given a cause in the reading, identify the effect, or given examples, make a generalization); and write or orally explain how to do a process described in the text. Skim/scan information in a chart/graph, etc. and determine an appropriate course of action (e.g., read an airline schedule and prices and choose the best flight). Read a short story and: identify or orally relate the sequence of events;identify the main ideas and supporting details; write or give an oral summary of the story; interpret information in the story and make inferences or conclusions; and extract and combine information from different parts of the story to formulate meaning. Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 7 Literacy BEST: 66 and above 13

17 ESL Model Curriculum Standards newspaper articles, procedures manuals, Web sites) on familiar subjects. 2.8 Summarize reading passages. Sample Assessment Tasks ADVANCED HIGH READING 1.0 Word Analysis and Vocabulary Development Learners use contextual clues and higher-order processes to interpret meaning in context in a variety of text types and on a variety of topics. 1.1 Use syntactic clues to interpret the meanings of complex sentences or new vocabulary. 1.2 Interpret analogies in familiar contexts. 1.3 Interpret a wide variety of idioms and phrasal verbs in context. 1.4 Interpret meaning of metaphors and similes in context. 1.5 Find information by using reference tools such as a print or online encyclopedia. 2.0 Reading Skills Learners comprehend standard materials such as the newspaper, routine correspondence, and specialized print or online materials in their fields of interest. They can read authentic materials and nonspecialized prose on most subjects, but with difficulty. 2.1 Summarize or paraphrase information gained from authentic materials on familiar topics. 2.2 Interpret main ideas and key points from specialized material in their own fields of interest. 2.3 Apply appropriate reading strategies (e.g., skimming, scanning, predicting, inferring) for understanding content on unfamiliar topics or specialized information. 2.4 Evaluate information in familiar and some unfamiliar passages for accuracy and relevance to purpose. 2.5 Draw general conclusions from specific details in a passage. ADVANCED HIGH READING Appropriate local assessment tasks for this level: Read an informational or practical text and: identify relevancy of the information to the purpose; draw conclusions based on specific details; and skim and scan information from charts/graphs, etc., and choose an appropriate course of action, such as reading a class schedule and making a selection of courses. Read a short story and: write or orally give an opinion about the ideas; analyze the author s point of view; and make inferences and predictions about the content. Summarize or paraphrase a reading passage. Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 8 14

18 ESL Model Curriculum Standards 2.6 Analyze an author s point of view by making inferences. 2.7 Make judgments of information found in reading material based on personal value system. 2.8 Determine meaning of increasingly complex passages by using contextual clues (e.g., chronological order, comparison, contrast, and simple listing). Sample Assessment Tasks 15

19 Domain: Writing ESL Model Curriculum Standards BEGINNING LITERACY WRITING 1.0 Writing Skills Learners copy letters of the alphabet, numbers, and isolated words and phrases. They write numbers and isolated words and phrases to fill in simple forms. 1.1 Trace shapes and letters, following directions and samples. 1.2 Copy letters of the alphabet and numerals. 1.3 Copy basic information (e.g., name, phone number, address) for personal identification on a form. 1.4 Copy a list of words previously produced orally. Sample Assessment Tasks BEGINNING LITERACY WRITING Appropriate local assessment tasks for this level: Write a simple list by copying familiar words (e.g., groceries, classroom supplies). Fill in a highly simplified form by writing singleword responses, filling in a bubble, or making a check mark or X. Fill in a simple form with basic personal information (e.g., name, age, address, phone number). Appropriate standardized assessments for this level: CASAS (Life Skills): 180 and below SPL (Reading and Writing): 0 1 Literacy BEST: 0 7 BEGINNING LOW WRITING 1.0 Writing Skills Learners print numbers, letters, a limited number of basic sight words and familiar words and phrases, and simple sentences and phrases. They write lists, basic personal information, and very simple messages, with some errors. 1.1 Print the letters of the alphabet legibly. 1.2 Write numerals. 1.3 Copy or transcribe familiar words, phrases, and highfrequency expressions from learned materials. 1.4 Write a series of simple sentences on one topic, based on previously learned vocabulary and structures. 1.5 Edit writing for basic capitalization and end punctuation. BEGINNING LOW WRITING Appropriate local assessment tasks for this level: Write a list from material read or heard (e.g., place and time of an event). Write a brief note or message (e.g., a thank-you note). Write a simple 3 5-sentence description of a familiar situation, such as their family. Fill in a simple form (e.g., a library card application, a bank withdrawal slip). 16

20 ESL Model Curriculum Standards 1.6 Write a list (e.g., shopping list, invitation list) from material read or heard. 1.7 Fill out simple forms that require limited biographical or personal information. BEGINNING HIGH WRITING 1.0 Writing Skills Learners have sufficient control of the writing system to meet limited practical needs. They generate sentences into short, loosely organized paragraphs related to survival skills and personal topics, with frequent errors. They write short messages or notes within the scope of their limited language experience, with some errors. 1.1 Write simple sentences based on personal experiences or familiar material (e.g., recipes, directions, messages). 1.2 Write a short note or message (e.g., to a landlord about a repair, or a child s teacher about an illness). 1.3 Write a loosely organized paragraph based on personal experiences or familiar material. 1.4 Edit and revise writing for capitalization, sentence punctuation, and correct spelling. 1.5 Fill out simple forms that require some detailed biographical or personal information. 1.6 Write down key information from a recorded message (e.g., the time and day of a meeting from a telephone answering machine). INTERMEDIATE LOW WRITING 1.0 Writing Skills Learners write one or more short paragraphs related to survival skills, personal topics, and nonpersonal topics with some errors. They write complete messages with a few Sample Assessment Tasks Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 2 4 Literacy BEST: 8 46 BEGINNING HIGH WRITING Appropriate local assessment tasks for this level: Write a short note or message (e.g., an invitation, a note to a child s teacher). Write a short, chronological paragraph about past events or future plans using simple sentences. Fill out a simple library card application or banking form. Complete a writing portfolio showing evidence of: brainstorming or note taking; a first draft; self and peer editing; and the final draft. Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 2 4 Literacy BEST: 8 46 INTERMEDIATE LOW WRITING Appropriate local assessment tasks for this level: Write a note detailing the basic ideas of a short written or spoken dialog. 17

21 ESL Model Curriculum Standards errors. 1.1 Write a short note or message including some supporting details (e.g., to a teacher or supervisor explaining an absence). 1.2 Fill out paper or online forms requiring detailed personal information on varied topics (e.g., medical, job, banking, travel forms). 1.3 Write a paragraph that includes a topic sentence, supporting detail, and a conclusion (e.g., on a topic of personal interest, to request the return of a cleaning deposit from a landlord). 1.4 Edit writing for spelling, capitalization, sentence punctuation, and basic grammatical form, with some degree of accuracy. 1.5 Write down important details from face-to-face or recorded spoken messages (e.g., about a child s field trip, a job interview). 1.6 Take notes on familiar material transmitted orally (e.g., a doctor s directions for taking a medication, or a job supervisor s instructions about a task). INTERMEDIATE HIGH WRITING 1.0 Writing Skills Learners write brief compositions about previously discussed topics, demonstrating control of basic grammatical patterns. Errors are common when using complex structures. They write routine correspondence with increasing complexity of organization and detail. 1.1 Take notes on information transmitted orally on familiar or unfamiliar topics when supporting material is provided (e.g., at a school or job orientation meeting). 1.2 Write an academic or practical composition of at least two paragraphs, with a main idea and supporting details Sample Assessment Tasks Write a paragraph responding to a short written prompt. Fill out a sample job application relevant to their interests. Complete a writing portfolio showing evidence of: brainstorming or note taking; a first draft; self and peer editing; and the final draft. Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 5 Literacy BEST: INTERMEDIATE HIGH WRITING Appropriate local assessment tasks for this level: Write at least two paragraphs responding to a written prompt that include:a topic sentence; supporting details; and a conclusion. Write a personal letter for a specific purpose. Fill out authentic forms, surveys, or questionnaires. Complete a writing portfolio showing evidence of: brainstorming or note taking; multiple drafts; self and peer editing; and the final draft. Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 6 Literacy BEST:

22 ESL Model Curriculum Standards (e.g., for a detailed accident report). 1.3 Edit writing for content, spelling, capitalization, punctuation of varied sentence types, and grammatical form. 1.4 Fill out increasingly complex authentic paper and online forms, questionnaires, and surveys (e.g., driver s license application, job satisfaction survey). 1.5 Write personal letters or messages for various purposes. 1.6 Write a simple business letter (e.g., to request an application or information). *ADVANCED WRITING 1.0 Writing Skills Learners write compositions on familiar topics. They have consistent control of mechanics, but make some grammatical errors with complex structures. They write descriptions, short compositions, summaries, and responses to questions on most forms and applications. 1.1 Expand and combine simple sentences by adding modifying words, clauses, and phrases. 1.2 Write descriptive and expository compositions using correct punctuation and coherent organization. 1.3 Organize sentences effectively to convey meaning. 1.4 Edit own writing for grammatical form, word choice, spelling, mechanics, and organization. Edit peers writing for content and organization. 1.5 Take notes from formal community, job, or academic presentations. 1.6 Complete forms that require some narrative description (e.g., accident reports, questionnaires with comment sections). 1.7 Write a business letter or message requiring Sample Assessment Tasks *ADVANCED WRITING Appropriate local assessment tasks for this level: Write a descriptive or expository composition that includes: an introductory paragraph; up to 3 paragraphs in the body, each with a topic sentence and supporting details; combinations of simple sentences into clauses and phrases; a conclusion; and evidence of research (references to sources of information). Write a business letter using appropriate style and format. Write notes based on a lecture or oral presentation. Fill out a detailed form such as an accident report. Complete a writing portfolio showing evidence of: brainstorming or note taking; multiple drafts; self and peer editing; and the final draft. 19

23 ESL Model Curriculum Standards some detail (e.g., to request an informational interview). *ADVANCED WRITING 1.0 Writing Skills Learners write detailed, coherent compositions on familiar topics with few syntactic errors, although the style may be different from that of a native speaker. They write welldeveloped descriptions, summaries, and compositions, as well as detailed responses to questions on forms and applications. 1.1 Write simple outlines from reading passages or lectures. 1.2 Write summaries and paraphrases of reading passages. 1.3 Write compositions with a clear introduction, supporting details, and conclusion, using a variety of rhetorical techniques (e.g., comparison/contrast; cause/effect; generalization/example; exposition). 1.4 Edit own and peers writing for grammatical form, word choice, spelling, mechanics, sentence variety, and organization. 1.5 Take notes from full-length formal presentations. 1.6 Write detailed formal letters or messages (e.g., letters of complaint, letters to accompany job applications). Sample Assessment Tasks Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 7 Literacy BEST: 66 and above *ADVANCED WRITING Appropriate local assessment tasks for this level: Make outlines from appropriate readings and lectures or presentations. Write coherent compositions that include: a clearly-defined topic; supporting details; combination of simple sentences into clauses and phrases; a conclusion; and evidence of research (references to sources of information). Write detailed formal letters using appropriate style and format. Fill out a complex forms such as an independent contracting agreement or college application. Complete a writing portfolio showing evidence of: brainstorming or note taking; multiple drafts; self and peer editing; and the final draft. Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Reading and Writing): 8 20

24 Domain: Listening and Speaking ESL Model Curriculum Standards Beginning Literacy Listening and Speaking 1.0 Listening Skills Learners understand a limited range of simple spoken isolated words, phrases, and questions drawn from familiar material such as personal information or the immediate physical setting. 1.1 Demonstrate understanding of high-frequency commands and expressions of courtesy. 1.2 Respond to simple questions about personal information (e.g., name, address, phone number). 1.3 Demonstrate understanding of familiar vocabulary through physical response (e.g., pointing, manipulation of objects). 1.0 Speaking Skills Learners use a few English words, supported by gestures, to express basic survival needs. They engage in very limited social conversations, with frequent hesitations, misunderstandings, and errors. 1.1 Express basic needs with simple words or phrases drawn from learned material (e.g., I need paper). 1.2 Ask questions using a word or short phrase (e.g., Name?). 1.3 Answer simple questions with yes, no, or other one-word responses. 1.4 Identify people, objects, and actions with one or two words. 1.5 Repeat one- or two-word phrases for clarification. 1.6 State lack of understanding with a one- to two-word phrase (e.g., Sorry? Say again?). 1.7 Give basic commands and express caution using one- to Sample Assessment Tasks Beginning Literacy Listening and Speaking Appropriate local assessment tasks for this level: Engage in a simple dialog with a partner using familiar greeting formulas. Engage in a role-play using conversational greetings and exchange of basic information, supported by gestures. Appropriate standardized assessments for this level: CASAS (Life Skills): 180 and below SPL (Speaking): 0 1 Oral BEST:

25 ESL Model Curriculum Standards two-word phrases (e.g., Stop! Look out!). 1.8 Engage in very basic conversational exchanges using learned phrases (e.g., How are you? Fine.). Sample Assessment Tasks 22

26 ESL Model Curriculum Standards Beginning Low Listening and Speaking 1.0 Listening Skills Learners understand a range of frequently used spoken words, phrases, simple learned expressions, and questions in familiar contexts. 1.1 Demonstrate understanding of simple words in context of common, everyday situations. 1.2 Respond appropriately to short emergency warnings and commands (e.g., Be careful! Slow down! Please wait here.). 1.3 Respond to some routine social phrases (e.g., Hi, how are you? Paper or plastic? Have a good weekend.). 1.4 Use simple contextual clues, such as time reference words, to get information from short announcements or conversations (e.g., It s supposed to rain tomorrow.). 1.5 Demonstrate understanding of simple face-to-face conversations that use previously learned material. 1.6 Demonstrate comprehension of simple wh- vs. yes/no questions through appropriate responses. 1.7 Respond to simple requests for repetition or simple clarification. 1.0 Speaking Skills Learners communicate survival needs using very simple learned phrases and sentences. They engage in limited social conversations, with frequent hesitations, misunderstandings, and errors. 1.1 Make statements related to basic needs using previously learned words and phrases. 1.2 Make simple statements about everyday activities. 1.3 Ask simple yes/no and wh- questions to request basic factual or personal information. 1.4 Answer simple questions with short-phrase responses (e.g., answer Where do you live? with In San Francisco.). Sample Assessment Tasks Beginning Low Listening and Speaking Appropriate local assessment tasks for this level: Respond to short commands related to community or job interactions. Participate in a simple open-ended dialog or structured role play that includes: routine social phrases;simple wh- and yes/no questions; at least one request for clarification. Identify basic factual details in a short, recorded dialog. Ask for and give simple directions. Explain how to perform a simple action or task. Beginning High Listening and Speaking Appropriate local assessment tasks for this level: Identify details about the topic of a brief recorded news report. Identify the context and relationships of the speakers in a recorded interview. Describe a sequence of events on a topic related to their personal lives. Participate in a simple open-ended dialog or structured role play on the topic of basic needs, common social interactions, or common activities for 1 3 minutes, demonstrating appropriate use of communicative skills such as: turn taking; asking for clarification; giving and asking for directions; clarifying by simple rewording or repeating; and usage of simple past, present, and future verb tenses, and reduced forms of high 23

27 ESL Model Curriculum Standards 1.5 Ask for and respond to requests for simple clarification. 1.6 Engage in simple conversational exchanges on limited and familiar topics using learned phrases. 1.7 Give simple commands and express caution using short phrases. Beginning High Listening and Speaking 1.0 Listening Skills Learners comprehend spoken English containing some unfamiliar words when the words are used in familiar contexts. They understand another speaker well enough to participate in simple conversations. 1.1 Demonstrate understanding of simple words and phrases drawn from learned topics. 1.2 Respond appropriately to a brief message of urgency (e.g., Call your son s school right away.). 1.3 Identify the main topic of conversation in familiar material. 1.4 Demonstrate understanding of non-face-to-face speech (e.g., short announcements, recordings, or telephone conversations) in familiar contexts. 1.5 Differentiate between statements and questions based on grammatical structure and intonation patterns. 1.6 Recognize words that signal differences between present, past, and future events. 1.7 Recognize reduced forms in high-frequency expressions (e.g., gonna). 1.8 Respond appropriately to simple instructions and other non-classroom requests, including requests for clarification. 1.9 Use contextual clues (e.g., time, place, identity, or relationship of speakers) to get information from increasingly extended announcements or conversations. Sample Assessment Tasks frequency expressions. Appropriate standardized assessments for this level: CASAS (Life Skills): SPL (Speaking): 2 3 Oral BEST:

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

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

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

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

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

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

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

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

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks 3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and

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

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

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

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

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

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

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

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

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

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

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

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7 Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate

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

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

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

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

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

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

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

Biome I Can Statements

Biome I Can Statements Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce

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

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons

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

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

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

Publisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades:

Publisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades: KEY: Editions (TE), Extra Support (EX), Amazing Words (AW), Think, Talk, and Write (TTW) SECTION 1: PROGRAM DESCRIPTION All instructional material submissions must meet the requirements of this program

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

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

Strands & Standards Reference Guide for World Languages

Strands & Standards Reference Guide for World Languages The Strands & Standards Reference Guide for World Languages is an Instructional Toolkit component for the North Carolina World Language Essential Standards (WLES). This resource brings together: Strand

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

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

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

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4 DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4 GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that

More information

Epping Elementary School Plan for Writing Instruction Fourth Grade

Epping Elementary School Plan for Writing Instruction Fourth Grade Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,

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

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

READING CONTENT STANDARDS

READING CONTENT STANDARDS eorgia Adult Education READING CONTENT READING ABE 1-Beginning Literacy (0.0 1.9) A. Apply recognition and decoding strategies to pronounce and derive the meaning of words B. Apply reading skills to functional

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

Individual Component Checklist L I S T E N I N G. for use with ONE task ENGLISH VERSION

Individual Component Checklist L I S T E N I N G. for use with ONE task ENGLISH VERSION L I S T E N I N G Individual Component Checklist for use with ONE task ENGLISH VERSION INTRODUCTION This checklist has been designed for use as a practical tool for describing ONE TASK in a test of listening.

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

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

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

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

Test Blueprint. Grade 3 Reading English Standards of Learning

Test Blueprint. Grade 3 Reading English Standards of Learning Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

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

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

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

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

5 Star Writing Persuasive Essay

5 Star Writing Persuasive Essay 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter

More information

BASIC TECHNIQUES IN READING AND WRITING. Part 1: Reading

BASIC TECHNIQUES IN READING AND WRITING. Part 1: Reading BASIC TECHNIQUES IN READING AND WRITING Part 1: Reading This handout lists supplementary reading activities for students. If your student does not grasp a concept as presented in a Laubach skill book,

More information

21st Century Community Learning Center

21st Century Community Learning Center 21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

World Languages Unpacked Content for Classical Language Programs What is the purpose of this document?

World Languages Unpacked Content for Classical Language Programs What is the purpose of this document? This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

More information

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION. English as a Second Language Level 1 (Entering) and Level 2 (Beginning)

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION. English as a Second Language Level 1 (Entering) and Level 2 (Beginning) PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION English as a Second Language Level 1 and Level 2 Length of Course: Elective/Required: Schools: Term Required High Schools Eligibility:

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Florida Reading for College Success

Florida Reading for College Success Core provides an English curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness in reading. This single semester elective aligns to Florida's Postsecondary

More information

Monticello Community School District K 12th Grade. Spanish Standards and Benchmarks

Monticello Community School District K 12th Grade. Spanish Standards and Benchmarks Monticello Community School District K 12th Grade Spanish Standards and Benchmarks Developed by the Monticello Community High School Spanish Department Primary contributors to the 9 12 Spanish Standards

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California ELPAC English Language Proficiency Assessments for California Practice Test Kindergarten Copyright 2017 by the California Department of Education (CDE). All rights reserved. Copying and distributing these

More information

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a

More information

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS Length of Course: Elective/Required: School: Term Required High Schools Student Eligibility: Grades 9-12 Credit

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

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

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

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

RESPONSE TO LITERATURE

RESPONSE TO LITERATURE RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature

More information

Fisk Street Primary School

Fisk Street Primary School Fisk Street Primary School Literacy at Fisk Street Primary School is made up of the following components: Speaking and Listening Reading Writing Spelling Grammar Handwriting The Australian Curriculum specifies

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

correlated to the Nebraska Reading/Writing Standards Grades 9-12

correlated to the Nebraska Reading/Writing Standards Grades 9-12 correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the

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

Pearson Longman Keystone Book F 2013

Pearson Longman Keystone Book F 2013 A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?) Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent

More information

Criterion Met? Primary Supporting Y N Reading Street Comprehensive. Publisher Citations

Criterion Met? Primary Supporting Y N Reading Street Comprehensive. Publisher Citations Program 2: / Arts English Development Basic Program, K-8 Grade Level(s): K 3 SECTIO 1: PROGRAM DESCRIPTIO All instructional material submissions must meet the requirements of this program description section,

More information

Highlighting and Annotation Tips Foundation Lesson

Highlighting and Annotation Tips Foundation Lesson English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader

More information

Building Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students

Building Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students Building Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students Procedure The teaching procedure used in this study was based on John Munro

More information

UNIT PLANNING TEMPLATE

UNIT PLANNING TEMPLATE UNIT PLANNING TEMPLATE GRADE K/Unit # 1 Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.a Print many upper- and lowercase letters. CC.K.L.1.b Use frequently occurring nouns and verbs. CC.K.L.5.a

More information

Let's Learn English Lesson Plan

Let's Learn English Lesson Plan Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA

More information

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12 TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com

More information

Degree Qualification Profiles Intellectual Skills

Degree Qualification Profiles Intellectual Skills Degree Qualification Profiles Intellectual Skills Intellectual Skills: These are cross-cutting skills that should transcend disciplinary boundaries. Students need all of these Intellectual Skills to acquire

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

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

Large Kindergarten Centers Icons

Large Kindergarten Centers Icons Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room

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

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

ANGLAIS LANGUE SECONDE

ANGLAIS LANGUE SECONDE ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBRE 1995 ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBER 1995 Direction de la formation générale des adultes Service

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