Course Description Summary: CASAS-recommended range for ...

PLEASANTON UNIFIED SCHOOL DISTRICT ADULT AND CAREER EDUCATION

Course Outline

Course Title: High Intermediate English (Adult Education)

Course Number:

Length of Course: 1 year

Prerequisite(s): English placement test with reading and listening scaled scores in the CASAS-recommended range for course level.

Course Description Summary:

This course is for individuals who can communicate in simple conversations with limited help. Individuals can read intermediate text and write simple paragraphs with learned vocabulary. This course will cover listening, speaking, and pronunciation needed to converse with more detail in a variety of contexts in daily life. Reading and writing will include business letters, filling out forms, maps, and a resume. Course topics may include high-intermediate level communication, food, finance, housing, community, health, and the workplace.

Board Approved Date:

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Course Outline

I. Course Objectives: Content and Performance Standards:

The content and performance standards listed below are in alignment with the 2016 English Language Proficiency Standards for Adult Education developed by the American Institutes for Research and the 2016 CASAS Reading Standards. Information from the National Reporting System (NRS) Educational Functioning Level Descriptors Outcome Measures and CASAS Skill Level Descriptors were also utilized. The numbering used correlates with the English Language Proficiency (ELP) Standards for Adult Education.

II. Course Content: Scope/Sequence/Summary of Major Units of Study:

Unit ELCivics & Life Skills

Grammar Vocabulary Numeracy/ Academic Skills

Pre-Unit: Welcome

• Fill out anadmissionapplication• Identify learningstrategies• Write about yourgoals

• Informationquestions• Editing

• Applications• Word families• Making goals• Parts of speech• Parts of aparagraph

• Writing aparagraph• Comparing andcontrasting• Setting goals• Using a bargraph

Unit 1: Balancing Your Life

• Compare pastand present• Determine goals• Identifyobstacles andgiveadvice• Write about animportant person • Identify andapply timemanagementskills

• Used to• Future tenseusing will• Modals: could,should;Why don’t you...?Howabout....? • Adjectiveclauses

• Goals• Timemanagement

• Active reading• Focusedlistening• Writing aparagraph• Brainstorming• Using contextclues• Using an outline• Comparing andcontrasting• Reviewing

Unit 2: Personal Finance

• Calculateexpenses• Identify ways tobe a smartconsumer• Interpret creditcard andloan information• Analyzeadvertising

• Contrary-to-factconditionals• Passive voice:present tense

• Budgeting• Making apurchase• Credit cards andloans• Parts of abusiness letter

• Comparing andcontrasting• Writing abusiness letter• Active reading• Focusedlistening• Calculatingbudgets• Reviewing


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Course Outline

techniques • Write a businessletter

Unit 3: Housing

• Interpret housingadvertisements• Compare typesofhousing• Identify housingpreferences• Identify the stepstobuying a home• Interpretmortgageinformation

• Comparativeadjectives andquestions• Superlativeadjectives andquestions• Yes/Noquestions• Informationquestions

• Buying a home• Describinghomes• Getting a loan

• Pronunciation:Rising and Fallingintonation• Active reading• Focusedlistening• Reading a bargraph• Sequencing• Writing aboutpreferences• Summarizing aprocess• Comparing andcontrasting• Using contextclues• Reviewing

Unit 4: Our Community

• Locatecommunityresources• Use thetelephone• Givesuggestions• Interpret a roadmap• Identify ways tovolunteer in thecommunity

• Embeddedquestions• Imperatives

• In the community• Using maps• Making andresponding tosuggestions

• Pronunciation:Eunciation andIntonation• Focusedlistening• Makinginferences• Reviewing

Unit 5: Health

• Identify healthhabits• Describesymptoms• Interpret doctor’sinstructions• Interpret nutritioninformation• Complete ahealthinsurance form

• Present perfectsimple• Present perfectcontinuous• For and since• Direct vs.Indirectspeech

• Health• Symptoms andillnesses• Types of Doctors• Nutrition• Health insurance

• Focusedlistening• Active reading• Using a bargraph• Calculatingpercentages• Skimming• Reviewing

Unit 6: Getting Hired

• Identify skills andcharacteristics

• Simple presenttense

• Job titles• Job skills and

• Active reading• Focused


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PLEASANTON UNIFIED SCHOOL DISTRICT

ADULT AND CAREER EDUCATION Course Outline

• Conduct a job search • Write a resume • Write an e-mail • Prepare for a job interview

characteristics • Job applications

listening • Writing a resume • Writing a cover letter • Reviewing

Unit 7: On the Job

• Identify different types of workplace behavior • Identify workplace actions • Communicate problems to a supervisor • Make ethical decisions • Ask for a raise

• Tag questions • Passive voice vs. active voice

• Job conduct • Jobs

• Focused listening • Active reading • Reading a flowchart • Writing a description of a situation • Reviewing

Unit 8: Civic Responsibility

• Interpret civic responsibilities • Apply for a driver’s license and respond to a jury summons • Communicate opinions about a community problem • Interpret the electoral process • Write and give a speech

• Passive modals • Civics • Electoral process • Political issues • Sequencing: Transition words

• Focused listening • Active reading • Writing a paragraph • Writing a speech • Reading a flowchart • Writing a letter to a local official • Reviewing

III. Career Awareness and 21st Century Skill Applications: We will address career awareness using the College and Career Readiness Anchor Standards. These standards are linked to the English Language Proficiency Standards and are addressed throughout our core text series, Stand Out . Each unit outlines many workplace skills, such as collecting and organizing information, making decisions, managing time, and solving problems. Students will have the opportunity to apply their learning to a variety of workplace contexts and types of careers through the activities in the curriculum as well as supplemental activities done in class, such as speaking and listening practice in a workplace setting. We will address 21st century skills using the P21 framework for 21st century learning. Each class session, students will engage in critical thinking, communication,


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collaboration, and creativity supported by the core Stand Out curriculum, as well as individual teaching strategies and student-centered instruction. Each unit in the Stand Out book addresses at least one specific life skill, such as greeting people for the first time, becoming a smart consumer, finding housing, and navigating the challenges that come with moving into a new place. Technology skills are embedded throughout all the Stand Out texts. The ESL program continues to integrate new technology into our program to create blended classrooms for our English language learners. Teachers experiment with and incorporate many online platforms and apps that both expand the classroom walls, and encourage communication and collaboration amongst students.

IV. Character Education Reinforcement and Connections: In PUSD, we will develop curriculum, create an atmosphere, and model behavior that instills personal, social, and civic responsibility. Character education is the process of helping students develop and practice the core ethical values that our diverse society shares and holds important. It is the study of the core ethical values that our society shares and holds important, including, but not limited to, respect, responsibility, trustworthiness, caring, honesty, justice and fairness, and citizenship and civic involvement. Teachers in the Adult Education English program will create a welcoming learning environment for the students in our classrooms. Our students will learn to work together in a collaborative learning environment. They will participate in a variety of activities that will encourage them to share background knowledge and ideas, such as group discussion, collaborative problem solving, and team games. Through the sharing of personal experiences and working together, students will establish lasting relationships that cross cultural and social boundaries, break down stereotypes, and create a respectful community of learners. PUSD Adult Education English classes require students to attend classes according to our attendance policy, and inform staff if class will be missed. High expectations are in place for academic integrity, respect, honesty, and responsibility. PUSD Adult Education English classes incorporate English Literacy Civics Objectives approved through the California Department of Education Adult Education office. The selected objectives include lessons, activities and assessments related to community engagement, participation and contribution. The annual English Literacy Civics Objectives selected by our staff can be found through a public search on the CASAS.org website. V. Equity and Diversity Reinforcement and Connections:


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In PUSD, we promote equality, inclusiveness and equity for ALL students. PUSD Adult Education English classes serve a very diverse group of learners, including adults from different countries, language backgrounds, socioeconomic backgrounds, educational attainment levels, ages, learning abilities, barriers and strengths. To encourage participation by a wide range of adults in our community, we have our materials printed into multiple languages and utilize a range of printed and digital marketing avenues. The Adult Education English program will use materials that reflect our diverse adult student population. Our core text, the Stand Out series by Cengage National Geographic, features a wide range of individuals and real-life contexts to introduce each unit of study. Students will have many opportunities to share their experiences through activities designed to develop their speaking and listening skills, which also leads to greater understanding of individuals with different life experiences and promotes a classroom community. Emphasizing an inclusive, respectful learning environment is at the core of our work. This is supported through strategic hiring of equity minded instructors and on-going teacher training pertaining to classroom community building and instructional strategies (e.g. differentiation and formative assessment strategies). The Stand Out teacher materials highlight cultural differences to increase teacher understanding of their students, for example customs related to eye contact and different cultural norms for measuring time. Our teachers will work to provide a classroom environment that is welcoming to all, regardless of race, color, ancestry, national origin, ethnic group identification, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity or expression. VI. Course Methodology:

Instructional Strategies/Types of Assignments/Tasks/Activities: The following is a sample list of strategies and activities that can be used to teach each of the units listed above in the course content section. These strategies are not the only means by which to teach a unit or part of a unit, but are suggestions to assist in teaching the content. All units can utilize the lecture-discussion strategy, but should also incorporate a variety of strategies to meet the needs of the diverse learning styles and modalities of the students in the classroom.

● Use of textbooks, workbooks, software and web-based online programs ● Use of teacher generated handouts and worksheets ● Reading and analysis of articles, poems, narratives, short stories, websites,

informational text and literature ● Listening practice, partner conversations, small group conversations and whole

class discussions ● Use of realia, choral response, whiteboards and kinesthetic learning activities ● Games and songs


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● Individual, partner and small group work ● Student presentations

VII. Course Evaluation: Means of Assessment: This course will utilize both formative and summative assessments. Pre-testing and post-testing will utilize CASAS assessments. Other in-class assessments may include quizzes, exit tickets, verbal checking for understanding, evaluation of written work, and evaluation of speaking and listening. VIII. Instructional Materials:

Basic Text: Stand Out, Level ____ (Cengage National Geographic, 3rd edition, 2016) Supplemental Text: Grammar Explorer , Level 4 (Cengage National Geographic, 1st edition, 2015); Grammar in Context , Level 3 (Cengage National Geographic, 6th edition, 2016); newspapers (i.e. News For You ) Audio Visual Materials: Stand Out , Level 4 audio CD; Grammar Explorer , Level 3 audio CD, Grammar in Context, Level 3 audio CD; Stand Out Online Workbook; various web-based resources (i.e. USALearns.org, TED Talks, Youtube tutorial videos); mobile device applications (i.e. ELSA Speak, Grammar Up) Technology Materials: LCD projector, document camera, chrome books, speakers, earbuds/headsets


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Course Description Summary: CASAS-recommended range for ...

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