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Transcript of Maryland Department of Labor, Licensing and Regulation Adult ESL/ESOL Workgroup Maryland Adult...
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Maryland Department of Labor, Licensing and Regulation Adult ESL/ESOL Workgroup
Maryland Adult ESL/ESOL Workgroup Coordinator: Peggy SeufertModule Design: Michelle Wichman, Frederick County Adult
Education
04/10/23 1Training Guide Session I
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Caroline County Frederick County Howard Community College Montgomery County Prince George’s County University of Maryland Baltimore County Washington County Wicomico County
DLLR Program ESL StandardsI Program Management and LeadershipII Recruitment, Orientation, IntakeIII Assessment, Curriculum, InstructionIV Retention, Transition, Support ServiceV Professional Development
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What do they mean for programs and instructors?
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Think, Pair, Share
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A framework that serves as the foundation for developing curriculum, lessons, and individualization.
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What are the top five reasons for content standards?
Think-Write-Pair-Share
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Top Five
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Ensure consistency Assist in meeting state performance
measures Link assessment to curriculum and
instruction Orient new instructors Serve as reference for experienced
teachers
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Level Descriptions
Language Skills
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◦Listening ◦Speaking◦Pronunciation◦Reading◦Writing◦Grammar
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ESL Literacy Low Beginning ESL High Beginning ESL Low Intermediate ESL High Intermediate
ESL Advanced ESL
Literacy
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Paints a picture of learner’s skills in the workplace and in social settings
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Competencies Cultural Notes
Workplace Skills
Technology Skills
Metacognitive Skills
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CurriculumCurriculum
AssessmentAssessment
InstructionInstructionInstructionInstruction
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Let’s take a closer look!
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Assessment
CurriculumCurriculum
AssessmentAssessment
InstructionInstructionInstructionInstruction
Formal Assessment Class ProfileNeeds Assessment
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CurriculumCurriculum
AssessmentAssessment InstructionInstructionInstructionInstruction
Unit Plans•Informal and Formal Assessments•Goals and Objectives•Learning Activities and Resources•Assessment
Lesson Plans•Motivation •Presentation•Practice •Application•Assessment
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WholeWhole group group
Small groupSmall group
One-on-oneOne-on-one
CurriculumCurriculum AssessmentAssessment
InstructionInstructionInstructionInstruction
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Learner’s Level Learner’s Goal Language Skills
Low Beginner Personal Information ListeningSpeakingReadingWritingPronunciationGrammar
High Intermediate Personal Information ListeningSpeakingReadingWritingPronunciationGrammar
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From Content Standards to Instruction...
Context: sharing personal information
At the low beginning level: Produce simple statements in
familiar situations. (l&s) Complete short, simplified
forms…(w) Recognize alternate forms of
basic information words…(r)
At the high intermediate level: Ask and answer questions(l&s) Complete authentic forms…(w) Follow specific written directions
to perform an activity. (r)
What is the learner’s goal?
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Lorena B. In the U.S. for one month Practiced law in Mexico Has a seven-year-old child High Beginning CASAS (L51) score: 196 Reading/writing skills are
higher than listening/speaking
Goals (long term): attend college in the U.S.(short term): deal with child’s teachers, school work
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Jose S. In the U.S. for one year Employed at Pizza Mart Completed 7th grade in Mexico Has a two-year-old child High Intermediate CASAS (L55) score: 219 Listening/speaking skills are
higher than reading/writing Goals (long term): take the GED
test, employment advancement(short term): communicate better at work
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Topic Competency
Language Skill
Activity
Lesson Idea Comparison
Lesson Ideas
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Topic Competency Language Skill
Activity
Consumer economics
Understand consumer protection measures
Write simple letters
Write a complaint letter
Education Family
responsibilities
Write a simple note
Write a school note
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Defining Standards and Putting the Standards into Action
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A Closer Look at the Standards
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Standard Concept/Content
Skill Thinking Level
Activity Level
Write simple letters
Letters Writing
Creating Low Beg Low Int
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Remember: Recognizing, Recalling
Understand: Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining
Apply: Executing, implementing
Analyze: Differentiating, organizing, attributing
Evaluate: checking, critiquing
Create: generating, planning, producing24
A Closer Look at the Standards
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ongoing
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Introductory Training Module
Content Standards by Level
Content Standards by Skill
Content Areas◦ Competencies◦ Cultural Notes◦ Workplace Skills◦ Technology Skills◦ Metacognitive Skills
Instructional Resources
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