ESOL Theme-based Curriculum Scope & Sequence: Web viewThe mission of College Bound Dorchester is,...

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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.


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.


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.


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.


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


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.


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


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


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


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


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.



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”


ResourcesFuture 2 – Chapters 1, 2, and 4

Magazines

Student-created material

Family photos


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


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


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


http://www.sheppardsoftware.com/web_games.htm

http://www.elcivics.com/

https://www.readinga-z.com/

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)


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


ResourcesMCAS – 3rd grade available at: http://www.doe.mass.edu/mcas/search/

Future 2 – Chapter 9

Authentic children’s books


http://www.doe.mass.edu/mcas/search/

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


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.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.


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


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


http://www.cityofboston.gov/myneighborhood/

http://www.cityofboston.gov/newbostonians/directory/

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)


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


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


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


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


https://www.readinga-z.com/

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.)


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


http://www.gcflearnfree.org/everydaylife/workskills

https://masscis.intocareers.org/materials/portal/home.html

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


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


S2.4d Stress the appropriate syllable in everyday multi-syllabic words (e.g. seventy vs. seventeen, tomorrow, family)


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


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


Metro – Finance section


http://www.gcflearnfree.org/everydaylife/edlmoney

http://moneytalks.valrc.org/

http://familieslearning.org/our-solutions/educator-resources-adult-learners.html

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)


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


Future 2 – Chapter 7

Community College field trip

Teacher-generated material stored on common network drive


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)


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


L3.4c 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.



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


http://www.michellehenry.fr/religion.htm

http://www.tefltunes.com/

http://azargrammar.com/materials/uueg/UUEG_SongLessons.html

http://azargrammar.com/materials/feg/FEG_SongLessons.html

http://azargrammar.com/materials/beg/BEG_SongLessons.html

http://iteslj.org/Lessons/

http://www.eslflow.com/Cultureandcelebrationslessonplans.html

http://www.eslflow.com/Bodylanguageandgestureslessonplans.html

http://www.eslflow.com/Socializingandmakingsmalltalk.html

http://www.eslflow.com/interculturalcommunication.html

http://azargrammar.com/materials/FWG_TOC.html

http://www.esldiscussions.com/

http://iteslj.org/questions/

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


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


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


College Bound DorchesterCollege Connections222 Bowdoin Street

Dorchester, MA 02122617-506-5960


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