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College C
onnections
ESOLScope and Sequence
ESOL SCOPE AND SEQUENCE DEVELOPMENT
MISSION
The mission of College Bound Dorchester is, ‘To equip the students we serve with the attitude, skills
and experience to graduate from college’.
CURRICULUM VS SCOPE AND SEQUENCE
Consistent with the organization’s mission and out of a desire to ensure effective and efficient
delivery of instruction, much effort has been made over the years to develop a structure to support
the goal of having students in the College Connections Program at College Bound Dorchester move
successively through the ESOL Pathway levels, gaining and building on valuable skills and
experiences.
Following these introductory pages is a new addition to these efforts – the scope and sequence for
the ESOL Level 2 classes taught at College Bound Dorchester. This work represents the latest
attempt to not only enhance the learning experience for students, but also to more ably support the
instructors as they plan and deliver engaging lessons.
Over the course of the next year, similar work will be done to yield scope and sequence for levels 1,
3, and 4, culminating in an overall curriculum, which will also include some lesson plans and other
supporting materials. This introduction has therefore been developed in the context that there will
be a full curriculum in short order. In the interim, planning for the other ESOL levels should involve
use of the existing curriculum.
PURPOSE
Simply stated, scope and sequence refer to decisions about what will be taught and in which order.
This new document has been developed from the theme-based curriculum in use for ESOL
instruction at College Bound Dorchester since 2010. At that time, the idea for a theme-driven
curriculum grew out of interest in better aligning all ESOL levels. Additionally, there was concern
for establishing a greater sense of continuity and collaboration among the ESOL classes, which
follow a morning and evening schedule, regardless of the instructor.
© 2015 College Bound Dorchester
The ESOL curriculum includes eight themes: Foundations, US Civics, Health and Nutrition,
Education, Community Resources, Employment, Financial Literacy, and US Culture. They were
selected and ordered according to the needs of the community of students and their families. These
themes also reflect the organization’s mission.
In continuation of these goals and to further align with Department of Elementary and Secondary
Education (DESE) standards, the new scope and sequence offer ease of use to all instructors, with
the benefit of streamlining the onboarding of new instructors, while granting current instructors
opportunity to hone practice and enhance materials.
By developing a clear and thorough scope and sequence, instructors can focus more on their
students’ needs and less on sourcing and gathering material and deciphering standards contained
in the Massachusetts Curriculum Framework and the College and Career Readiness Standards
(CCRS). By incorporating CCRS standards, math, technology, and several other key components,
these efforts will yield increased instructional rigor, thereby underlining success in college as a
baseline expectation.
TO THE INSTRUCTOR
Every instructor has (or should have) his or her own teaching philosophy and be able to adapt to a
variety of students, as well as new research and concepts. Most noteworthy, this curriculum is
applicable to all instructors’ methods and approaches. Regardless, instruction should be grounded
in sound second language acquisition (SLA) principles and educational best practices. Furthermore,
an instructor’ growth requires both internal and external professional development geared at
improving teaching skills and fostering fresh approaches.
Instructors are strongly encouraged to incorporate a variety of learning styles into each lesson in
order to improve the abilities of all students. Students should be working to build listening,
speaking, reading, and writing skills, although some units may focus more heavily on one or more of
these than on others.
© 2015 College Bound Dorchester
An attempt has been made to provide a holistic view of grammar across the levels, starting from
simpler grammar and progressing through to more difficult concepts. Each theme contains six
categories: Vocabulary/Sub-Themes, Content Objectives, Grammar, Language Objectives, Assessments,
and Resources.
It is helpful to view curriculum as a pliable tool. Any concept can be reviewed at any time or any
new idea added as long as the core components listed are covered. Students should be able to move
on to the next theme, having acquired the previous theme’s components. Furthermore, the
instructor can decide in which order he or she prefers to teach the elements within each theme.
Vocabulary/Sub-Themes
Teachers are free to select from among sub-themes (and hence, vocabulary) based on the
interests and needs of current students. Therefore, not all sub-themes need be covered
during a theme.
Tier 2 words: appropriate for reading level, must be incorporated
Tier 3 words: should be incorporated when appropriate
Content Objectives
Most content objectives will be achieved, though some may be eliminated based on goals
and class needs
CCRS or Curriculum benchmarks included must be used
Technology and math must be incorporated into some lessons – these concepts can and
should be taught as contextualized skills with a language emphasis (e.g., multiplying
fractions to double a recipe with an emphasis on pronunciation of fractions (ordinal
numbers))
Grammar
Grammar points are musts, unless otherwise indicated
When teaching a grammar aspect (e.g.: present simple), scope and sequence lists as
“present simple” but assumed that both the affirmative and the negative will be taught.
Similarly, if question forms are taught, it is assumed that answer forms will be taught as
well. In each theme and section, only examples have been included when clarification was
needed.
© 2015 College Bound Dorchester
Language Objectives
These are the benchmarks to assess student progress and must be taught. Each should be
viewed as a skill students are expected to have mastered in order to progress to the next
level.
The goal is that students matriculate into college. To that end, some skills, especially those
involving reading and writing, should be given special attention by both instructors and
students.
Language objectives should correlate with assessments.
Assessments
Project-based assessments are highly encouraged whenever possible.
Assessments should be formal and informal.
Benchmarks should be created for assessments so both students and instructors know what
students have/have not mastered.
If instructors plan on changing assessments, such intentions should be discussed at
curriculum development meetings for the benefit of all instructors.
Resources
Much of the scope and sequence are based around the adopted textbook series Future.
However this should never be relied on as the main source of materials.
Instructors are encouraged to incorporate as much authentic material (realia) into the
classroom as possible, allowing students to see the real-world application of the material.
Teacher created material is stored in the program’s common drive (\\Cbdserver\common\
College Connections\ESOL\Curriculum)
If instructors create material, they should be sure to format it according to the program’s
ESOL standards (see \\Cbdserver\common\College Connections\ESOL\Curriculum) and
save such to program’s common drive.
Other resources should be noted and shared at curriculum development meetings for the
benefit of all teachers.
© 2015 College Bound Dorchester
REVISIONS
A curriculum remains a dynamic document. Instructors’ continued feedback will help make future
versions even more valuable. Regular curriculum development meetings over the course of the year
will accommodate discussions of the upcoming themes, as well as reflection on the preceding one.
For this reason, it will be important for all instructors to maintain adequate notes about the
curriculum, as well as their own ideas, including notes about sub-themes chosen, or if new ones
were created. In addition, instructors should document instances when grammar, content
objectives, or learning objectives were not fulfilled, as these will need to be reincorporated
somehow into future units.
GOALS
Although ‘goals’ as a planning process with students is listed only as part of the Foundations and
College Education themes, it is assumed that students’ goals, along with goal reporting, will be
reinforced and contextualized at the beginning of each theme. Instructors should use the SMARTT
goals, as organized by themes, (see \\Cbdserver\common\College Connections\ESOL\Curriculum)
in addition to students’ own ideas. They should consider the intended objectives and sub-themes to
help guide students, using these as a basis to decide what might need to be added or deleted from a
theme for these particular students.
Note: During the goal-setting process in the Foundations and College Education themes, students
not only need to set short and long term goals, but also must create steps toward achieving these
goals.
© 2015 College Bound Dorchester
THEMES AND THEIR SCHEDULE
FOUNDATIONS(September 8 through October 28)Syllabus/class expectationsStudy habitsGoalsFamily and people
US CIVICSStart some of this material in October during the Foundations theme as necessary or continue teaching if the children’s education theme is determined to be irrelevant to your students(November 2 through November 25) CitizenshipElectionsCivic participationUS historyUS governmentUS geography
EDUCATION K-12 (November 30 through December 18)Engagement in children’s educationTracking academic progressNavigating the school systemCommunication with teachers
COMMUNITY RESOURCES(January 4 through February 24)Cultural resourcesPlaces in the communityGiving and receiving directionsHousing and utilitiesCity and state servicesTypes of storesEmergency resources
© 2015 College Bound Dorchester
Health and Nutrition (February 29 through April 13)Health insuranceMental healthBody partsAilmentsMedical and dental termsNutritionExerciseEmergencies
EMPLOYMENT AND FINANCIAL LITERACY (April 25 through June 15)Job applicationsJob interviewsJob historyInterpreting classified adsOccupationsShoppingAdvertisementsMoney and budgetingBankingMath
COLLEGE EDUCATION (June 20 through July 15)College application processNavigating the systemDegrees and certificatesCollege life
US CULTURE (July 18 through August 26)LegendsCustoms and mannersLocal historyAmerican musicSports
*Holidays, traditions and idioms are to be incorporated throughout the curriculum.
© 2015 College Bound Dorchester
Foundations – Classroom / Goal Setting Level 2 – SPL 3/4≈ 4weeks (blends with Foundations Part II)
Students will use this topic to get to know each other since it is the beginning of the school year for many. In addition students will spend time learning classroom vocabulary related to objects found in the classroom, written and oral directions, test-taking components, and reading of textbooks and syllabi – skills that many who never graduated high school are missing. In this unit, students will set short and long term goals and share ideas for studying as well as creating schedules to make time for school and education in their busy lives.
Vocabulary/Sub-Themes Cardinal and ordinal numbers Classroom nouns (e.g. board, textbook, rules, homework, grades, syllabus) Textbook nouns (e.g. content, index, alphabetical) Classroom verbs (e.g. repeat, turn off, go over) Classroom adjectives (e.g. late, early, on time, absent) Classroom rules and protocols (e.g. agenda, respect, responsibility, initiative) Classroom instructions Goals Study habits Test-taking components (e.g. sample questions, directions, test taking, fill in, passage) Learning styles Schedule, calendar months and days
Content Objectives Read a syllabus Follow classroom instructions and protocols Interpret and write schedules Express time in various ways (e.g. quarter to, half past) Identify and set goals for self Distinguish between short-term and long-term goals Find the main idea Retell information in your own words Take notes CCR: L.K.2 and 1.2
o a. Capitalize the first word in a sentence and the pronoun “I”. o b. Capitalize dates and names of people. o c. Recognize and name end punctuation. o d. Use end punctuation for sentences. o e. Use commas in dates and to separate single words in a series.
Apply style rules to paragraphs (indent) Technology
o Typing skills – indent, spacing after period, saving to a flash drive Math – Numeracy
o say numbers up to 1,000s (street addresses 1,400 vs 1400)o express ordinal numbers
© 2015 College Bound Dorchester
Grammar Parts of speech (nouns, verbs, adjectives) The simple present of the verb be with contractions The simple present of the verbs want, have, and need followed by infinitives Adverbs of frequency, frequency expressions, and “How often…?” Prepositions of time – in, on Compound sentences using and and but Simple present additions with too and either (using the verb be and do)
Language Objectives CCR: RI/RL.1.1 Ask and answer questions about key details in a text. CCR: RI.1.2 Identify the main topic and retell key details of a text. CCR: SL.1.1 Participate in collaborative conversations with diverse partners in small and
larger groups. o Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion). o Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges. o Ask questions to clear up any confusion about the topics and texts under discussion.
CCR: SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCR: SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
L3.3a Use phrases such as: What does ___ mean? or I don’t understand ___ to clarify meaning of an oral message
L3.3b Check understanding by clarifying part of message that is not understood (e.g. Eighteen or eighty?)
S3.3c Use conversation strategies to participate actively (e.g. turn-taking, interrupting appropriately, attracting attention
W3.3d Use graphic organizers (e.g. word web, timeline) as a way to organize thoughts S2.3a Construct information questions (e.g. Where is the pharmacy? How much are the
oranges?) W2.3c Connect several related sentences (e.g. using transition words, conjunctions and
pronouns) S1.3a Produce simple statements, providing more detail without necessarily more
complexity (e.g. a daily routine, a simple instruction, preferences and opinions) R1.3d Read and follow multi-step written directions (e.g. Write the correct word below each
picture, and put the pictures in order.) L1.3c Listen and follow 2- or 3-step instructions (e.g. Open your book and turn to page 10.) R1.3b Identify main idea, supporting details, sequence, and common transitions (e.g. first,
next) in simplified or adapted short texts on a familiar topic
Assessments Answer basic reading comprehension questions, including main idea, from paragraphs at
appropriate reading level with minimal assistance Take notes on a reading (using a graphic organizer when appropriate) and report on
information learned
© 2015 College Bound Dorchester
Take notes while listening to a reading, identify main idea with assistance Student participates in class discussions, uses new language to ask and answer questions
about US/classmates’ cultures and customs
ResourcesFuture 1 – Chapter “pre-unit”, 1
Calendars
Lined paper
© 2015 College Bound Dorchester
Foundations – People/FamilyLevel 2 – SPL 3/4≈ 3 weeks (blends with Foundations Part I)
Students will use this topic to get to know each other and give information about themselves and others – a skill they need when filling out applications and having everyday conversations. We know that retention improves when students get to know each other and assist in not only their own but their fellow students improvement of English. It is our hope that by creating closer connections students will move in cohorts through the levels, encouraging each other to succeed. This short, 3 week unit will also reemphasis the skills learned in Foundation Unit 1 such as finding main idea and taking notes.
Vocabulary/Sub-Themes Introductions/greetings Cardinal and ordinal numbers Personal information (e.g. phone number, addresses, marital status) Physical and character traits Family relationships (e.g. father, mother, niece) Schedule, calendars and time Daily activities Hobbies and activities
Content Objectives Greet people Ask for and give personal information Describe family relationships Describe people Describe feelings Interpret and write schedules Express time in various ways (e.g. quarter to, half past) Take notes CCR: L.K.2 and 1.2
o a. Capitalize the first word in a sentence and the pronoun “I”. o b. Capitalize dates and names of people. o c. Recognize and name end punctuation. o d. Use end punctuation for sentences. o e. Use commas in dates and to separate single words in a series.
Apply style rules to paragraphs (indent) Math
o express height and weight in ft./in. and lbs.
Grammar The simple present of the verbs have with contractions The simple present The simple present of the verbs like, want and need followed by
infinitives Adjectives (be + adjective) Adverbs of frequency
© 2015 College Bound Dorchester
Yes/No questions in the simple present Information questions in the simple present Possessive adjectives Compound sentences using and and but Simple present additions with too and either (using the verb be and do)
Language Objectives CCR: RI/RL.1.1 Ask and answer questions about key details in a text. CCR: RI.1.2 Identify the main topic and retell key details of a text. CCR: SL.1.1 Participate in collaborative conversations with diverse partners in small and
larger groups. o Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion). o Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges. o Ask questions to clear up any confusion about the topics and texts under discussion.
CCR: SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCR: SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
L2.3c Distinguish between yes/no and information questions W2.3a Write simple affirmative and negative sentences and questions using correct word
order (e.g. I do not eat pork. Where are you from?) W2.3c Connect several related sentences (e.g. using transition words, conjunctions and
pronouns) L2.3b Understand basic grammatical structures (e.g. how past and future verb tenses affect
meaning, basic prepositions, direct pronoun references: Roberto likes rice, He eats it every night)
R1.3c Compare/contrast information in simplified or adapted short texts on a familiar topic (e.g. Linda gets up at 8:00 a.m., Jose gets up at 9:00 a.m.)
W1.3a Write several related statements on a familiar topic (e.g. I am proud of my children. They work hard in school and they help me at home.)
L.1.3d Extract relevant detail from familiar information (e.g. descriptions of daily routines) with some support/ scaffolding
S1.3a Produce simple statements, providing more detail without necessarily more complexity (e.g. a daily routine, a simple instruction, preferences and opinions)
S1.3b Participate in short social conversations (e.g. make introductions, request, extend, accept or decline an offer: I need a ride; my car is broken)
Assessment Present, with visuals, on family members – Audience will take notes and report back orally
on what they learned Ask partner/s questions about self/family members, take notes, and write about what they
learned in a well formatted paragraph Write a well formatted paragraph comparing and contrasting self to a partner using “too”,
“either”, “and”, “but”
© 2015 College Bound Dorchester
ResourcesFuture 2 – Chapters 1, 2, and 4
Magazines
Student-created material
Family photos
© 2015 College Bound Dorchester
US CivicsLevel 2 – SPL 3/44 weeks
The US Civics theme provides an overview of the US politically and geographically. We have noticed over time, that students rarely know about other places in the US other than the city or town they live in. Through this theme, students gain knowledge about US history, politics, geography, and citizenship. Most importantly, students will learn how they can participate in civic life, even despite lack of documentation and/or citizenship. The linguistic emphasis is on speaking and writing.
Sub-Themes/Vocabulary Political parties Elections (e.g. campaign, polls, ballot) Civic participation (e.g. community meetings, petitions) US history (e.g. 13 original colonies, founding fathers, revolution) Local, state, and federal government (e.g. mayor, governor) US regions (e.g. the Midwest, the Northeast) American monuments Census (when applicable) Surveys and applications
Content Objectives Give personal information Identify key regions, cities, and states Read and understand simplified political op-eds Complete a form, census or a survey and/or register to vote Gain awareness of citizen/non-citizens’ rights (e.g. right to vote, becoming a citizen) CCR: L.2.2 and 3.2 a. Capitalize holidays, product names, and geographic names. Explain election outcomes Read/Create a timeline of U.S. history Math
o Make and interpret charts o Read and interpret a mapo Ratios o Convert miles to kmo Percents
Grammar Comparative and superlative adjectives and adverbs The simple present, including yes/no and information questions Verbs in the simple present + infinitives The present continuous The simple past of regular and irregular verbs The future with will and going to Prepositions of time and location Definite and indefinite articles
© 2015 College Bound Dorchester
Language Objectives CCR: RI.1.7 Use the illustrations and details in a text to describe its key ideas (e.g., maps,
charts, photographs, political cartoons, etc.). CCR: RI.1.8 Identify the reasons an author gives to support points in a text. CCR: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
o a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
o b. Provide reasons that support the opinion. o c. Use linking words and phrases (e.g., because, therefore, since, for example) to
connect opinion and reasons. CCR: W.1.8 With guidance and support, recall information from experiences or gather
information from provided sources to answer a question. CCR: SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. CCR: SL.K.3 Ask and answer questions in order to seek help, get information, or clarify
something that is not understood. S1.3c State a position and support it (e.g. It’s a good job because it has benefits) S1.3a Produce simple statements, providing more detail without necessarily more
complexity (e.g. a daily routine, a simple instruction, preferences and opinions) R1.4c Compare/contrast information from a simplified or adapted multi-paragraph text on
familiar subjects W1.4d Express preferences, and comparisons W1.4b Fill out simple authentic forms (e.g. library card application, bank check, post office
change-of-address form) W1.4a Organize related ideas around a theme (e.g. simple descriptions, narration of events,
feelings) R1.4a Read and understand simplified or adapted multi-paragraph text on a familiar topic S2.3a Construct information questions (e.g. Where is the pharmacy? How much are the
oranges?) S2.3c Use basic grammatical structures with less reliance on learned phrases (e.g. some
irregular past verb forms and future tenses, prepositional phrases, some conjunctions, and contractions)
W2.4c Write a paragraph with a beginning, middle and end, using teacher support W2.4b Use vocabulary related to topics beyond the personal sphere (e.g. local current
events, world affairs, cross-cultural discussions) R3.4d Use a graphic organizer to organize information, ideas, words (e.g. word web, Venn
diagram, timeline, K-W-L chart)
Assessment Identify reasons for opinion presented in an op-ed Write an op-ed about a candidate or political action Identify key places on a map Complete a form Compare two places or candidates, expressing preferences, or two historic events, in
writing “Run for Office” in class, stating positions on topics and intentions while “in office” ‘Voters’
will ask questions and vote for candidates, calculating and graphically representing results at the end
© 2015 College Bound Dorchester
Resourceshttps://www.readinga-z.com
Level K-T readings
Grammar in Context 1 – Chapters 2 and 12
Newspaper
Authentic forms
http://www.elcivics.com/
http://www.sheppardsoftware.com/web_games.htm
© 2015 College Bound Dorchester
K-12 Education (and children)Level 2– SPL 3/43 weeks
This theme will be taught in the final three weeks before winter break. The timing is meant to coincide with lottery applications becoming due in January for the following school year within the Boston Public School (BPS) system. Since we know that not all students have children, this unit is also meant to expose students to the basic structure of the education system in the US, using the opportunity to make comparisons to the education system in their native countries. In addition, this theme gives instructors and students the opportunity to read a book of their choosing, an important skill for parents and other relatives alike. The linguistic areas of focus of this theme are reading, speaking, and listening.
Sub-Themes The US education system, grade levels, and age (K-12) School subjects Learning resources Titles of professionals in education (e.g. counselor, coach) Extracurricular activities and resources Assessments (e.g. MCAS)
Content Objectives* Leave or retrieve message Get a library card and use the library Write a letter, note, or e-mail (to a teacher) Interpret a report card or progress report, child’s or own Register a child for school, if relevant Enroll children in sports and extracurricular activities, if relevant Talk to child’s teacher, coach, guidance counselor Read a children’s book Math
o percentso ordinal/cardinal numbers
GrammarThe future with will and be going to, including contractions and gonnaThe simple past of regular and irregular verbs Possessive adjectives Possessive pronounsPossessive nounsAdjectives of manners (e.g. careful, quick, good)Adverbs of manners (e.g. carefully, quickly, well)Object pronounsConjunctions (and, or, but, because)
© 2015 College Bound Dorchester
Language Objectives S1.4a Request and provide information with elaboration beyond the minimum (e.g. I need to
speak to you because I’m concerned about my son’s report card) W2.4.a Construct compound sentences using simple conjunctions (e.g. and, or, but) and
complex sentences using because or when S2.4c Use intermediate grammatical structures (e.g. correct word order, simple and
continuous verb tenses and simple modal forms, comparative and superlative, selected prefixes and suffixes, and correct pronoun case)
W1.3c Write short messages or notes, using models (e.g. phone message with basic information, thank you card, email)
W1.4b Fill out simple authentic forms (e.g. library card application, bank check, post office change-of-address form)
S2.3c Use basic grammatical structures with less reliance on learned phrases (e.g. some irregular past verb forms and future tenses, prepositional phrases, some conjunctions, and contractions)
R2.4a Use letter-sound knowledge to decode unfamiliar words L2.4e Understand common contractions and word reductions in everyday topics or speech
(e.g. did not didn’t; going to gonna; want to wanna; got to gotta)
W2.4e Use quotation marks, commas, and apostrophes with support S2.4a Construct compound sentences L2.4b Understand intermediate grammatical structures (e.g. tag questions, simple and
continuous verb tenses, most prepositions, simple conjunctions, and simple modal forms) R3.3b Think-aloud (verbalize thoughts) and visualize while reading (e.g. ask yourself
questions as you read, visualize the characters or scenes) R2.3b Follow punctuation cues when reading aloud S3.3d Take risks using language in less predictable situations (e.g. outside of the classroom
with support, in less familiar or less controlled situations) CCR: RI/RL.1.1 Ask and answer questions about key details in a text. CCR: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCR: SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting
ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Language standards 1 and 3.)
CCR: RF.4 Read with sufficient accuracy and fluency to support comprehension. (Fluency) CCR: RI.1.2 Identify the main topic and retell key details of a text.
Assessments Students have library card and borrow at least one book Written book report (summary) Written letter, email, or note Take notes from phone conversation Read a story aloud Attempt to answer at least one authentic MCAS question Conversation outside of class with a native English speaker
© 2015 College Bound Dorchester
ResourcesMCAS – 3rd grade available at: http://www.doe.mass.edu/mcas/search/
Future 2 – Chapter 9
Authentic children’s books
© 2015 College Bound Dorchester
Community ResourcesLevel 2– SPL 3/48 weeks
Community Resources has long been one of students’ favorite themes. Mid-way through the year, it gives students a chance to change gears yet remain rigorously engaged. This theme is ideal for students to describe and voice concerns about their immediate surroundings, while learning more about and venturing out into the larger community where they might have felt somewhat “out of their comfort zone.” Through the theme, students learn about places that are important to them as community members, civic participants, advocates for themselves and others, and as parents. Often less emphasis is placed on housing, as most of our students already have a place to reside, but it remains important for them to know where they can access assistance should the need arise. The linguistic areas of focus of this theme are speaking, listening, and reading.
Vocabulary/Sub-Themes Emergencies (if this topic was covered in health, do not repeat)
o 911
At Homeo Housing (e.g. apartment, mobile home, landlord, tenant)o Furnitureo Home Repairs
Communityo Places in the community (e.g. library, bank, city hall)o City and state serviceso Cultural resources (e.g. museum, aquarium, historical sites)o Phone directoryo Directions (e.g. take a left, go straight, North, South)o Compass pointso Types of transportation
Content Objectives Give and follow directions Ask for directions and/or information Scan and use a directory Read, write and mail a letter/e-mail Know where to find services Read a train/bus schedule Read a (subway) map Skim to get the main idea Identify supporting details Conduct research on the Internet
o locate specific information on a Web site (e.g., hours, directions, price, etc.) Math
o distance/length conversiono perimeter/area
© 2015 College Bound Dorchester
Grammar The simple present The present continuous Prepositions of place Prepositions of time The simple past of regular and irregular verbs The imperative Adverbs of frequency (e.g. frequently, rarely) Information questions in the simple present There is… / There are…, including questions
Language Objectives CCR: RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text. CCR: W.1.5 With guidance and support focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed. CCR: W.1.8 With guidance and support, recall information from experiences or gather
information from provided sources to answer a question. CCR: W.3.7 Conduct short research projects that build knowledge about a topic. CCR: W.1.3 Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
CCR: SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
CCR: SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CCR: SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
S1.4a Request and provide information with elaboration beyond the minimum (e.g. I want to learn English so I can…; I’m sneezing because I’m allergic to…)
R1.3a Read and understand simplified or adapted text that includes longer sentences (e.g. compound and some complex sentences)
L1.4d Identify specific information in everyday contexts (e.g. phone message, brief conversations) with some support/ scaffolding
S1.4c Relate a sequence of events (e.g. to give instructions, to tell a story, to explain a process)
W2.3c Connect several related sentences (e.g. using transition words, conjunctions and pronouns)
W2.3e Use basic punctuation (e.g. period for abbreviations; commas for series of words) W2.4c Write a paragraph with a beginning, middle and end, using teacher support L2.4c Understand transition words (e.g. then/next, finally, before/after) S3.4a Monitor listener comprehension and explain something in a variety of ways to help a
listener understand (e.g. rephrase, circumlocute, provide an example, spell or write the misunderstood word or phrase)
W3.4c Type written work on word processor/computer to facilitate revising (if they already know how to type)
W3.4a Develop ideas through pre-writing activities (e.g. free writing, mind mapping) without stopping to correct grammar or spelling
© 2015 College Bound Dorchester
Assessment Write a paper about and develop a presentation, including visuals, to give classmates
information about a cultural, city, or state resource in Boston or the surrounding area. Use active listening to ask questions or clarify information given during the presentation
Give walking, T, bus, and/or driving directions from the school to another point in Boston Write a letter (describing your community) Write a paragraph describing what a place looks like
Resourceshttp://www.cityofboston.gov/newbostonians/directory/
http://www.cityofboston.gov/myneighborhood/
Future 2 – Chapters 5 and 11
Standout 2 – Chapters 4 and 5
Grammar in Context 1 – Chapter 4
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Health and Nutrition Level 2 – SPL 3/47 weeks
Students will use this topic to gain an understanding of both health and nutrition matters. Teachers may choose to focus longer on one topic than the other each year, depending on their students’ needs. This topic has been expanded due to growing needs of our students. Originally, students had expressed a desire to improve communication with doctors and at hospitals and clinics. We also found that students were often missing vocabulary necessary to speak about food. Through conversations with students, we now know that not only are the latter topics important, but also health as a theme needs to cover areas related to mental, relationship, and sexual health. The linguistic areas of focus or this theme are writing, reading, and speaking/listening.
Vocabulary/ Sub-ThemesS2.3b Develop vocabulary for targeted topics (e.g. related to community, work, home, current events)
HEALTHo Parts of the bodyo Illnesseso Symptomso Remedieso Prescription medicineo Over-the-counter medicineo Hospital Vital signso Doseso Types and intensity of aches (e.g. sharp, dull)o Mental healtho Stresso Emergency situationso Relationship healtho Sexual healtho Abuse
NUTRITIONo Food labels (e.g. calories, fiber, carbohydrates)o Food groupso Vegetables and Fruitso Food access and strategies
Grammar The present continuous Yes/No questions in the simple present, including modals can and should Yes/No questions in the simple past Adverbs of frequency Preposition of place The modal can and should Compound imperatives Quantifiers with plural nouns (e.g. many, a lot of, a few)
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Compare using comparative adjectives Count/non-count nouns Prepositions of time The simple past of regular and irregulars verbs Ask and answer questions How much…? / How many…? How often…? *How long…?* Information questions in the present continuous There was/were
Content Objectives* W1.4b Fill out simple authentic forms (e.g. bank check, post office change-of-address form)
– Fill out a medical form Read medicine labels* Communicate with a doctor or other medical professional by asking and answering health-
related questions Leave and retrieve phone messages Make a doctor’s appointment, including negotiating to avoid schedule conflicts Identify and describe emergency situations, calling 911 when appropriate Recognize healthy and unhealthy practices Read food labels W3.4c Type written work on word processor/computer to facilitate revising (if they already
know how to type) Math
o Fractions (in recipes)o Convert measurements, weight, height
Language Objectives CCR: RI/RL.1.1 Ask and answer questions about key details in a text. CCR: RI.1.2 Identify the main topic and retell key details of a text.
o R1.4b Identify main idea, supporting details, sequence, and transitions in simplified or adapted multi-paragraph text on a familiar topic
CCR: RI.1.7 Use the illustrations and details in a text to describe its key ideas (e.g., maps, charts, photographs, political cartoons, etc.).
R1.4d Use text features to predict general idea of a text (e.g. visuals, title, headings) CCR: W.1.2 Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure. CCR: W.1.6 With guidance and support, use a variety of digital tools to produce and publish
writing, including in collaboration with peers. CCR: SL.1.1 Participate in collaborative conversations with diverse partners in small and
larger groups. o b. Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges. o c. Ask questions to clear up any confusion about the topics and texts under
discussion. CCR: SL.K.3 Ask and answer questions in order to seek help, get information, or clarify
something that is not understood. Distinguish cause from effect
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R3.4b Use context clues to derive meaning of words with multiple meanings (e.g. She runs to catch the bus; She runs a small company.)
R3.3a Read-on (read ahead) to get meaning from context S2.4c Use intermediate grammatical structures (e.g. correct word order, simple and
continuous verb tenses and simple modal forms, comparative and superlative, selected prefixes and suffixes, and correct pronoun case)
W2.4d Use intermediate grammatical structures e.g. past continuous and some irregular past verb tenses; comparatives and superlatives)
Give advice with the modals should/shouldn’t Compare using comparative adjectives R2.4f Understand the differences in meaning for the simple and continuous verb tenses and
simple modals W1.4d Express preferences, and comparisons Express reasons in writing S2.3a Construct information questions (e.g. Where is the pharmacy? How much are the
oranges?) L2.3c Distinguish between yes/no and information questions W2.4e Use quotation marks, commas and apostrophes with support when making a list L1.3c Listen and follow 2- or 3-step instructions (e.g. Open your book and turn to page 10.) L1.4c Listen and follow instructions with some details (e.g. Get the paper from the top shelf
of the closet.) R1.3d Read and follow multi-step written directions (e.g. Write the correct word below each
picture, and put the pictures in order.) S1.4a Request and provide information with elaboration beyond the minimum (e.g. I want
to learn English so I can…; I’m sneezing because I’m allergic to…) Express reasons with because/for/so
L3.4a Seek additional information to check understanding (e.g. What did you say? and What do you mean?)
S3.4b Take an active role in a conversation (e.g. asking follow up information questions; asking for explanation; holding the floor; keeping your turn; resuming after interruption; changing the topic)
L3.4b Negotiate meaning with speaker (e.g. Please say that another way; Please use a different word.)
L1.4d Identify specific information in everyday contexts (e.g. phone message, brief conversations) with some support/ scaffolding
Assessment Create a class book (i.e. healthy class cookbook of recipes from students’ native countries,
home remedies, articles on solutions to health related issues, etc.) Conduct neighborhood inventory of locations to access healthy food options Complete a hospital/doctor’s office form (i.e. medical history form, parental medical form,
intake form, etc.) Read a health related article and identify main idea and supporting details without
assistance Problem solve through class discussions Role play a conversation between a health care professional and patient, including
negotiating for ideal appointment date and time Role play a phone conversation
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ResourcesFuture Level 2 – Chapters 7, 10, and 11
Grammar in Context 1 – Lesson 10
Standout 2 – Chapters 3 and 6
https://www.readinga-z.comLevel K-T readings
Authentic medical forms (adapted if necessary)
Speakers from health center
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EmploymentLevel 2 – SPL 3/4≈ 4weeks (blends with Financial Literacy)
Some of the most common problems our advisors hear about are employment-related. They often spend much time assisting students individually with resumes and cover letters, when necessary. Therefore, spending at least some class time on these activities is appropriate. Setting present and future goals related to work can not only improve retention, but help students start to research and evaluate their plans. The linguistic areas of focus should be speaking and listening.
Sub-Themes/Vocabulary Job titles and occupations Good work habits Work evaluations (e.g. appearance, punctuality, product knowledge) Job tools and skills Job duties Job applications Job advertisements Job interviews skills (e.g. good posture, punctuality, firm handshake) Office equipment and directions
Content Objectives Conduct print and electronic research Write a job history Identify jobs and job skills Identify job benefits Interpret a job advertisement Describe strengths and weaknesses Fill out a print/on-line application Make predictions while reading Use signal words to show chronology Use background knowledge and experience to interpret text Describe skills and experience
Grammar Modals Tense review: present continuous, present, past, future Yes/no and Information questions Verbs need, want, like, would like with or without infinitive
Language Objectives Expressions of time (e.g. I worked in a hospital for five years / I worked…five years ago / I am
working …now) Time expressions with ago, last, in, later Expressing alternatives with or, and L3.4b Negotiate meaning with speaker (e.g. Please say that another way; Please use a
different word.)
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L2.4a Understand specific vocabulary in controlled settings (e.g. role play about community resources, occupations)
L2.4b Understand intermediate grammatical structures (e.g. tag questions, simple and continuous verb tenses, most prepositions, simple conjunctions, and simple modal forms
L2.4d Identify intermediate base words and common inflections (e.g. live/lived; employee/ employer) and meanings of words with prefix un-
W2.4c Write a paragraph with a beginning, middle and end, using teacher support W1.4c Sequence steps or events, to give instructions, tell a story or explain a process S1.4a Request and provide information with elaboration beyond the minimum (e.g. I want to
learn English so I can…; I’m sneezing because I’m allergic to…) S1.4b Employ formal or informal social courtesies, depending on the listener(s) and social
context (e.g. How are you today, vs. How are you doing?) S3.3d Take risks using language in less predictable situations (e.g. outside of the classroom
with support, in less familiar or less controlled situations) CCR: SL.1.6 Produce complete sentences when appropriate to task and situation. (See
Language standards 1 and 3.) CCR: SL.1.1 Participate in collaborative conversations with diverse partners in small and
larger groups. o a. Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion). o b. Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges. o c. Ask questions to clear up any confusion about the topics and texts under
discussion.
Assessments Create a job/educational history Write one paragraph of a cover letter Fill out an online form (job application) Present information on a job desired for the future including job description, skills, and
education needed, and pay Role play a job interview or interactions at a job fair
Resourceshttps://masscis.intocareers.org/materials/portal/home.html
Future – Chapters 8 and 12
Teacher-created material
Student-created material
Interview volunteers
http://www.gcflearnfree.org/everydaylife/workskills
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Financial LiteracyLevel 2 SPL 3/4≈ 3weeks (blends with Employment)
Financial literacy exposes students to the American banking system and is appropriate for those leery of owning credit cards, and shopping without much of a plan for future goals because they are living pay check to paycheck. However, because this topic may not be of interest to everyone, there should be extra emphasis placed on content objectives that relate to speaking in conversations, pronunciation, and use of numbers and analysis, while focusing on speaking, listening, and reading. Sub-Themes/Vocabulary
Places to purchase goods and services Prices Shopping Banking system (e.g. loans, mortgages, interest, fees) Currency (e.g. checks, debit, credit) Banking activities (e.g. withdraw, deposit, money)
Content Objectives Compare and contrast
o prices, quality, credit cards, banks Complete an application (e.g. credit reports, bank accounts) Converse using polite interjections Create, use, and or analyze a budget Identify the author’s purpose Sequence a process Math
o Calculate simple discounts, tax, etc. (percents)o Read a receipt o Count money o Decimalso Read pie graph
Technologyo “Shop” onlineo Online banking
Grammar Demonstrative adjectives Descriptive adjectives The unreal conditional Comparatives and superlative adjectives The future with going to Adverbs of degree -- very/too Modals Infinitives (emphasis ‘would like to’) and questions
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Language Objectives CCR: SL.K.2 Confirm understanding of a text read aloud or information presented orally or
through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCR: Participate in collaborative conversations with diverse partners in small and larger groups.
o a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
o b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
o c. Ask questions to clear up any confusion about the topics and texts under discussion.
CCR: W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCR: RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
W1.4c Sequence steps or events, to give instructions, tell a story or explain a process W1.4d Express preferences, and comparisons S1.4b Employ formal or informal social courtesies, depending on the listener(s) and social
context (e.g. How are you today, vs. How are you doing?) R1.4a Read and understand simplified or adapted multi-paragraph text on a familiar topic L1.4b Listen and understand short connected statements and questions on familiar topics
when spoken at a moderate rate R1.4b Identify main idea, supporting details, sequence, and transitions in simplified or
adapted multi-paragraph text on a familiar topic S2.4c Use intermediate grammatical structures (e.g. correct word order, simple and
continuous verb tenses and simple modal forms, comparative and superlative, selected prefixes and suffixes, and correct pronoun case)
S2.4d Stress the appropriate syllable in everyday multi-syllabic words (e.g. seventy vs. seventeen, tomorrow, family)
L3.4a Seek additional information to check understanding (e.g. What did you say? and What do you mean?)
Assessment Complete a form Create a plan to save for a future expense Compare and contrast products through discussion Answer reading comprehension questions Write sequentially about the process of getting a credit card, using an ATM, setting up an
online bank account, etc. Role play a conversation with a salesperson Take notes while listening and ask follow up questions
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Resourceshttp://familieslearning.org/our-solutions/educator-resources-adult-learners.html
http://moneytalks.valrc.org/
http://www.gcflearnfree.org/everydaylife/edlmoney
Authentic forms
Guest speakers from bank
Future 2 – Chapters 3 and 12
Grammar in Context 1 – Chapter 9
Metro – Finance section
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Education – CollegeLEVEL 2– SPL 3/44 weeks
College Bound Dorchester sets high expectations for all students, including college enrollment. Increasingly more and more ESOL students attain this goal and dozens more ask questions about how to qualify. With so many individual needs, differing levels of legal status, and varying educational backgrounds, it has become important for college to be its own theme. This theme, beginning in the summer semester, is timed to allow advanced students to apply for a September start to college, while giving less advanced students plenty of time to get necessary paperwork organized and translated for use at a later time. The linguistic areas of focus of this theme are reading and writing.
Vocabulary/Sub-Themes The US education system (pathways to and within college) Learning resources Vocational and professional courses Titles of professionals in education (e.g. counselor, coach) Educational evaluations/assessments (e.g. SAT, TOEFL, GRE, Accuplacer) College (e.g. campus, advisor, dean, major) College majors Cost of education
Content Objectives Articulate academic and vocational goals and aspirations Get a library card and use the library Distinguish between degrees and certificates Write a paragraph with heading, title, and indent, paying attention to margins Math
o Interpret a bar grapho Read pie charts and tableso Pronunciation – one thousand one hundred vs. eleven hundred vs. a grando percentageso mean, median
Grammar The future with will and be going to, including contractions and gonna Expressing future plans with want to, hope to, plan to, going to be, would like to so and because as cause and effect The simple past, present, and future of be, including contractions and questions The simple past of regular and irregular verbs, including questions
Language Objectives Transitional words L2.4e Understand common contractions and word reductions in everyday topics or speech
(e.g. did not didn’t; going to gonna; want to wanna; got to gotta) L3.3d Take risks despite anxiety (e.g. encouraging oneself through positive statements,
accepting that errors are part of language learning)
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L3.4c Indicate to the speaker what was (or was not) understood from a spoken message W2.4c Write a paragraph with a beginning, middle and end, using teacher support W2.3e Use basic punctuation (e.g. period for abbreviations; commas for series of words) L1.4d Identify specific information in everyday contexts (e.g. phone message, brief
conversations) with some support/ scaffolding S1.4c Relate a sequence of events (e.g. to give instructions, to tell a story, to explain a
process) L2.3c Distinguish between yes/no and information questions R2.3g Understand the differences in meaning of the present, present continuous, future, and
past tenses S2.3a Construct information questions (e.g. Where is the pharmacy? How much are the
oranges?) W1.4c Sequence steps or events, to give instructions, tell a story or explain a process W2.3a Write simple affirmative and negative sentences and questions using correct word
order (e.g. I do not eat pork. Where are you from?) S1.4a Request and provide information with elaboration beyond the minimum (e.g. I want to
learn English so I can…; I’m sneezing because I’m allergic to…) R1.4c Compare/contrast information from a simplified or adapted multi-paragraph text on
familiar subject CCR: RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text. CCR: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCR: W.1.2 Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure. CCR: W.1.8 With guidance and support, recall information from experiences or gather
information from provided sources to answer a question. CCR: SL.K.3 Ask and answer questions in order to seek help, get information, or clarify
something that is not understood. CCR: SL.K.2 Confirm understanding of a text read aloud or information presented orally or
through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Assessment Written personal academic action plan indicating steps to qualify for, enroll in, and graduate
from college and reasons for pursuing a degree Ask and answer questions about a college on a class field trip Write about a college after gathering specific information from a college’s website
ResourcesStandout 2 – Chapter 8
Grammar in Context 1 – Chapter 1
Future 2 – Chapter 7
Community College field trip
Teacher-generated material stored on common network drive
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US / World CultureLevel 2 – SPL 3/47 weeks
Students will use this topic to get to know each other and practice working in diverse groups. Under the theme of “Culture” students will get an opportunity to learn about American cultures and customs, while sharing their own. The linguistic areas of focus for this theme are writing and speaking/listening.
Vocabulary/ Sub-Themes Social language (e.g. my pleasure) American values (e.g. diversity, independence, initiative) Names and titles (e.g. Miss, Mrs., Ms. Mam) World religions American music Parties (e.g. baby showers, slumber party) Behavior (e.g. shaking hands, kissing, dating) Ceremonies (e.g. weddings, funerals) Local historical landmarks and places (e.g. Bunker Hill, Boston Common) Sports and athletic events (e.g. baseball, the World Series) “Go Sox!”
Content Objectives S1.4b Employ formal or informal social courtesies, depending on the listener(s) and social
context (e.g. How are you today? vs. How are you doing?)o Address men, women and seniorso Use etiquette (e.g. holding doors, bless you)o Body language (e.g. eye contact, distance, hand shake)o Avoid TMI—too much information (e.g. bathroom, salary) o Want to and would you (i.e. Do you want to have lunch with me? / Would you like to
have lunch with me?) Gain familiarity with local culture/ U.S. customs Describe likes and dislikes about living in the US Articulate personal misconceptions about US customs Identify holidays and ceremonies in the US Relates a reading to own life by comparing and contrasting reading to native culture CCR: SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes. Math – introduction to statistics
o Reading numberso Percentageo Read a chart/graph
Grammar The simple present (focus on: have vs. be) The simple past of regular and irregular verbs Infinitives Time clauses with before, after, when and commas* Descriptive adjectives (e.g. brave, generous)
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Abstract nouns (e.g. bravery, generosity) Comparative and superlative adjectives Express similarities and differences (e.g. the same as, as….as, different from) Adverbs Modal: have to Phrasal verbs (stands/stood for, believe in)
Language Objectives W2.3d Use basic grammatical structures with support (e.g. simple future, some common
irregular past tense verbs such as was, went, had; articles, direct object pronouns, prepositional phrases; frequency adverbs)
W1.3a Write several related statements on a familiar topic CCR: RI.1.2 Identify the main topic and retell key details of a text
o R1.4b Identify main idea, supporting details, sequence, and transitions in simplified or adapted multi-paragraph text on a familiar topic
R1.4c Compare/contrast information from a simplified or adapted multi-paragraph text on familiar subjects
W2.4d Use intermediate grammatical structures (e.g. past continuous and some irregular past verb tenses; comparatives and superlatives)
L1.4b Listen and understand short connected statements and questions on familiar topics when spoken at a moderate rate
S1.3a Produce simple statements, providing more detail without necessarily more complexity (e.g. a daily routine, a simple instruction, preferences and opinions)
S1.3b Participate in short social conversations (e.g. make introductions, request, extend, accept or decline an offer: I need a ride; my car is broken)
S1.4a Request and provide information with elaboration beyond the minimum (e.g. I want to learn English so I can…; I’m sneezing because I’m allergic to…)
S2.4c Use intermediate grammatical structures (e.g. correct word order, simple and continuous verb tenses and simple modal forms, comparative and superlative, selected prefixes and suffixes, and correct pronoun case)
CCR: W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
o W2.4c Write a paragraph with a beginning, middle and end, using teacher support
L3.4a Seek additional information to check understanding (e.g. What did you say? and What do you mean?)
L3.4c Indicate to the speaker what was (or was not) understood from a spoken message R3.4a Focus on units or chunks of meaning rather than on individual words CCR: SL.1.1 Participate in collaborative conversations with diverse partners in small and
larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
CCR: SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCR: SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
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W2.4b Use vocabulary related to topics beyond the personal sphere (e.g. local current events, world affairs, cross-cultural discussions)
Assessment Student participates in class discussions, uses new language to ask and answer questions
about US/classmates’ cultures and customs Written descriptions of culture and customs Oral presentations with visuals of culture and customs Active participation and listening demonstrated through listening sheets during presentations Role play proper/improper use of expressions or actions in correct US cultural context
ResourcesFuture 2
Grammar in Context 1
Discussion questionshttp://iteslj.org/questions/http://www.esldiscussions.com/ Grammar Gameshttp://azargrammar.com/materials/FWG_TOC.html Culturehttp://www.eslflow.com/interculturalcommunication.htmlhttp://www.eslflow.com/Socializingandmakingsmalltalk.htmlhttp://www.eslflow.com/Bodylanguageandgestureslessonplans.htmlhttp://www.eslflow.com/Cultureandcelebrationslessonplans.htmlhttp://iteslj.org/Lessons/ Musichttp://azargrammar.com/materials/beg/BEG_SongLessons.htmlhttp://azargrammar.com/materials/feg/FEG_SongLessons.htmlhttp://azargrammar.com/materials/uueg/UUEG_SongLessons.htmlhttp://www.tefltunes.com/ Religionhttp://www.michellehenry.fr/religion.htm
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End-of-Year GoalsLevel 2
Students will be assessed by teachers and staff at the end of each cycle (not year) to determine readiness to move up to the next level.
To move to the next level students must: receive a 500+ on Level 2 TABE Reading read and comprehend at a 3rd grade+ reading level accomplish 80% of the following benchmarks
Grammar
Simple past tense of regular and common irregular verbs
Possessives (e.g. girl’s, Tom’s)
Object pronouns (e.g. mine, his, hers, theirs, ours)
Future tense – “will” and “be going to”
Present perfect tense in high frequency situations (e.g., I have lived…)
Simple modals (e.g. can, could, may, might, should, will, would, must, be supposed to, have to)
Verb + Infinitive (e.g. want to __, need to __)
Comparative and superlative adjectives
Simple present – “be” vs. “have”
Subject-verb agreement of simple present 3rd person
Conjunctions (e.g. and/or, but, either/neither, too)
Adverbs of degree (e.g. too, very, enough)
Frequency adverbs and time expressions
“There is/was” and “there are/were” with questions and answers
Simple adverbs of cause and effect (e.g. because, so, for)
Adverbs of manner
Quantifiers and questions
Simple information questions
Speaking and Listening
Pronunciation of contractions
Follow/give multistep instructions
Distinguish between words used in informal speech vs. formal speech/writing
Express lack of understanding and ask for repetition or clarification
Use simple expression to express opinions, agreement, satisfaction, or give advice
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Participate in conversations on familiar topics
Produce and respond to simple statements and questions
Identify main idea and some details from listening
Present learned material to groups, responding to input/reaction from audience
Reading
Identify main idea/topic
Retell information/answer reading comprehension questions in your own words
Cite evidence from text as “proof”
Read information in charts, graphs, tables, timelines, and/or maps
Identify supporting details
Read to compare and contrast information
Ask and answer yes/no and information questions about text
Get meaning of words from simple context clues
Recognize information on personal forms
Extract important information from notes, messages, and letters
Distinguish between present, past, and future in text and questions
Writing
Write steps in a process using simple transitional words
Write simple sentences from dictation
Write some compound and complex sentences
Complete more authentic personal forms
Write simple directions
Compose simple letters, notes, messages, or e-mails
Write a descriptive paragraph with some detail on a familiar topic that includes a beginning,
middle and end
With support, write essay with introduction and body
Apply basic capitalization, spelling and punctuation rules when writing
Take notes on familiar material transmitted orally
Demonstrate some control of spelling
Include details when writing
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Math and Technology
Pronunciation of fractions
Distinguish between cardinal and ordinal numbers
Say numbers up to billion (multiple ways if necessary e.g., a grand, fifteen hundred)
Read price tags
Convert simple measurements
Calculate simple percentages
Use internet to research specific information
Get pictures from internet
Type paragraphs
Type heading on papers
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