eorgia Adult Education WRITING CONTENT
WRITING ABE I - Beginning Literacy (0.0 1.9) A. Demonstrate basic writing skills to include letters, words, and simple sentences. B. Write words and sentences using correct capitalization and punctuation INDICATORS A.1 Write legible capital & lower case letters. A.2 Group letters to form words. A.1.1 Print all upper and lower case letters legibly. A.1.2 Write name legibly. A.2.1 Write sight words from standard word lists or text. A.2.2 Write organized lists that have a clear purpose. A.1.1 The learner writes letters on paper when the teacher calls out the sounds. A.1.1 The learner writes letters of the beginning sound when shown picture of an item. A.1.2 The learner practices printing first, middle, and last name. A.1.2 The learner practices writing name in grid boxes as required on standardized forms (one letter per box). A.2.1 The learner copies survival words (e.g. street signs, warning words). A.2.2 The learner dictates and copies grocery list. Writing ABE I Standards October 2007 Georgia Adult Education Curriculum Framework 1
INIDICATORS A.3 Group words to form sentences. A.3.1 Organize writing from left to right and top to bottom. A.3.2 Dictate and copy simple sentences. A.3.1 The learner dictates sentences/story to teacher; then copies sentences. A.3.2 The learner copies simple sentences using sight words from reading list. B.1 Use correct capitalization in sentences. B.1.1 Capitalize the first letter of the first word in a sentence. B.1.1 The learner dictates and copies short sentences capitalizing the first word in each. B. 2 Capitalize proper nouns (including names, titles, places and abbreviations) and the pronoun I. B. 3 Use the correct punctuation marks for abbreviations and sentence endings. PERFORMANCE MASTERY B. 2.1 Use capitalization when writing names and addresses. B.3.1 Use a period to complete abbreviations and at the end of a sentence that makes a statement. B.3.2 Use a question mark to complete a sentence that makes an inquiry. B.3.3 Use an exclamation mark to complete a sentence that is a command or shows excitement. TABE (9-10) Scale Score - Reading 367 OR Higher Scale Score - Language 389 or Higher Grade Equivalent 2.0+ B.2.1 The learner prints name and address on a simple form. B.3.1 The learner recognizes and copies abbreviations used on forms (Mr., Mrs., St., Ave., etc.) B.3.2 The learner identifies appropriate end mark for declarative sentences and questions read aloud. B.3.3 The learner gives oral examples of sentences that require an exclamation mark for punctuation. Writing ABE I Standards October 2007 Georgia Adult Education Curriculum Framework 2
WRITING ABE II Beginning Basic Education (2.0 3.9) The lear ner will be able to... A. Apply rules of capitalization and punctuation correctly. B. Demonstrate competency in spelling appropriate to level. C. Apply basic grammatical rules. D. Write simple sentences to convey information. E. Write in cursive. INDICATORS A.1 Use capitalization for words and sentence beginnings. A.1.1 Identify and capitalize proper nouns. A.1.2 Capitalize the pronoun I. A.1.3 Capitalize the first letter of the first word in a sentence. A.1.1 The learner locates capitalization errors in sentence. A.1.2 The learner writes sentences about future plans. A.1.3 The learner writes sentences about family activities providing names (real or fictitious) of family members using correct capitalization. A.2 Use proper capitalization in letter writing. A.2.1 Capitalize the greeting and closing of a letter. A.2.2 Use capitalization to address an envelope. A.2.1 The learner writes a brief thank you letter to a family member using an appropriate greeting and closing. A.2.2 The learner addresses an envelope for each of the above letters. Writing ABE II Standards October 2007 Georgia Adult Education Curriculum Framework 3
A.3 Exhibit correct use of end punctuation. A.3.1 Punctuate a sentence correctly (telling, asking, and exclaiming). A.4 Exhibit correct use of commas. B.1 Spell words appropriate to grade level. A.4.1 Use a comma to set off proper names in direct address. A.4.2. Use a comma to separate words in a series. A.4.3 Use a comma between city and state and between day of the month and the year. A.4.4 Use a comma after introductory words and phrases. B.1.1 Spell correctly words taken from a personal word bank or Dolch list. B.1.2 Spell correctly common prefixes and suffixes. B.1.3 Utilize desktop references to spell words having phonetically regular beginnings. Skills A.3.1 The learner adds periods, question marks and exclamation marks to sentences that are missing end punctuation. A.4.1 The learner inserts commas in sentences with names used in direct address. A.4.2 The learner writes sentences telling what he/she ate for each meal the previous day using commas to separate the items. A.4.3 The learner makes a list of the cities and states that he/she has lived in or visited using commas to separate them. A.4.4. The learner identifies introductory phrases and inserts commas in the proper position. Skills B.1.1 The learner fills in missing letters in words from the Dolch list. B.1.2 The learner matches prefixes and suffixes with root words in a list and then copies the new words. B.1.3 The learner corrects misspelled words using a dictionary. Writing ABE II Standards October 2007 Georgia Adult Education Curriculum Framework 4
C.1 Use nouns and pronouns correctly. C.2. Use verb forms correctly. C.3. Use adjectives correctly. C.1.1 Distinguish between nouns and pronouns. C.1.2. Distinguish between singular and plural nouns and pronouns. C.1.3 Replace nouns with the correct pronouns. C.2.1 Identify verbs. C.2.2 Distinguish between singular and plural verbs. C.2.3 Distinguish between present, past, and future tense of verbs. C.2.4 Write the appropriate form of common regular and irregular verbs. C.3.1 Identify adjectives. C.3.2 Use adjectives correctively in comparisons. C.1.1 The learner identifies nouns and pronouns in a newspaper article. C.1.2 The learner chooses between 2 forms of nouns or pronouns to complete a sentence. C.1.3 The learner replaces nouns with pronouns in practice exercise. C.2.1 The learner uses action verbs to write sentences about things they like to do. C.2.2 The learner fills in correct singular or plural verb to follow subject provided in a practice exercise. C.2.3 The learner uses time clues in a sentence to fill in correct verb tense. C.2.4 The learner substitutes correct verb form in sentences provided. C.3.1 The learner writes a description of objects or people in the classroom. Other learners guess who/what is being described. C.3.2 The learner uses adjectives to compare people in classroom (taller, shorter, younger, older, etc.) C.3.2 The learner describes the last family gathering using adjectives. Writing ABE II Standards October 2007 Georgia Adult Education Curriculum Framework 5
D.1 Write complete simple sentences. D.1.1 Write short sentences from dictation. D.1.2 Identify simple and complete subjects and predicates. D.1.3 Identify compound subjects and predicates. D.1.4 Construct simple sentences. E.1 Write in cursive. E.1.1 Write legible upper- and- lower case letters of the alphabet in cursive. PERFORMANCE MASTERY TABE (9-10) Scale Score Reading 460 or Higher Scale Score Language 490 or Higher Grade Equivalent 4.0+ D.1.1 The learner writes short sentences that teacher dictates. D.1.2 The learner underlines the subject and predicate in practice sentences. D.1.3 The learner describes last weekend s activities using compound sentences. D.1.4 The learner uses complete sentences to write a note to a child s teacher or to a friend. Consumer Literacy E.1.1 The learner signs his/her name on a check. Writing ABE II Standards October 2007 Georgia Adult Education Curriculum Framework 6
WRITING ABE III Low Intermediate Basic Education (4.0 5.9) The learner will be able to... A. Apply rules of capitalization and punctuation. B. Demonstrate competency in spelling C. Apply grammatical rules. D. Demonstrate complete and varied sentence structure. E. Write an effective paragraph. INDICATORS A.1 Apply rules of capitalization. A.1.1 Capitalize first word of sentence, proper names and titles of peoples, days, months and geographical names. A.2 Apply rules of punctuation. A.2.1.Use end marks correctly. A.2.2 Use commas correctly in sentences and letters. A.2.3 Use quotation marks correctly in quotes. A.2.4 Use apostrophes correctly in contractions and possessives. A.1.1 The learner writes sentences about favorite stores or restaurants using correct capitalization. A.2.1 The learner writes a letter to a friend or family member using correct end marks. A.2.2 The learner applies correct use of commas in sentences. A.2.3. The learner uses quotation marks to rewrite what characters are saying in newspaper comics. A.2.4 The learner forms contractions by pairing words. Writing ABE III Standards October 2007 Georgia Adult Education Curriculum Framework 7
B.1 Demonstrate competency in spelling. C.1 Apply grammatical rules. D.1 Write correct and varied sentences; edit errors in sentence structure. B.1.1 Spell correctly words from a standard word list or text. B.1.2 Utilize dictionary to find the correct spelling of words. B.1.3 Spell correctly common prefixes, suffixes and homonyms. C.1.1 Demonstrate correct use of pronoun case and antecedent agreement. C.1.2 Demonstrate correct use of verb tenses and subject- verb agreement. C.1.3 Identify and compare adjectives and adverbs. D.1.1 Write in complete simple and compound sentences. D.1.2 Recognize and correct fragments and run-on sentences. D.1.3 Combine sentences by compounding and coordinating. B.1.1 The learner spells words from the Dolch list in a game. B.1.2 The learner uses a dictionary to compile s list of occupations of class members. B.1.3 The learner adds prefixes and suffixes to a words provided in a word game. C.1.1 The learner rewrites a paragraph changing pronoun case and antecedent. C.1.2 The learner rewrites a passage in a different tense or with a different subject. Consumer Literacy C.1.3 The learner writes several sentences using adjectives to compare two products: one generic and one brand-name. Skills D.1.1 The learner interviews a classmate; then writes several sentences to summarize the interview. D.1.2 The learner corrects fragments and run-on sentences from peer-generated passages. D.1.3 The learner writes several simple sentences and then exchanges papers with a classmate to combine and improve the sentences. Writing ABE III Standards October 2007 Georgia Adult Education Curriculum Framework 8
E.1 Plan, write and proofread an effective paragraph. PERFORMANCE MASTERY E.1.1 Plan ideas for paragraph writing. E.1.2 Write a paragraph with introduction, body and conclusion. E.1.3. Use simple connective words to join ideas. E.1.4 Identify unrelated sentences. E.1.5 Proofread for errors and improvement. TABE (9-10) Scale Score - Reading 517 or Higher Scale Score Language 523 or Higher Grade Equivalent 6.0+ Skills E.1.1 The learner writes a list of steps explaining how to make or do something related to their job. ealth Literacy E.1.2 The learner writes a paragraph about the importance of health checkups to include a topic sentence, supporting sentences, and a concluding sentence. E.1.3 The learner examines the paragraph written in E.1.2 and uses connective words to join ideas. E.1.4 The learner examines the paragraph in E.1.2 and removes unrelated sentences. E.1.5 The learner proofreads his paragraph for grammatical errors and sentence improvement. Writing ABE III Standards October 2007 Georgia Adult Education Curriculum Framework 9
WRITING ABE I igh Intermediate Basic Education.. The learner will be able to... A. Apply rules of grammar usage and mechanics. B. se effective sentence formation. C. lan write and edit paragraphs and short essays INDICATORS A.1 Use correct grammar in writing. A.2 Use correct capitalization, punctuation and spelling. A.1.1 Use correct verb tense, forms, and subject-verb agreement. A.1.2 Demonstrate correct use of pronoun case and antecedent agreement. A.1.3 Identify and compare adjectives and adverbs. A.2.1 Use capitalization correctly in words, sentences, and titles. A.2.2 Determine and utilize the appropriate end punctuation for sentences. A.1.1 The learner writes a paragraph about a special occasion using verb. A.1.2 The learner uses correct pronouns to describe an outing with family or friends. Consumer Literacy A.1.3 The learner writes a comparison of two stores using correct adjectives and adverbs. A.2.1 The learner writes a letter to a relative who lives in another city comparing the two locations (e.g. likes/dislikes, cost of living). ealth Literacy A.2.2 The learner writes a paragraph about a health issue of interest using correct punctuation. Writing ABE IV Standards October 2007 Georgia Adult Education Curriculum Framework 10
A.2 Use correct capitalization, punctuation and spelling. B.1 Write correct, effective and varied sentences. A.2.3 Use commas correctly to separate and connect elements. A.2.4 Use quotation marks correctly in quotes and in titles. A.2.5 Use apostrophes and semicolons correctly. A.2.6 Correct misspelled words. B.1.1 Write complete simple, compound, and complex sentences. B.1.2 Use sentence variety in combining ideas. B.1.3 Recognize and use parallel structure. A.2.3 The learner writes a paragraph about the orientation process, what was good and what needs improvement using commas. A.2.4 The learner discusses with a classmate family tradition for a holiday (e.g. Christmas, Thanksgiving, etc.) and writes a dialogue quoting the classmate. A.2.5 The learner examines a paragraph and selects five words that can be changed to show possession, and then punctuates. A.2.6 The learner examines the work of a classmate checking the spelling of words, correct use of punctuation and grammar and then notes needed corrections. B.1.1 The learner composes an email that can be sent to his boss or a co-worker about a work-related concern. B.1.2 The learner writes a paragraph about the first job experience and feelings about the experience using a variety of sentence structures. B.1.3. The learner uses parallel structure in writing sentences about things he/ she likes to do or activities in daily routine. Writing ABE IV Standards October 2007 Georgia Adult Education Curriculum Framework 11
C.1 Demonstrate understanding of the writing process in paragraphs and short essays. PERFORMANCE MASTERY C.1.1 Identify the specific purpose of writing and brainstorms for ideas. C.1.2 Organize ideas from central focus found in the brainstorming process. C.1.3 Demonstrate the writing process by preparing a first draft. C.1.4. Edit writing. C.1.5 Use a word processing application to compose and edit writing. TABE (9 10) Scale Score - Reading 566 or Higher Scale Score - Language 523 or Higher Grade Equivalent 9.0+ C.1.1 The learner selects a topic from a list, restates the topic, and brainstorms a list of ideas. C.1.2 The learner organizes the ideas from brainstorming session and selects the focus of the paper. C.1.3 The learner plans and writes a paper with an introduction, body and conclusion. C.1.4 The learner edits paper for correctness and effectiveness. C.1.5 The learner writes and edits a consumer complaint letter after being treated rudely by a store employee. Writing ABE IV Standards October 2007 Georgia Adult Education Curriculum Framework 12
WRITING ASE I Low Adult Secondary Education (9-10.9) The student will be able to... A. Write well planned grammatically correct prose. B. Edit for grammatical and structural correctness and organizational effectiveness. INDICATOR A.1 Use pre-writing strategies. A.2 Apply critical thinking skills to writing. A.3 Produce writing that shows organization, logical progression and clarity of ideas. Skills A.1.1 Use prewriting strategies such as brainstorming and outlining. A.1.2 Develop a thesis statement to guide writing. A.2.1 Respond appropriately to various types of written questions. A.2.2 Use varied and appropriate techniques for developing writing (e.g. chronology, reasons, examples, and comparison/contrast). A.3.1 Write using a clear organization plan. A.3.2 Arrange key ideas effectively in writing. A.1.1 The learner brainstorms from a list of topics and selects ideas to use in writing. A.1.2 The learner develops a thesis statement from brainstorming ideas. A.2.1 The learner restates writing prompts to reflect understanding. A.2.2 The learner develops an outline to use for writing a comparison/contrast paper. A.3.1. The learner writes an essay with a clear introduction, body and conclusion on a cultural tradition (e.g. holidays, weddings, etc.). A.3.2 The learner uses brainstorming list to determine most effective order of ideas. Writing ASE I Standards October 2007 Georgia Adult Education Curriculum Framework 13
A.4 Support ideas with relevant details and appropriate language. A.5 Write grammatically correct and varied sentences. A.6. Write effectively for different purposes. A.4.1 Use specific and relevant details to support main ideas. A.4.2 Choose words that are varied, precise and appropriate for the topic and audience. A.4.3 Uses transition elements to connect ideas. A.5.1 Write in complete sentences using correct punctuation, capitalization and grammar. A.5.2 Use simple, compound and complex sentences in writing. A.6.1 Produce writings for creative and personal purposes (e.g. stories, letters, poems). A.6.2 Write essays and reports for educational and professional/business purposes. A.4.1 The learner writes a narrative describing the best day of my life, or a family hero, or their dream home and provides details to support the theme. A.4.2 The learner examines peer essay and suggests words that are more effective. A.4.3 The learner selects appropriate transition words in a sample paragraph. A.5.1 Learner writes a letter to their child s teacher explaining an absence due to illness and a follow-up visit to the doctor within the week, and then edits the letter for grammatical errors. A.5.2 The learner examines a previous writing assignment and identifies the use of simple, compound and complex sentences, rewrites the paragraph to include varied sentences. A.6.1 The learner writes cover letter to accompany a job application. A.6.1 The learner researches and writes an expository essay on the differences between the major political parties. Writing ASE I Standards - October 2007 Georgia Adult Education Curriculum Framework 14
B.1 Edit writing for grammatical correctness and organizational effectiveness. PERFORMANCE MASTERY B.1.1 Identify and corrects errors in spelling, capitalization, punctuation and usage. B.1.2 Identify and correct errors in sentence structure B.1.3 Edit for organizational improvement (e.g. order of ideas, and irrelevant sentences. TABE (9-10) Scale Score - Reading 595 or Higher Scale Score -Language 585 or Higher Grade Equivalent 11+ B.1.1 The learner writes an essay on the requirements for voting and edits the essay. B.1.2 The learner reviews sample memos, e-mails, letters, instructions, and other job-related documents and identifies grammatical errors (spelling, punctuation, and sentence structure). B.1.3 The learner edits sample writings as listed above for structural and organizational errors or improvement. Writing ASE I Standards - October 2007 Georgia Adult Education Curriculum Framework 15
WRITING ASE II igh Adult Education.. The learner will be able to A. Demonstrate writing skills necessary for personal educational creative and professional purposes. B. Edit te t passages for correctness and effectiveness. INDICATORS A.1 Apply planning and critical thinking skills to writing. A.2 Produce writings that demonstrate logical organization, coherence and clarity of ideas. A.1.1 Utilize brainstorming and outlining to guide writing. A.1.2 Identify main idea, purpose and audience for writing. A.2.1 Write using a clear organization plan with logical transition elements to connect ideas. A.2.2 Incorporate varied sentence structure (e.g. simple, compound, and complex) for interest and effect. A.2.3 Use varied techniques of developing writing (e.g. chronology, compare and contrast, etc.). A.2.4 Use words appropriate for the topic, purpose and audience. A.1.1 The learner brainstorms ideas to use in writing. A.1.2 The learner selects the main idea and supporting details from the brainstorming and develops an outline. Consumer Literacy A.2.1 The learner writes an accident report to the insurance company describing what happened. A.2.2 The learner rewrites the accident report including varied sentence structures for effect. A.2.3 The learner edits the letter to insure events are described in logical sequence. A.2.4 The learner writes a consumer complaint letter using words that convey the level of discontent. Writing ASE II Standards October 2007 Georgia Adult Education Curriculum Framework 16
A.3 Write effectively for different purposes (e.g. expository, persuasive, or personal narrative). A.3.1 Produce writings fro creative purposes utilizing effective processes. A.3.2 Produce writings for personal purposes (e.g. resume and letters) utilizing effective processes. A.3.3 Produce writings for educational purposes (e.g. research, expository, persuasive) utilizing effective processes. A.3.1 The learner writes a short paper on what it means to be almost complete with this level of education. A.3.2 The learner writes a letter of persuasion to a friend comparing two models of cars by size, fuel efficiency, cost, and reliability (reputation) using comparative and superlative adjectives. Consumer Literacy A.3.2 The learner writes a letter to be sent to the credit report agencies explaining why a delinquency appears on their credit report. ealth Literacy A.3.3 The learner conducts research on a health concern of interest and writes a 1 2 page report. B.1 Edit writings for grammatical, capitalization, punctuation and spelling correctness and organizational effectiveness. B.1.1 Identify and correct errors in spelling, capitalization and punctuation. B.1.1 The learner writes a letter to a professional that deals with the family (e.g. doctor, dentist, bill collector) to discuss a late bill to make payment arrangements and then edits the document for spelling, capitalization and punctuation. B.1.2 Identify and correct errors in grammar and usage. B.1.2 The learner examines the letter in B.1.1 for errors in grammar and makes corrections. Writing ASE II Standards October 2007 Georgia Adult Education Curriculum Framework 17
B.1 Edit writings for grammatical, capitalization, punctuation and spelling correctness and organizational effectiveness.. PERFORMANCE MASTERY B.1.3 Identify and correct errors in sentence structure B.1.4 Edits documents for organizational improvement (e.g. order of ideas, and irrelevant sentences). COMPLETION OF GED B.1.3 The learner proofreads a peer s essay and identifies errors in sentence structure, grammar, punctuation, etc. B.1.4 The learner reviews sample memos, emails, letters, instructions, and other job related documents and identifies structural and organizational errors. Writing ASE II Standards October 2007 Georgia Adult Education Curriculum Framework 18