syllabus - web viewwith this in mind, beginning literacy adult english language learners need to...
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Baldwin, Polaris Program Evaluation
Polaris Program Evaluation for a Beginning Literacy Curriculum for Adult ELL’s
Sherilyn A. Baldwin
Shenandoah University
TSL 671, Dr. Humphries
December 11, 2013
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Baldwin, Polaris Program Evaluation
Table of Contents
Table of Contents ………………………………………………………………….2
Introduction …..........................................................................................................3
Environment Analysis ……………………………………………………………..5
Necessities, Wants, Lacks Assessment …………………………………………….7
Reliability, Validity, Practicality of the Assessments ……………………...8
Focus and Ideology ………………………………………...……………….8
Principles of Curriculum Development…………………………………………….. 9
Units of Progression and Sequencing ……………………………. . ………………11
Format and Presentation ……………………………………………………………12
Monitoring and Assessment ………………………………………………………..14
Formal Placement Assessment…………………………...... ………………15
Informal Placement Assessment……………………………………………15
Observation Assessment…………………………………. ………………..16
Short-term Achievement Assessments………...………..... ……………….17
Diagnostic Assessment…………………………………..............................17
Proficiency Assessment ………………………………….. ……………….18
Evaluation………………………………………………………….. ………………19
References…………………………………………………………………………..23
Appendix A-Scope and Sequence…………………………………..………………24
Appendix B- Syllabus………………………………………………………………25
Appendix C-Four Strand Activity Plan Worksheet………………………………...28
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Appendix D-Checklist of Skills……………………………………………………..29
Appendix E-Lesson Plan…………………………………………………………… 41
Appendix F- Activity Observation Assessment…………………………………….43
Appendix G- Beginning Literacy Curriculum Evaluation for Teachers/Tutors…………44
Appendix H-Resources Available for Course………………………………………46
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Introduction
This program evaluation is in response to a review of a multi-level adult ESL program
that serves all levels of adult ELL students, including beginning literacy English language
students. The focus is to strengthen literacy and language learning in the context of daily living
among beginning literacy adult English language students in the multi-level classroom. Each of
the five multi-level class sites has between ten and twenty-five students with one instructor per
site, except for the main campus which has two instructors. Although tutors are generally
available to assist students during small group time, not all are prepared to effectively instruct
beginning literacy students when these students join the class. In effect, beginning literacy
student needs are not consistently addressed in the multi-level class environment. In order to
overcome this, a mutually beneficial solution for instructors, tutors, and students would be to
have a detailed, easy to use, beginning-literacy adult ESL curriculum on-hand for small group
time.
As for the curriculum, a focus on alphabetics and phonemic awareness to develop reading
skills as described in Kruidenier (2002, p.35), is an essential for beginning literacy students.
Also, the development of basic writing, listening, and speaking skills that will help students
function daily in their community, job, and educational settings is a necessity. With this in mind,
a beginning literacy adult ESL curriculum should also be designed so that instructors or tutors
can easily assess student language proficiency, and identify language items and contexts that
need to be developed. Also, instructors and tutors using this curriculum should be able to easily
access texts and/or resources that support the language skills and contexts to be covered, and be
able to conveniently offer students access to materials and/or resources outside the classroom.
Environment Analysis
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After an initial review of the program, an environment analysis suggests that the
following curriculum design considerations should be addressed:
the multi-level nature of the class
the variety of student expectations
use of materials
varied instructional hours
multiple class locations
diverse instructor training, experience, and teaching style
a specified testing policy
In relation to the multi-level nature of the class, this program maintains the importance of
developing a sense of community while also addressing the needs of students of all levels.
According to Schwarzer (2009, p.28) “building a community in the ESL classroom helps provide
a safe environment where learners can interact and try out using the new language”.
Research from Gass (1997) about adult ESL students also suggests that when students interact in
class, they receive comprehensible input and feedback from each other (Schwarzer, 2009, p. 28).
This can happen during both large and small group interaction. With this in mind, the multi-level
class should allow for both large group and small group time, with one hour of small group
focusing on specific items related to beginning literacy. Also, due to the multi-level nature of the
class, tutors should be available to help lower-level students, either individually or in small
groups. This curriculum should support both instructors and tutors in meeting the needs of
beginning-literacy adult English language learners while allowing for effective instruction to the
other students in the class.
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Another environmental consideration, the variety of student expectations, may be
addressed by students discussing their expectations with the instructor and by completing
learning style surveys and goal-setting forms designed for beginning literacy students. These are
already available as a part of the intake process. Expectations and goals may be recorded in the
student portfolio; shared with other students during small group discussion; and then kept
available for quarterly review.
Also, although course texts are not permitted to leave the classroom or be written in,
students may be given the option to purchase one or two primary texts to be used throughout the
course. This would allow students more flexibility with materials-use. Further, related course
material can be offered to students via internet sites or on a class website so that students can
access related instructional materials beyond the classroom. According to research by Clement,
Dörnyei, & Noels (1994), “…teachers should create opportunities for learners to continue their
language- learning outside of class” (CAELA, n.d., p. 3). Promoting student access to related
classroom materials in print or online would be one way of doing so.
Additionally, since each class meets in a different location, classroom size and available
resources may vary according to location. Thus, each instructor is provided storage space for
class materials at each location. Requests for equipment and additional materials can be made to
the ESL Coordinator along with the opportunity to use any resources that each location has to
offer. It would be optimal for each site to inventory and document which materials are available
for use. Purposeful instructor communication with the ESL coordinator at the main campus may
allow for more effective distribution of materials among the five sites.
Among the five locations, only one class site is able to offer ten instructional hours per
week with the remainder of the locations offering four hours per week to students. Thus, the
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timing and application of the beginning literacy curriculum may vary from site to site. Instructors
should be given latitude when instructional hours are a factor. This may mean that some
instructors will allot more than one hour per session for beginning literacy students to work in
small groups.
Also, the diversity of instructor training, experience, and teaching style is perceived as an
asset to the program. Thus, feedback about scope & sequence, resource materials, and activities
can be used to strengthen and revise instruction throughout the course (see Appendix G). In
effect, the curriculum should allow for a variety of teaching styles that meet diverse student
needs, yet also provide structured options for beginning literacy instruction.
Finally, the testing requirements of the program mandate that each student take an
entrance and exit exam. In addition, other assessments will be made available for instructors to
use to maintain consistent evaluation of both student and course progress. This will be detailed in
the monitoring and assessment section.
Necessities, Wants, Lacks Assessment
The needs analysis process for this program includes tools that address the necessities,
lacks, and wants of students, as Nation and Macalister (2010, p.27) suggest. Needs analysis tools
will include a level-appropriate learning inventory; a goal-setting worksheet; proficiency testing;
and instructor observation.
Initially, the learning inventory provides insight into what students expect from the
course and how they prefer to get it. This includes discovering learning styles and preferences
along with expectations about English-language content and skill learning. The initial inventory
is a part of the intake process to completed during registration and will be placed in the student
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portfolio along with the goal-setting sheet. During goal-setting, students may communicate
specific speaking, listening, reading, and/or writing goals that students want to achieve.
In relation to assessing student lacks, the BEST Literacy test is designed to determine
language proficiency-level, and may also provide insight into basic language skills related to
reading and writing of personal information. The other testing option for students would be the
BEST Plus Test, which assesses listening and speaking skills. Often, students test at different
levels, depending on which test is used. Thus, instructors must consider which skills need to be
tested. It is recommended that beginning literacy students who have limited speaking skills be
given the BEST Literacy to determine proficiency in regard to alphabetics, basic personal
information sharing, and basic written communication.
Finally, the instructor observation during registration will provide insight into perceived
needs, lacks, and wants of students. In essence, these observations will inform instructors about
what students want to learn; what they need; and what they expect. Overall, observation
information plus information from the learning inventory, the goal-setting sheet, and the BEST
Literacy will provide a more comprehensive understanding of student needs, lacks, and wants.
Reliability, Validity, Practicality of the Assessments
The learning inventory’s reliability is strengthened because the form has both words and
pictures to assist low-proficiency students. This survey’s validity is supported by focusing on
basic English-language skills, and on fundamental learning styles and preferences. This tool is
practical relative to time and usefulness because students can complete it independently. Also,
the goal setting worksheet is practical and relevant for the student, instructor, and administrator
because it helps everyone understand student goals, and it potentially tracks progress if reviewed
quarterly. Further, it is reliable to the point where students are consistently and accurately
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reporting progress. Additionally, the BEST Literacy test is a reliable source for proficiency
progress, and relevant for beginning literacy students because it addresses English proficiency in
a variety of contexts. Finally, even though the teacher observation is the most subjective tool, it
is valuable because it supplements information from the other analysis tools.
Focus and Ideology
The focus for this curriculum should be narrow in order to meet the needs of the beginning
literacy English language students because the attrition-rate is likely to be higher if learning
needs are not recognized and addressed soon after arrival in class. Students often enter the
classroom with certain beliefs and expectations about what and how they will learn. The tools
used in the needs analysis will allow instructors to make optimal instructional decisions for
beginning literacy students that will help them learn effectively in the multi-level environment.
Principles of Curriculum Development
In regard to principles, one important content and sequencing principle for beginning
literacy adult English language learners may be that “a language course should provide the best
possible coverage of language in use through the inclusion of items that occur frequently in the
language, so that learners get the best return for their learning effort” (Nation & Macalister,
2010, p.40). With this in mind, beginning literacy adult English language learners need to learn
specific language items that commonly occur in the context of their community, workplace, or
educational setting. In many cases, these students may be refugees who need to adapt quickly to
their new home-country’s language and culture in order to find a job, housing, and obtain a
driver’s license. This principle has been used to guide this curriculum development by
identifying the most important language items and contexts that students will encounter during
their first few months in the United States.
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Next, course goals should be designed to help students become proficient in English in
the context of daily language encounters like greetings, sharing personal information, paying
bills, shopping, banking, and workplace interactions. Relatedly, sequencing can be adjusted
according to each student’s alphabetics and phonetic awareness levels, although greetings and
personal information will remain an essential starting point. Systematic feedback and assessment
is essential at this level as well, therefore, checklists (see Appendix D) will be used to inform
students and instructors of continued progress.
An essential principle related to format and presentation would be that “a course should
include a roughly even balance of the four strands of meaning-focused input, language-focused
learning, meaning-focused output, and fluency activities” (Nation & Macalister, 2010, p.51).
This is important for beginning literacy ELL’s because daily language encounters occur in
specific contexts that require combinations of listening/speaking or reading/writing skills that
need to be addressed instructionally. In order to ensure a four strands approach, the curriculum
scope and sequence will reflect reading/writing and listening/speaking skills. Further, the lesson
activity planning worksheet (Appendix C) and the lesson plan (Appendix E) will be formatted in
a similar manner, denoting meaning-focused input, meaning-focused output, fluency, and
language- focus sections. Assessment will reflect a four strands approach in that students will be
evaluated from a variety of communication needs and contexts in all four categories. Program
effectiveness assessment will also reflect a four strands approach in that instructors will be asked
to identify strands and learning conditions as they evaluate lesson activities (see Appendix F).
Finally, an essential principle of monitoring and assessment would be “the selection,
graduation, presentation, and assessment of the material in a language course should be based on
a careful consideration of the learners and their needs, the teaching conditions, and the time and
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resources available” (Nation & Macalister, 2010, p.65). All of these variables in this principle are
important in regard to adult ESL students. To address this principle, learning styles inventories
and needs assessments are to be used to provide essential information that informs the instructor
on how to effectively proceed with content, sequencing, presentation, activities, and assessment.
Since the classes are generally in constant flux related to student enrollment, quarterly reviews
of assessments regarding this principle will be essential.
Units of Progression and Sequencing
The primary unit of progression will be based on language functions related to imparting
and seeking basic and personal information, socializing, getting things done, and expressing and
finding out attitudes within personal, social, career, and educational contexts (Nation &
Macalister, 2010, p.75). This pathway of learning will help students to focus on English language
functions used in daily spoken and written contexts. Relative to other units of progression, if the
students have no knowledge of English, modules throughout the course will offer basic language
components like letters, sounds, and beginning-level vocabulary and phrases. Essentially, this
would be a combination of function and vocabulary units of progression. This is necessary
because beginning literacy students often enter the program with varied proficiencies in
speaking, reading, writing, and listening. Consequently, each student needs to show proficiency
with letter recognition and sounds, letter formation, and basic phonetic awareness in order to
move on to filling out forms, and/or providing personal information in a variety of contexts.
Brown’s (1995, pp.8-10) discussion of situational and functional syllabuses helped to determine
that language functions would be the priority with inclusion of situational details as well. For
example, students will learn how to:
Introduce themselves (function) to their neighbors, business owners, and potential
employers (situation)
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Use greetings/farewells (function) in a variety of contexts (situation)
Provide written and spoken personal information (function) to landlords, bankers,
merchants, school district officials etc... (situation)
Use polite requests/refusals (function) with neighbors, business people, or friends
(situation)
Make appointments (function) with friends, businesses, doctors, or teachers (situation)
Give/receive directions (function) for travel or task completion (situation)
Buying/ordering (function) food, clothing, shoes, books etc… (situation)
Money/banking/paying bills (function) for rent, groceries, utilities etc… (situation)
All of these functions require particular language items that will be detailed throughout the
curriculum, specifically so in the scope and sequence.
As for sequencing, due to the nature of managed open-enrollment, the course will take a
modular approach. As mentioned before, the range of English language proficiency among
beginning literacy students can vary, thus, the modular arrangement will allow students to begin
in the module most appropriate for their literacy level. For example, if a student needs to learn
the alphabet, then they will begin in that module. If a student is ready for simple words or simple
tasks like filling out a library card application, then that module will be the start point. It is
important to mention that students who enter the class several months into the semester can
participate in the activities of the multi-level class, but also may use small group time to begin to
work in the module that best addresses their language needs. Readiness to effectively instruct
beginning literacy students is the primary reason for developing this course.
Format and Presentation
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A balance of the four strands approach should be applied in this adult ESL course.
According to Cunningham- Florez & Terrill (2003), adult English literacy learners are faced in
real life with language tasks that involve the integration of language skills related to reading,
writing, listening, and speaking. With this in mind, it is reasonable to base activities on meaning-
focused input (listening and reading), meaning-focused output (speaking and writing), fluency
development (all four language skills) along with language-focused learning (grammar,
vocabulary, spelling, pronunciation, discourse). This will be reflected in the scope and sequence
chart, lesson plan format, and the activity observation assessment form.
In order to ensure a four strand balance as mentioned in Nation and Macalister (2010, pp.
90-94), each lesson plan format will include an activity section for each strand. For example,
meaning-focused input activity (listening and reading) could be listening to a level-appropriate
radio add or reading a sales flier. A meaning-focused output activity (speaking and writing)
might include calling 411 about a business location or contact information, and writing down the
address and phone number. Fluency development (may include all four skills) could include
reading baking directions on packaging aloud or listening for direction details. Finally, language-
focused (grammar, vocabulary, spelling, pronunciation, discourse) activities might encompass
writing and speaking exercises related to personal information sharing like birthdate, education
history, or family description. In essence, English language skill integration that applies a
language and fluency focus would be an optimal approach.
Ultimately, this course would not follow a set format since it will be utilized by six
different instructors at five separate locations. Although the overall program goals remain the
standard, the path each instructor may take to accomplish these goals may vary. Even though a
set format might enhance a balanced approach that could be easily accounted for, not all
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instructors prefer a prescribed format. This might be due to a flux in attendance; fluidity of
student needs/expectations; a difference in instructional hours for each site; and teaching styles.
Thus, a set format would not be optimal
Realistically, the course will reflect neither the block approach nor the thread approach
due to no activities running through a series of lessons (Nation & Macalister, 2010, p. 98) nor a
set format, as the block schedule reflects. Consequently, lesson planning is likely to be more
focused on each module and include a variety of activities directly related to key topics and
language functions within specific language contexts. Since lesson planning is to be done by
each instructor, prescribed blocks or activity threads are not realistic for this program.
A guided approach will be used throughout this course because it is designed for adult,
beginning literacy English language learners in a multi-level class who need small group or
individual instruction. This approach will include activities and materials that will be relevant
and interesting (Nation & Macalister; 2010, p.50); provide an even balance of the four strands
(Nation & Macalister, 2010, p.51); include substantial quantities of reading and listening
activities (Nation & Macalister, 2010, p.52); and the use of activities that increase fluency
(Nation & Macalister, 2010, p.54). Relevancy of materials and activity interest will be influential
in keeping students engaged and motivated during their small group time.
As suggested before, the four strands approach should support real-life language
interaction skills and is necessary for developing integrated language proficiency. With this in
mind, this curriculum should support meaning-focused input, meaning-focused output, a
language focus, and related fluency activities that mirror daily-life. These daily-life language
interactions might include conversing with neighbors or employers, reading and filling out a
library card application, or calling for an oil change appointment and recording time, day, and
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directions. Condelli’s (n.d., p.27) findings from a study on “what works” in regard to instructing
adult ESL literacy students shows support for using materials and interactions from everyday
life. In fact, Condelli (n.d., p.27) states that:
“One of the key findings of the study was that connecting literacy teaching to
everyday life made a significant difference in reading basic skills development.
To implement this strategy, teachers used materials from daily life that contained
information that students wanted to know about or with which they had some
experience.”
This may include the use of store fliers or ads, applications for rewards cards, store maps,
business hours signs, bill boards, or newspaper articles that can strengthen literacy in
contexts that students encounter daily. With this in mind, the Language in Context
activities that support daily language interactions support this approach and can be
viewed in the Scope and Sequence in appendix A.
Monitoring and Assessment
Monitoring and assessment for this adult ESL beginning literacy course should include
tools that can be easily utilized by either instructor or tutor. Each category of assessment will be
discussed throughout the remainder of this paper.
Formal Placement Assessment
The formal placement assessment will be the BEST Literacy test (form C) and should
occur after they have had six contact hours in class. The Best Literacy is approved for program
use by the Ohio Board of Regents along with the BEST Plus and CASAS for the ABE programs.
Approved for the adult ESL program, the BEST Literacy covers reading and writing assessment
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of basic literacy skills. As discussed earlier, this is to be administered upon student entry to the
program.
Informal Placement Assessment
In addition to the formal placement assessment, students should also be asked during
registration to use listening and speaking skills to provide their name, address, phone number
along with questions about how long they have been in the United States and how long they are
planning to stay. Sample items from this assessment would be “What is your last name?” and
“How do you spell that?” Other sample items might include county of residence, employer,
spouses’ name, and emergency contact information, all of which can be communicated in both
written and spoken form upon request. Clarification questions can also provide a more detailed
assessment as well. Overall, this informal assessment is both practical and efficient because
instructors and tutors can naturally interact with students during registration. Also, this
assessment approach is reliable in that skills sets are repeated throughout both assessments, and
validity is supported by the task itself: providing basic personal information in a way that
requires reading, writing, listening, and speaking skills.
Observation Assessment
The observation assessment applies to assessment of course activities, and should be brief
and easy to use by either instructor or tutor during any learning activity. Ideally, it should occur
once per module to consistently assess course effectiveness. Although subjective, this assessment
is to be used systematically by the instructor or tutor facilitating the beginning literacy
curriculum to reliably determine the effectiveness of activities throughout the course. Validity is
supported by including assessment items on the four strands approach; the learning
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goals/objectives; and observation of learning conditions that support each activity. See Appendix
F for details on this assessment.
Optimal conditions for observation should include a clear understanding of the learning
objective for each activity and well-defined learning conditions necessary for each activity to be
successful. For example, according to CAELA (n.d., p.5), “… research has focused on incidental
vocabulary, new words that are learned when one is focused on a meaningful task, such as
hearing or reading a story, rather than specifically on learning new words. However, researchers
like Laufer (1997) have found that a word bank of 3000 words must exist for students to use
context to understand incidental vocabulary meaning effectively (CAELA, n.d., p.5). With this in
mind, this curriculum supports beginning literacy activities that approach vocabulary
development using themes of related words, as suggested by other research as well. Theme-
based activities could be an optimal learning condition recorded in the observation assessment. If
tutors are unfamiliar with optimal learning conditions and are reluctant to perform observation
assessments, then the assessments can be modeled by the instructor to help the tutor become
more aware of conditions that promote learning in their small groups.
Short-term Achievement Assessments
The short-term achievement assessments will occur at the conclusion of each module.
They will reflect beginning literacy skills, language knowledge, and language-use in real life
contexts. A checklist of tasks will be used to track student progress. The checklists will be used
throughout the course after every module to reliably assess student progress. Validity of checklist
use is supported in that course goals are reflected in the assessments for each module and can be
found in the scope and sequence section. See Appendix D for skill checklists for each module.
Diagnostic Assessment
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A diagnostic assessment can also be conducted during the class registration process as
students fill out forms with basic personal information. This adult English language program has
a registration form that includes a written request for name, address, phone number, social
security number, employment information, citizenship status, residency status, and family
information. Interaction with students during this process allows the instructor to informally
assess language proficiency related to specific reading, writing, listening, and speaking tasks. It
is reliable when combined with the BEST Literacy results to determine specific areas of need.
This approach to assessment supports validity due to the relevancy of language items and context
related to the course goals.
The achievement assessment should be the BEST Literacy, form D, and is recommended
to occur after the student has had at least sixty instructional hours. In this program, students are
required to be tested yearly upon entrance and exit. Although the composite score is recorded at
the administrative level, the instructor is able to determine progress related to specific language
items and skills by reviewing the itemized grading sheet. Student test booklets and corresponding
grading sheets are available for instructor review to determine which language items and in
which language contexts students show achievement.
Proficiency Assessment
Relative to proficiency, the BEST Literacy is a test that is used for both placement (form
C) and proficiency (form D). It is practical and cost-effective as well as a reliable tool as it is
used systematically to determine progress related to language proficiency. Validity is supported
by the fact that items on the test mirror basic language skills that are woven into course goals.
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Evaluation
The course evaluation for this beginning literacy adult ESL curriculum will be a formative
evaluation in that the purpose will be to improve the course. There are no other courses like it in
the program and it is essential that it become a fine tuned, easy to use, and effective course for
beginning literacy adult ESL students. Instructor and tutor input will be foundational to this
evaluation because their valuation of ease of use and effectiveness of this curriculum is
foundational to improving it.
In addition to the ESL coordinator observation of small group time, the instructor and tutor input
regarding how, to what degree, and why the curriculum has helped or not helped students learn
English at their level, is essential. In effect, the instructor will not be the focus as much as the
curriculum will be, particularly during small group time. It is important to determine if the
curriculum is working for instructors, tutors, and students at all the sites.
The evaluation will cost in terms of hourly wages that may include up to twelve hours.
Essentially, the ESL coordinator would have to arrange time away from her teaching schedule to
visit the other sites. The time spent on-site would include one hour of observation of the small
group time and thirty minutes of dialoging with the instructor about their perspectives on the
course. Also, the director of ABLE would have to approve and support the evaluation for it to be
done effectively, especially since on-site visits need to be formally arranged.
Evaluation information to be gathered will include:
The amount of learning to be determined by the skills checklists discussed in the
assessment section.
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The quality of learning to be determined by the BEST Literacy, form D as also discussed
in the assessment section.
The quality of curriculum design using a course evaluation checklist to be completed by
instructors.
Teacher satisfaction of the curriculum design will be determined by a self-report scale.
The observation portion of the evaluation will include:
An observation form for small group time
A post-observation instructor interview
Results regarding the amount and quality of learning as determined by the skills checklists and
the BEST Literacy; the quality of curriculum design checklists; teacher satisfaction report scales;
and information gathered during the observations would be presented to the ESL coordinator in a
meeting. Discussion about successes and concerns regarding curriculum design and delivery as
well as considerations for any changes will be discussed at that time.
This evaluation is practical because it provides instructors the opportunity to offer input via a
brief checklist and self-report scale while also utilizing assessment tools already in place like the
BEST Literacy and skill checklists. Budgetary considerations for this evaluation are reasonable
in that it involves only six teachers at five sites with an estimated ninety minutes of paid time per
staff member plus ESL coordinator observations reflecting an estimated twelve hours. The
potential for positive impact of this curriculum on the program in relation to grant-funding may
well exceed the cost of this evaluation over time.
Supporting change
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Nation (2010, p.177) describes three change strategies and suggests that they “should be seen as
supporting each other rather than as alternatives to choose from…” In a sense, the change will
probably have to begin at the administrative level due to a tendency for instructors in the
program to remain in instructional patterns that are most familiar, but not necessarily most
effective. This is also true for tutors that have been volunteering for many years. However, I
believe that the normative-re-educative kind of change may be most effective at the instructor
level as discussions about the needs of beginning literacy students emerge. Candid, realistic
discussions among instructors are more likely to produce a healthy concern about instruction for
beginning literacy adult ESL students, which likely may lead to a greater receptivity to helpful
solutions, such as a new curriculum. Since the curriculum is designed to be a tool in the hands of
instructors, implementation will also be shaped by the instructor. This kind of flexibility will lead
to a greater assurance that the suggested curriculum will be accepted and implemented as a
beneficial tool for students, instructors, and tutors.
Conclusion
In conclusion, a beginning literacy program that can be administered during small groups
in an adult ESL multi-level classroom setting would potentially strengthen language learning
opportunities for students whose needs might otherwise remain overlooked. These beginning
literacy students can benefit from small group instruction that focuses on language items and
contexts that address their specific level and daily communication needs. The strength of this
curriculum is that it provides both instructors and tutors with a structured approach to beginning
literacy instruction while allowing the flexibility to choose among a variety of resources to
address other specified language items and contexts. In effect, with the environmental factors;
assessment considerations; curriculum design strategies and principles; and plans for evaluation
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discussed in detail to ensure realistic implementation, this curriculum is likely to strengthen
language learning opportunities for the beginning literacy student.
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References
Brown, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development
CAELA. (n.d.) English Language and Literacy Learning: Research to Practice. Topics in Adult ESL Education and Family Literacy: Part IV. Retrieved on November 16, 2013 from http://www.cal.org/caela/tools/program_development/elltoolkit/Part4-1EnglishLanguage&LiteracyLearning.pdf
Condelli, L. (n.d.). Effective Instruction for Adult ESL Literacy Students: Findings from the What Works Study. Retrieved on December 2, 2013, from http://www.nrdc.org.uk/uploads/documents/doc_54.pdf
Cunningham Florez, M. & Terril, L. (2003). Working With Literacy-Level Adult English Language Learners. Retrieved on October 24, 2013, from http://www.cal.org/caela/esl_resources/digests/litQA.html
Kruidenier, J. (2002). Research-based Principles for Adult Basic Education Reading Instruction. Washington, DC: National Institute for Literacy. Retrieved February 8, 2005, from http://lincs.ed.gov/publications/pdf/adult_ed_02.pdf
Nation, I.S.P. & Macalister, J. (2010). Language Curriculum Design. New York: Routlege.
Schwarzer, D. (2009). Best Practices for Teaching the Whole Adult ESL Learner. New Directions for Adult & Continuing Education, 121:25-33.
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Appendix A-Scope and SequenceModule Key Topics Listening/Speaking Functions Reading/Writing Functions Vocabulary & Related Phrases Online Resources Print Resources/ Other Resources
Module 1 Alphabet Say letters/identify spoken letters Identify and write letters capital, lower-case http://www.youtube.com/watch?v=d4VEsx4ERqE Foundations: p.2, Side by Side Pl us 1: p.1, Phonics Monster 1, pp. 1-60
Language & Literacy Spell name Spell name aloud Write first and last name last, first, middle http://www.eslvideo.com/esl_video_quiz_beginning.php?id=7083 Foundations: pp.4-7, Side by Side Plus 1: p 2., Oxford Picture Dictionary p. 4
Numbers 1-10 Say numbers/recognize spoken numbers Write numbers in address My address i s___. http://www.youtube.com/watch?v=tCV4UsDfn0E&list=PLqFo1Kt081vloglvoC5UT927AVVxywC4i Foundations: p. 10, Side by Side Plus 1: pp. 2-3., Oxford Picture Dictionary p. 4
Module 2 Telephone number Say phone number aloud upon request Write phone number My phone number is___. http://www.youtube.com/watch?v=LzqMU4SbGiM Foundations: pp. 8-9, Side by Side Plus 1: p. 4, Oxford Picture Dictionary p. 4
Personal Information Address Say address aloud upon request Write address My address i s___. http://www.youtube.com/watch?v=6RqSs5JfQTU Foundations: p. 11. , Side by Side Plus 1: pp. 5-6 , Oxford Picture Dictionary p. 4
Introductions Introduce yourself Recognize written name/address My name is___. http://www.youtube.com/watch?v=qt-2dmcEbJ4 Foundations: pp. 11 , Side by Side Plus 1: pp 6a-d. . , Oxford Picture Dictionary pp. 2-3
Language in Context Supermarket Ask clerk for a rewards card application Fill out form May I get a rewards card? https://www.cvs.com/account/s ignup.jsp?passedTransactionType=null&flow=flow&medication=null https://account.panerabread.com/Catering/CateringRegistration.action
Library Ask for a l ibrary card application Fill out form/provide drivers l icense May I get a l ibrary card? http://www.mcdl.info/index.php?option=com_content&vi ew=article&id=385&Itemid=60 Local l ibrary card application
Module 3 Greetings Greet a friend, neighbor, or teacher Read nametags of classmates Hel lo, my name is ________. http://www.youtube.com/watch?v=cQnD3qJiJPo Foundations: p. 15 , Side by Side Plus 1: pp . 3 , Oxford Picture Dictionary pp. 2-3
Personal Encounters Farewells Say goodbye to friend, neighbor, teacher Read/write farewell phrases Goodbye, see you later, bye… http://www.youtube.com/watch?v=we3I26DjDE0
Sharing personal info Share name, address, phone #, email etc… Write your name, address, phone # How do you spell that? http://www.youtube.com/watch?v=d4xHaGUx3c0 Foundations: p. 16 , Side by Side Plus 1: pp . 6c-d , Oxford Picture Dictionary p. 4
Making requests Request name, address, phone #, email etc.. Write other's name, address, phone # Could you repeat that? http://www.youtube.com/watch?v=8ou6DDG5e7I&list=PLJqawIJeqAgSOuH9yhR8f50HfmDbvk07h Foundations: p. 6 , Side by Side Plus : pp . 6 b
Saying thank you Say thanks to a friend, neighbor, or teacher Format a thank you note. Thank you for____. Dear, sincerely http://www.youtube.com/watch?v=vzX3bKgx_IU
Clarifying information Ask a clarifying question/listen for answer. Write spelling of street Did you say__? Can you spell that? http://www.youtube.com/watch?v=MkXcNZckW28 http://www.usingenglish.com/articles/how-to-teach-checking-clarifying.html
Pol ite refusals Pol itely refuse/ pol itly accept refusal Write a polite refusal. No, thank you. No, thanks. http://www.eslgold.com/speaking/accepting_refusing.html http://www.eslpoint.com/handouts/grammar_hd_offers.html
Language in Context ESL class Greet classmates, repeat their names Write names of classmates Hel lo, I am ____. What is your name? http://www.youtube.com/watch?v=oWP9Riq-ZB http://www.youtube.com/watch?v=C0eu8OQ-cfQ
Neighbor/store clerk Greet neighbor/store clerk using first name Write their name/read nametag Good morning, afternoon, evening http://www.youtube.com/watch?v=3QZGQPpoT9k
Neighbor/store clerk Say farewell to neighbor, store clerk Recognize correct farewell phrases It was nice to meet you. Goodbye. http://www.englishpond.com/speaking/Communication%20and%20daily%20English/goodbyes/
Module 4 Pronunciation Listen to/say short a,e,i word lists Read short a, e, i word lists aloud Which vowel is in the word ______? http://www.stickyball.net/esl-phonics-printables.html Phonics Monster: Short Vowels, pp. 1-28
Language & Literacy Rhymes Listen to/repeat a, e, i rhyme words Read short a, e, i word lists aloud The letter __ sounds like___. http://www.stickyball.net/esl-phonics-printables.html?id=133 http://www.theschoolhouse.us/l essons/lesson5.html
Sentences Listen to short stories with a, e, i words Write sentences using short a, e, i This is a __________. It is _____________. http://stickyball.net/esl-phonics-printables .html?id=598 http://www.really-learn-english.com/english-short-stories-level-01-story-01.html
Dolche sight words Listen to/repeat sight words Read sight words a, and, away, big, blue, can, come, down http://www.quiz-tree.com/sight-words-lis t-PrePrimer.html
Module 5 Days of week Recognize recite days of week Read/write days of week in sequence Mon.Tues…weekday, weekend, humpday http://www.youtube.com/watch?v=n9zdtuOJAEM Foundations: p. 53,
Time Months of the year Recognize recite months of year Read/write months of year in sequenceJanuary is the first month… February is http://www.youtube.com/watch?v=Whotv_XohAI Foundations: pp. 47, 56-57
Numbers 1-31 Recognize/say numbers 1-31 Write number 1-31 1, 1st, 2, 2nd, 3, 3rd, 4, 4th, 5, 5th etc… http://www.youtube.com/watch?v=SDyTa6rO0E0 Foundations: p. 46
Dates Say date: month, day, year Read/write date: month, day, year October 22, 2013=10/22/13 http://www.youtube.com/watch?v=D4EBbD34KHM Foundations: pp. 54-55
Time of day Say time of day: including am, pm Read clock, write time of day 2:45, quarter til , 15 minutes til etc… http://www.youtube.com/watch?v=zEKLqgvUSDM Foundations: pp. 50-51
"When" Say/listen for indication of when Look for/write about "when" Today, yesterday, next week, now, later http://www.youtube.com/watch?v=pHkzORLjWd4 Foundations: p. 52
Language in Context Schedule Cal l movie theatre for movie days/times Write information When is the ______________________? Hickory Ridge Cinemas1055 Pearl Road, Brunswick, OH 44212, (330)220-0110 Cinemark Strongsville17450 Southpark Center, Strongsvil le, OH 44136
Store hours Cal l any store for days/hours of operation Write down days/times When is your store open? Kmart Brunswick, Ohio (330) 225-0700 Walmart Supercenter (440) 826-0004 - 8585 Pearl Rd, Strongsville, OH
Meeting with people Cal l a friend to get together Write down date and time. What days are open?
Module 6 Pronunciation Listen to/say short o, u word lists Read short o, u word li sts aloud Repeat after me. http://www.stickyball.net/esl-phonics-printables.html?id=149 Phonics Monster: Short Vowels, pp. 29-46
Language & Literacy Rhymes Listen to/repeat o,u rhyme words Read short o, u rhyme lists aloud Listen for the rhyme in ____&_____. http://www.stickyball.net/esl-phonics-printables.html?id=146 Phonics Monster: Short Vowels pp. 31-32, 41-42
Sentences Listen to short stories with short vowels Write sentences using short o, u The sun is hot. He is not fun. http://www.stickyball.net/esl-phonics-printables.html?id=151 Phonics Monster: Short Vowels pp. 34, 44
Dolche sight words Listen to/repeat sight words Read sight words all, am, are , at, ate, be, black, brown http://www.quiz-tree.com/sight-words-lis t-Primer.html
Module 7 Street addresses Ask for for/repeating numbers Recognize/write street/house #'s What i s the street name? http://www.eslpod.com/website/show_podcast.php?issue_id=3420594# Foundations: pp. 10-11, Side by Side Plus 1: pp 6b-6c., Oxford Picture Dictionary p. 4
Going places Street names Ask for/asking for spel ling of streets Recognize/write street names What i s the street/house number? Foundations: pp.15-16
Kinds of streets Say names of kinds of streets Recognize variety of street types Rd.. St. Circle, Ct., Ln, Blvd.,Way etc… http://www.usingenglish.com/forum/ask-teacher/137875-defining-street-road-avenue-boulevard.html http://en.wikipedia.org/wiki/Street_or_road_name
Language in Context Finding addresses Cal l 411, call a business for directions Use Whitepages: phonebook/online Name of city/state/business https://maps.google.com/
Clarifying information Listen for/repeat street number/name Write/read back street number/name Is that___? Did you say___? B as in boy. http://www.whitepages.com/
Module 8 Money System Recognize/name paper/coin value Read/write dollars and cents $, decimal point, dime, nickel, quarter http://www.youtube.com/watch?v=abuAXaYWCig
Daily Business Paying Bills Discuss due date, amount due Write a check, make online account To___, number words, signature, memo http://www.youtube.com/watch?v=QNSCfoV0IIs
Purchases Ask for price, product, location in store Read lables on food/cl othing Do you have___? Where is the__? Isle http://www.youtube.com/watch?v=J2UyPAwiEz0 http://www.qualitytime-esl.com/IMG/mp3/Essential_English_06-Please_Thank_You.mp3
Consumer Skills Listen for/discuss advertisements Read store ads/write a shopping list Sale, __% off, clearance, BOGO, layaway http://www.youtube.com/watch?v=enzkdcCE8s4
Language in Context Pricing products Ask store clerk for a price Locate and record product prices $1.99, .69, retai l, bulk, barcode, item # http://www.youtube.com/watch?v=TvXVAWqun8M
Sales/price per unit Estimate price using ounces, , lb, quantity Read/understand lables Ounce, pound, half, quarter, gallon http://www.youtube.com/watch?v=KYTg9uBnHeA Oxford Picture Dictionary; p. 75
Module 9 Short vowel review Listen to/say short vowel words Read short vowel sentences tan, bit, cup, got, hem, jam, kid, luck http://www.stickyball.net/esl-phonics-printables.html?id=149 Phonics Monster: Short Vowels, pp. 48-56
Language & Literacy Pronunciation Listen to/say long a words/sentences Read long a words/sentences aloud hai l, same, day, ate, make, say, sake http://www.stickyball.net/esl-phonics-printables.html?id=343 Phonics Monster: Long Vowels, pp. 1-4
Short a and long a Listen to/say short and long a words Read long a and short a words aloud hat/hate, bat/bait. lack/lake, tap/tape http://www.stickyball.net/esl-phonics-printables.html?id=134 Phonics Monster: Long Vowels, pp. 5-6
Comparing sounds Listen to/say short a, short e, long a words Read short a, short e, long a sentences man/men/mane, fad/fade/fed http://www.stickyball.net/esl-phonics-printables.html?id=353 Phonics Monster: Long Vowels, pp. 7-8
Words in context Listen to long a story, rhyming Read long a story aloud Fay and Jane like to play at the lake. http://www.stickyball.net/esl-phonics-printables.html?id=347 Phonics Monster: Long Vowels, p. 9
Dolche sight words Listen to/say sight words Read sight words aloud after, again, an, any, as, ask, by, could http://www.quiz-tree.com/sight-words-lis t-First-Grade.html
Module 10 Food categories Recognize/name food categories Read/create shopping list by category fruit, vegetables, grain, dairy, meat http://www.youtube.com/watch?v=TvXVAWqun8M Foundations: pp. 104-106, 109, Side by Side Plus 1: p 164a, Oxford Picture Dictionary: pp. 68-71
Food Food names Recognize/name food i tems Read store map/items per isl e beef, chicken, fish, rice, potato etc… http://www.walmart.com/storeLocator/ca_storefinder_details_short.do?edit_object_id=1939 Foundations: p. 108, Side by Side Plus 1: 164a, Oxford Picture Dictionary: 72-73
Food shopping Ask location for certain foods items Use store map to locate food isle, shelf, perimeter, deli , bakery Foundations: p. 108, Side by Side Plus 1: 164a, Oxford Picture Dictionary:
Food preparation Recognize/say general cooking terms Read directions: heating/preparation Preheat, bake, broil, boil, stir, simmer http://www.wikihow.com/Make-Popcorn Oxford Picture Dictionary; pp. 76-77
Recipes Listen to/repeat ingredients & measurement Read/write ingredients/measurement T, tsp, cup, 1/2, 1/4. 3/4, pinch, heaping http://www.youtube.com/watch?v=KYTg9uBnHeA Oxford Picture Dictionary; p. 75
Language in Context Grocery store Using store ad pictures, name food items Read store ad to look for bargains. double coupons, 2 for___. bargain www.gianteagle.com Target at http://weeklyad.target.com/elyria-oh-44035/homepage
Share favorites Talk about favorite foods/recipes Create shopping list with prices check off items, herbs, spices, vanilla http://www.walmart.com/shoppinglists/Main.do Family Dollar at http://www.familydollar.com/pages/hotitems.aspx
Share a recipe Explain ingredients in a favorite dish Write recipe on card for friend recipe card, ingredients, mix, blend http://www.tasteofhome.com/
Module 11 Pronunciation Listen to/say long e words/sentences Read long e words/sentences aloud feed, meat, Pete, key, thief, seek, team http://www.stickyball.net/esl-phonics-printables.html?id=342 Phonics Monster: Long Vowels, pp. 11-12
Language & Literacy Comparing sounds Listen to/say short e, long e words Read/write short e, long e words bet/beat, pet/seat, dell /deal, led/lead http://www.stickyball.net/esl-phonics-printables.html?id=135 Phonics Monster: Long Vowels, p. 13
Words in context Listen to long e story Read long e story aloud Steve, monkey, looked, book, read, Eve http://www.stickyball.net/esl-phonics-printables.html?id=348 Phonics Monsters: Long Vowels, p. 14
Comparing sounds Listen to/say short i, long e words Read short I, long e words aloud bit/beat, sin/seen, dil l/deal, bean/been http://www.stickyball.net/esl-phonics-printables.html?id=148 Phonics Monster: Long Vowels, pp. 15-16
Dolche sight words Listen to/say sight words Read sight words aloud always, around, because, been, before http://www.quiz-tree.com/Sight-Words_Second-Grade_1_funWords.html
Module 12 My schedule Listen to/answer questions about schedule Write appointments for each day What are you doing this week? Today? http://www.englishmedialab.com/begi nnervideos/time/time.html Foundations: p. 34, Side by Side Plus 1: pp. 87-88, Oxford Picture Dictionary: pp, 38-39
Daily Activities Activities Talk about what you do every day. List activities for the week Today I will…, This week I will ….. http://www.youtube.com/watch?v=nL7-sKHM1mA Foundations: pp. 32-39, Side by Side Plus 1: p. 87, Oxford Picture Dictionary: pp. 38-39
Ordinal numbers Talk about the order of activities Read activity with date and time first, second.. On May 21 at 4:30… http://www.youtube.com/watch?v=l3wCkZvftB8 Foundations: pp. 32-39, Side by Side Plus 1: p. 87, Oxford Picture Dictionary: pp. 38-39
Scheduling appointment Listen to an appointment conversation Read dialogue on making appt aloud problem, concern, check-up, available http://www.eslfast.com/robot/topics/health/health16.htm Foundations: pp. 52-53, Side by Side Plus 1: pp. 127-129, Oxford Picture Dictionary: pp. 20-21
Language in Context Cal l for oil change appt. Explain what you need done and when. Write down appt information maintanence, tire rotation, mileage http://northgatewaytire.com/ Meineke at http://www.meineke.com/
Cal l for reservation Eplain dates, times & respond to Q's Write down reservation information rate, hourly, daily, l iability, rental Days Inn at http://www.daysinn.com/ Enterprise at http://www.enterprise.com/car_rental/home.do
Check flights online Enter dates, times, detination
Module 13 Pronunciation Listen to/say long o words Read/write long o words/sentences hope, boat, nose, foam, moan, mope http://www.stickyball.net/esl-phonics-printables.html?id=345 Phonics Monster: Long Vowels, pp. 29-32
Language & Literacy Comparing sounds Listen to/say short o & long o words Read short o/long o words aloud bot/boat, cod/code, dot/dote http://www.stickyball.net/esl-phonics-printables.html?id=137 Phonics Monster: Long Vowels, pp. 33-34
Words in context Listen to long o story Read long o story aloud jokes, note, boat, hope, Joan http://www.stickyball.net/esl-phonics-printables.html?id=350 Phonics Monster: Long Vowels, p. 36
Pronunciation Listen to/say long u words Read/write long u words/sentences flew, noon, moon, tube, cool, dune http://www.stickyball.net/esl-phonics-printables.html?id=346 Phonics Monster: Long Vowels, pp. 39-42
Comparing sounds Listen to/say short u/long u words Read long u/short u words aloud cub/cube, bun/boon, cut/cute http://www.stickyball.net/esl-phonics-printables.html?id=355 Phonics Monster: Long Vowels, pp. 43-44
Words in context Listen to long u story, rhymes Read long u story aloud jukebox, Luke, tunes, rude, http://www.stickyball.net/esl-phonics-printables.html?id=351 Phonics Monster: Long Vowels, p. 55
Review of vowels Listen to/say short/long vowel words Read short/long vowel sentences aloudhat/hate, bet/beat, bit/bite, got/goat http://www.stickyball.net/esl-phonics-printables.html?id=138 Phonics Monster: Long Vowels, pp. 47-55
Dolche sight words Listen to/say sight words Read sight words aloud any, better, both, bring, what, when http://www.english-zone.com/reading/dolch.html
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Appendix B: Syllabus
SYLLABUSBeginning Literacy English for Adults
Tuesday and Thursday, 9:30-11:30
INSTRUCTIONAL GOALS
Beginning literacy adult English language students will gain foundational knowledge about alphabetics, phonemic awareness, basic literacy, and basic conversational skills in the daily language contexts of home, the community, educational settings, and workplace environments.
At the end of this course, you will
Identify names and sounds associated with letters of the alphabet Decode three and four letter words using phonemic understanding Understand and respond to greetings and simple requests for personal information in both
spoken and written form. Form capital and lower case letters Write read and write simple words Understand, respond to, and form simple clarifying questions Identify and use numbers 1-100 for business transactions, money exchanges, dates,
times, personal information, contact information, directions, shopping, measurements, food preparation, and for ordinal use.
Recognize Dolche sight words Understand, respond to, and form polite refusals, requests for directions, expressions of
gratitude, departure expressions and requests for appointments, services, or referrals. Decode words in short stories Read and write simple sentences
NEEDS AND RESOURCES
To successfully complete this course, you must Attend class regularly Spend time outside of class reviewing and practicing English (at least 4 hours per week) Complete all assigned homework Be prepared to participate in small groups
Suggested Materials
To successfully complete this course, it is suggested that you obtain your own copy of: Adelson-Goldstein, J. & Shapiro, N. (2008). Oxford Picture Dictionary. New York: Oxford
University Press. Spigarelli, J. (2008). Oxford Picture Dictionary: Low Beginning Workbook. New York:
Oxford University Press.
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Additional Print Resources
Giles, B.& Ruger, J. (2009) Phonics Monster - Book 2: Short Vowels. Lexington, KY: CreateSpace Independent Publishing Platform
Giles, B.& Ruger, J. (2009) Phonics Monster - Book 3: Long Vowels. Lexington, KY: CreateSpace Independent Publishing Platform
Molinsky, S. & Bliss, B. (2008). Side by Side Plus 1: Life Skills, Standards, & Test Prep (3rd Ed). New York: Pearson Education ESL.
Molinsky, S. & Bliss, B. (2006). Foundations (2nd Ed). New York: Pearson Education ESL.
Online Resources http://www.stickyball.net/phonics-monster.html www.sbaldwin.net
POLICIES AND PROCEDURES
General Rules:
Be on time Email the instructor on days that you are unable to attend class Be sure to bring any technology to class that will help you learn English. Please, no texting in class
Testing Policies:
All students are required to take an entrance and exit exam. The BEST Literacy or BEST Plus will be given once per student entering the program and once per student upon exiting the program. It is the student’s responsibility to inform the instructor two weeks prior to exit date to schedule a test date.
ADDITIONAL INFORMATION
Please check the Polaris website for holiday closure schedules at http://www.polaris.edu/adult-education/able-ged/learn-to-speak-english/esl-holiday-break-schedule/
COURSE SCHEDULE
Beginning Literacy English Weekly Schedule
Week 1 Alphabet, name, numbers 1-10 Phonics Monster, Book 1 pp. 1-60Foundations, pp. 2, 4-7, 10Oxford Picture Dictionary, pp. 4Side by Side, Plus 1, pp. 1-3
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Week 2 Personal Information, telephone number, address, introductions
Side by Side, Plus 1, pp. 4-6Foundations, pp. 8-11Oxford Picture Dictionary, pp. 2-3, 4Review Phonics Monster, Book 1, pp. 1-60
Week 3 Greetings, farewells, sharing personal information, making requests, saying thank you, clarifying, polite refusals
Foundations, pp.6, 15-16Oxford Picture Dictionary, pp. 4Side by Side, pp. 4-6
Week 4 Short a, e, i words, sentences, stories, Dolche sight words
Phonics Monsters, Short Vowels, pp. 1-28
Week 5 Days of the week, months of the year, numbers 1-31, dates, time, learning to use phrases about when something will happen.
Foundations, pp. 46-47, 50-57
Week 6 Short o, u words, sentences, stories, Dolche sight words
Phonics Monsters, Short Vowels, pp. 29-46, 31-32, 41-42, 34,44
Week 7Street Addresses, street names, kinds of streets
Foundations, pp. 10-11Oxford Picture Dictionary, pp. 4Side by Side, Plus 1, pp. 6b-6c
Week 8Money system, paying bills, purchases, consumer skills
Foundations, p 132Local store ads for food items & prices, food items labels
Week 9 Short vowel review, long a, long e words, sentences, stories, Dolche sight words
Phonics Monsters, Short Vowels, pp. 48-56 Phonics Monsters ,Long Vowels, pp. 1-9
Week 10Food categories, food names, food shopping, food preparation, recipes
Foundations, pp. 104-109Oxford Picture Dictionary, pp. 72-77Side by Side, Plus 1, p. 164a
Week 11 Long e words, sentences, stories, Dolche sight words
Phonics Monsters, Long Vowels, pp. 11-16
Week 12 Daily & Weekly schedule, daily activities, ordinal expressions, scheduling appointments
Foundations, pp. 32-39, 52-53Oxford Picture Dictionary, pp. 20-21, 28-29Side by Side, Plus 1, p. 87-88, 127-129
Week 13 Long o, long u words, sentences, stories
Phonics Monsters, Long Vowels, pp. 29-55
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Appendix C- Four Strand Activity Plan Worksheet
Lesson Activities Class: Date:
Meaning-focused Input Meaning-focused Output (Listening & reading) (Speaking & writing)
a
Topic
T TopiT
Fluency Language Focus (Speed & accuracy) (Grammar, spelling, punctuation)
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Appendix D-Checklist of Skills
Beginning Literacy ELL Checklist
Module 1 √ Date Comments
Say letters in the alphabet
Identify letters in the alphabet
Write letters in the alphabet
Write first and last name
Say first and last name
Spell name aloud
Recognize spoken letters
Say numbers 1-10
Identify numbers 1-10
Write numbers 1-10
Recognize spoken numbers
Say address
Write address
Module 2 √ Date Comments
Introduce self to classmate
Say phone number upon request
Say address upon request
Fill out form with name, address, and phone number.
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Beginning Literacy ELL Checklist
Module 3 √ Date Comments
Greet teacher/classmates
Read nametags of classmates during greeting time
Share personal information with classmates: name, address, phone number, email by speaking
Share personal information with classmates: name, address, phone number, email in writing
Make a request for personal information of classmates
Write personal information of classmates
Ask for spelling of name, street, city, email
Ask for clarification of pronunciation, spelling, and accuracy
Say farewell (in person, on phone)
Write a goodbye note
Say thank you in conversation
Write a short thank you note
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Use polite refusals in conversation
Beginning Literacy ELL Checklist
Module 4 √ Date Comments
Pronounce short a words
Read short a words aloud
Pronounce short e words
Read short e words aloud
Pronounce short i words
Read short i words aloud
Read short a sentences aloud
Read short e sentences aloud
Read short i sentences aloud
Write short a words sentences
Write short e words in sentences
Write short i words in sentences
Read Dolche sight words aloud- list 1
Read story with short a, short e, and short I words.
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Beginning Literacy ELL Checklist
Module 5 √ Date Comments
Say days of the week
Recognize names/ days of week
Write names of days of week
Say months of year
Recognize months of year
Write months of year
Say numbers 1-31
Recognize numbers 1-31
Write numbers 1-31
Recognize ordinals in dates
Say ordinals in dates
Read dates: month, day, year
Say dates: month, day, year
Recognize numbers on clock
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Say time phrases: quarter til, half past, 5:15, 25 til etc…
Say time of day including am, pm
Listen for “when” – in one hour, tomorrow, on the 23rd, next Tuesday, yesterday, next week, now etc…
Ask a friend to go to lunch including day, time, place (role play)
Beginning Literacy ELL Checklist
Module 6 √ Date Comments
Pronounce short o words
Read short o words aloud
Pronounce short u words
Read short u words aloud
Recognize short o rhyme words
Read short u rhyme words
Read short o words in sentences
Read short u words in sentences
Discriminate between short o and short u words- listen for & write words
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Read Dolche sight words- list 1
Read short story with short vowel words
Beginning Literacy ELL Checklist
Module 7 √ Date Comments
Ask for numbers in street address
Listen for and write numbers in street address
Ask for street name
Ask for spelling of street name
Recognize street names
Recognize variety of street types
Find an address on white pages
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Read and copy address of business
Listen for number, street name, city, state, zip code in address.
Write number, street name, city, state, zip code in address.
Beginning Literacy ELL Checklist
Module 8 √ Date Comments
Recognize names and values of money- coin and paper
Read prices in advertisements
Write down prices ex.$ 1.69, .09 with proper use of decimal point
Read a bill and identify amount, due date,
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Identify components of a check: name, date, dollar amount, written dollar amount, memo, signature
Write a check
Identify the price and description of an item in a store advertisement in print.
Identify the price and description of an item in from a store commercial or radio ad.
Recognize numbers 1-100
Beginning Literacy ELL Checklist
Module 9 √ Date Comments
Pronounce long a words
Read long a words aloud
Discriminate between long a and short a words
Discriminate between long a, short a, and short e words
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Baldwin, Polaris Program Evaluation
Recognize long a rhyme words
Read long a rhyme words
Read long a word sentences
Write long a words
Write long a words in sentences
Listen for and write long a words
Read Dolche sight word aloud- list 2
Read story with long a words.
Beginning Literacy ELL Checklist
Module 10 √ Date Comments
Recognize food categories
Say food categories aloud
Write food categories
Recognize food names
Say food names aloud
Write food names
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Baldwin, Polaris Program Evaluation
Use store map and identify location of food items
Identify store sections: produce, deli, pharmacy, dairy, meats
Recognize general food preparation terms
Say general food prep terms
Recognize recipe format
Identify recipe ingredients
Identify recipe measurements
Listen for and write names of ingredients
Read recipe ingredients and measurements.
Recognize foods in advertisements
Write food names and prices
Recognize coupons/values
Beginning Literacy ELL Checklist
Module 11 √ Date Comments
Pronounce long e words
Read long e words aloud
Pronounce long i words
Read short long i aloud
Read long e words in sentences
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Baldwin, Polaris Program Evaluation
Read long i words in sentences
Discriminate between short e and long e words- listen for & write words
Discriminate between short i and long i words- listen for & write words
Read short story with long vowel words
Read Dolche sight words- list 1
Beginning Literacy ELL Checklist
Module 12 √ Date Comments
Recognize concept of schedule, days, dates, and times by explaining schedule for the week
Talk about daily activities
Use ordinal expressions to talk about order of schedule.
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Baldwin, Polaris Program Evaluation
Role-play the scheduling of an appointment in person
Practice an online reservation for an airline reservation or car rental
Beginning Literacy ELL Checklist
Module 13 √ Date Comments
Pronounce long o words
Read long o words aloud
Discriminate between long o and short o words
Read long on words aloud in a short story
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Baldwin, Polaris Program Evaluation
Recognize long o rhyme words
Read long u words aloud
Read long u word sentences
Write long o and long u words
Write long o and long u words in sentences
Listen for and write long o and long u words
Read story with long a words
Read Dolche sight word aloud- list 3
Appendix E- Lesson Plan
Instructor: Baldwin Class: Adult ESL, Brunswick Date: December 11, 2013
Lesson Plan
Theme/Topic: Days of the week/Months of the year. Time: One hour
Objective(s): -Students will be able to show their ability to recognize and say the days of the week by identifying days in order and saying them.
-Students will be able to show their ability to recognize and say the
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Baldwin, Polaris Program Evaluation
months of the year by identifying written months in order and saying them.
Materials: Foundations, pp. 47, 53, 56-57, calendar,
Introduction: Students will be asked if they have any type of calendar in their wallets, purses, or on their ipads, tablets, or cells phones. They will identify how many months are in the year. (5min)
Presentation: (10 min)1. Students will be asked to look at their own calendar or p. 56 of Foundations.2. Students will be asked to recite the months of the year aloud.3. Students will be asked to look at the days of the week on their calendar or on p. 47 of Foundations
and recite them aloud.
Four strands activities: (25 min)
Meaning-focusedoutput
-Students will introduce themselves in small group and share the month in which they were born.-Student will be asked to say one day of the week and one thing they will do on that day.
Meaning-Focused input
-Students will listen to other students speaking in small group about the month of their birth and write down their name and the month of their birth.-Students will listen to the emphasis on syllables for the days and months and mark the syllable emphasized.
Fluency-focus -Students will be asked to read names of days and months using correct emphasis on syllables.-Students will be asked to identify written names of months and days by listening to the instructor say the name, and then point to the correct notecard with the name of month or day.
Language-focus -Students will use phrases like:I was born in _________________. (month of year)On _________________(day of week), I will _________________ (activity).
Evaluation: (15 min)
Students will use notecards, each with a month of the year, place them in order and say
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Baldwin, Polaris Program Evaluation
them aloud. Students will use notecards, each with a day of the week, place them in order, and say
them aloud.
Closure: (5 min) Explain that months can be expressed using their full name, an abbreviation, or a number. For homework, have students write list the 12 months in their journal, write the abbreviation, and note the number that represents each month. For example, January- Jan.-1, February-Feb.-2…..
Notes: Next lesson will cover numbers 1-31, writing dates like 12/11/13, time, expressions of “when”, and scheduling appointments.
Post-lesson notes:
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Baldwin, Polaris Program Evaluation
Appendix F- Activity Observation Assessment
Circle all that apply.
1. Which strand(s) did this activity support?
Meaning-focused output Meaning-focused input Grammar-focus Fluency
2. Students participated:
Always Often Sometimes Rarely Never
3. The activity provided opportunity for students to ___________________________________.Learning goal/outcome*
Always Often Sometimes Rarely Never
4. Evidence of learning conditions* such as ______________________________________ and
______________________________________________________________________occurred:
Always Often Sometimes Rarely Never
5. I would use this activity again:
Always Often Sometimes Rarely Never
*Learning outcomes and learning conditions should be listed as a part of the assessment.
Resources that help identify optimal learning conditions for beginning literacy adult ELLs’:
AMEP Research Centere. (2007). Course Planning for Preliterate and Low-literacy Learners. Retrieved on December 4, 2013, from http://www.ameprc.mq.edu.au/docs/fact_sheets/Teaching_Issues_Fact_Sheet_10.pdf
Tindall, E.& Nisbet, D. (2010). Exploring the Essential Components of Reading. Journal of Adult Education, 39:1. Retrieved on December 4, 2013, from http://files.eric.ed.gov/fulltext/EJ891080.pdf
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Appendix G- Beginning Literacy Curriculum Evaluation for Teachers/Tutors
Scope and Sequence
Check one box Yes No N/A Comments
Key topics were relevant and useful to students
Functions and order of functions effectively supported literacy development
Vocabulary and related phrases were relevant and useful to students
Online resources were relevant and useful for instruction
Print resources were available and useful for instruction
Use of Curriculum
Check one box Yes No N/A Comments
Curriculum was easy to use.
Curriculum was helpful in addressing the needs of beginning literacy students.
Tutors were able to use curriculum with ease in small group settings.
Curriculum supported lesson planning efforts for beginning literacy students.
The four strands activities structure was helpful and practical
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Baldwin, Polaris Program Evaluation
Student Participation and Progress
Check one box Yes No N/A Comments
Overall, student participation was satisfactory during small groups.
Overall, students were motivated and actively contributed to group interaction.
Overall, student progress was satisfactory.
Student progress was easy to track.
Recommendations
I would recommend this curriculum to other instructors of beginning level students.
I would use this curriculum again.
This curriculum could be improved.
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Appendix H- Resources Available for Course
Adelson-Goldstein, J. & Shapiro, N. (2008). Oxford Picture Dictionary. New York: Oxford University Press.
Spigarelli, J. (2008). Oxford Picture Dictionary: Low Beginning Workbook. New York: Oxford University Press.
Baldwin, S. (2013). ESL Brunswick. Retrieved on October 25, 2013, from www.sbaldwin.net
ESL Phonics. Retrieved on October 25, 2013, from http://www.stickyball.net/esl-phonics-printables.html
Friend, D. (2013) Learning English in Ohio. Retrieved on October 25, 2013, from http://denisefriend.blogspot.com/
Molinsky, S. & Bliss, B. (2008). Side by Side Plus 1: Life Skills, Standards, & Test Prep (3rd Ed). New York: Pearson Education ESL.
Molinsky, S. & Bliss, B. (2006). Foundations (2nd Ed). New York: Pearson Education ESL.
Heyer, S. (2007). All New Very Easy True Stories: A Picture-based First Reader. New York: Pearson PTR Interactive.
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