college bound dorchester

College C

onnections

ESOL Scope and Sequence

© 2015 College Bound Dorchester

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.

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 expectations Study habits Goals Family and people US CIVICS Start 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) Citizenship Elections Civic participation US history US government US geography EDUCATION K-12 (November 30 through December 18) Engagement in children’s education Tracking academic progress Navigating the school system Communication with teachers COMMUNITY RESOURCES


(January 4 through February 24) Cultural resources Places in the community Giving and receiving directions Housing and utilities City and state services Types of stores Emergency resources Health and Nutrition (February 29 through April 13) Health insurance Mental health Body parts Ailments Medical and dental terms Nutrition Exercise Emergencies EMPLOYMENT AND FINANCIAL LITERACY (April 25 through June 15) Job applications Job interviews Job history Interpreting classified ads Occupations Shopping Advertisements Money and budgeting Banking Math COLLEGE EDUCATION (June 20 through July 15) College application process Navigating the system Degrees and certificates College life


US CULTURE (July 18 through August 26) Legends Customs and manners Local history American music Sports *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 Resources Future 1 – Chapter “pre-unit”, 1 Calendars Lined paper


Foundations – People/Family Level 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


• S1.3b 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”


Resources Future 2 – Chapters 1, 2, and 4 Magazines Student-created material Family photos


US Civics Level 2 – SPL 3/4 4 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 map o Ratios o Convert miles to km o 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


Resources https://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

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

http://www.elcivics.com/

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


K-12 Education (and children) Level 2– SPL 3/4 3 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 percents o ordinal/cardinal numbers

Grammar

• The future with will and be going to, including contractions and gonna • The simple past of regular and irregular verbs • Possessive adjectives • Possessive pronouns • Possessive nouns • Adjectives of manners (e.g. careful, quick, good) • Adverbs of manners (e.g. carefully, quickly, well) • Object pronouns • Conjunctions (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


Resources MCAS – 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 Resources Level 2– SPL 3/4 8 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 Home o Housing (e.g. apartment, mobile home, landlord, tenant) o Furniture o Home Repairs

• Community

o Places in the community (e.g. library, bank, city hall) o City and state services o Cultural resources (e.g. museum, aquarium, historical sites) o Phone directory o Directions (e.g. take a left, go straight, North, South) o Compass points o 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 conversion o 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

Resources http://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/newbostonians/directory/

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


Health and Nutrition Level 2 – SPL 3/4 7 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-Themes S2.3b Develop vocabulary for targeted topics (e.g. related to community, work, home, current events)

• HEALTH o Parts of the body o Illnesses o Symptoms o Remedies o Prescription medicine o Over-the-counter medicine o Hospital Vital signs o Doses o Types and intensity of aches (e.g. sharp, dull) o Mental health o Stress o Emergency situations o Relationship health o Sexual health o Abuse

• NUTRITION

o Food labels (e.g. calories, fiber, carbohydrates) o Food groups o Vegetables and Fruits o 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

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


Resources Future Level 2 – Chapters 7, 10, and 11 Grammar in Context 1 – Lesson 10 Standout 2 – Chapters 3 and 6 https://www.readinga-z.com Level K-T readings Authentic medical forms (adapted if necessary) Speakers from health center

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


Employment Level 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

Resources https://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

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

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


Financial Literacy Level 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 Decimals o Read pie graph

• Technology o “Shop” online o 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

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)


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


Resources http://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

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

http://moneytalks.valrc.org/

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


Education – College LEVEL 2– SPL 3/4 4 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 graph o Read pie charts and tables o Pronunciation – one thousand one hundred vs. eleven hundred vs. a grand o percentages o 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

Resources Standout 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


US / World Culture Level 2 – SPL 3/4 7 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 seniors o 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 numbers o Percentage o 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


• S1.3b 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

Resources Future 2 Grammar in Context 1 Discussion questions http://iteslj.org/questions/ http://www.esldiscussions.com/ Grammar Games http://azargrammar.com/materials/FWG_TOC.html Culture http://www.eslflow.com/interculturalcommunication.html http://www.eslflow.com/Socializingandmakingsmalltalk.html http://www.eslflow.com/Bodylanguageandgestureslessonplans.html http://www.eslflow.com/Cultureandcelebrationslessonplans.html http://iteslj.org/Lessons/ Music http://azargrammar.com/materials/beg/BEG_SongLessons.html http://azargrammar.com/materials/feg/FEG_SongLessons.html http://azargrammar.com/materials/uueg/UUEG_SongLessons.html http://www.tefltunes.com/ Religion http://www.michellehenry.fr/religion.htm

http://iteslj.org/questions/

http://www.esldiscussions.com/

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

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

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

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

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

http://iteslj.org/Lessons/

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

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

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

http://www.tefltunes.com/

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


End-of-Year Goals Level 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 Dorchester College Connections 222 Bowdoin Street

Dorchester, MA 02122 617-506-5960

college bound dorchester

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