ERIC ED500505: English as a Second Language: Content Standards for Adults

2007·0.68 MB·English

by  ERIC

Pennsylvania
Departmentof
Education
English as a Second Language
Content Standards
Bureauof
AdultBasic
&Literacy
Education for Adults

About Content Standards About this Document
Content standards are the centerpiece of a strong academic program and These standards were developed through a “bottom up” collaborative
link assessment, curriculum, and instruction. They describe what students process between the Bureau of Adult Basic and Literacy Education and
should know and be able to do. Instructors and students use content stan- its English Literacy/Civics professional development contractor, Tuscarora
dards to plan instruction that addresses student goals. Intermediate Unit 11, along with teachers from across the Commonwealth.
This development team met regularly over a two-year period to learn
According to A Process Guide for Establishing State Adult Education about standards-based education and determine the content and layout of
Content Standards, published by the U.S. Department of Education, devel- Pennsylvania’s ESL Content Standards. Considerable care was taken to
oping and implementing standards is a means to: accommodate the unique local conditions Pennsylvania’s ESL students and
teachers face across the state, thereby making this document as easy to use
• Raise expectations for all learners and communities; in Philadelphia and Pittsburgh as in smaller urban and rural areas.
• Engage stakeholders in building a common set of goals and vocabulary;
• Improve curriculum, instruction, and assessment to consistently reflect Pennsylvania’s ESL Content Standards are aligned with the National
best practices within the disciplines and within the field of adult learn- Reporting System Educational Functioning Levels. While there is not a
ing; direct correspondence between these content standards and the Bureau-
• Hold teachers accountable for providing appropriate and high-quality approved standardized assessments for ESL students (CASAS, BEST, and
education and for strengthening assessment practices; BEST Plus), these assessments were used as one of the tools for determin-
• Articulate adult education goals and align them with those from other ing the standards for each level.
departments, agencies, and organizations; and
• Raise awareness and visibility in the community and, thereby, increase Teachers are encouraged to use these standards as one tool in the develop-
commitment to the programs and the learners served. ment of student-centered, contextualized instruction based on student need,
current best practice, and assessment information. The Suggested Daily
Living Themes and Topics were added during development to assist teach-
ers in preparing learner-centered, contextualized lessons. Another special
feature added during development is the Glossary, which gives common,
English as a Second Language
statewide definitions to educational terms used in ESL instruction.
Content Standards
for Adults
We hope that Pennsylvania ESL teachers will find the ESL Content Stan-
dards to be a valuable resource to assist in providing high-quality
instruction for our ESL population. The Pennsylvania ABLE Professional
Development Centers can offer support in implementing the ESL Content
Standards in practice. Contact your PDC for questions and assistance.
Beginning Literacy ESL
National Reporting System (NRS) — Educational Functioning Level Descriptors
Test Benchmark Speaking and Listening Basic Reading and Writing Functional and Workplace Skills
CASAS scale scores: Individual cannot speak or Individual has no or minimal reading or Individual functions minimally or not
Reading: 180 and below understand English, or writing skills in any language. May have at all in English and can communicate
Listening: 180 and below understands only isolated little or no comprehension of how print only through gestures or a few
BEST Plus: 400 and below (SPL 0-1) words or phrases. corresponds to spoken language and may isolated words, such as name and
BEST Literacy: 0-7 (SPL 0-1) have difficulty using a writing instrument. other personal information; may
recognize only common signs or
symbols (e.g., stop sign, product
logos); can handle only very routine
entry-level jobs that do not require
oral or written communication in
English. There is no knowledge or
use of computers.
Suggested Daily Living Themes and Topics
• Basic greetings and farewells (e.g., “Hello, how are you?” “Fine, thank you.” “Goodbye.”)
• First and last names
• Time and calendar
• Socially appropriate nonverbal communication (e.g., nodding, eye contact, shaking hands)
• U.S. social etiquette (e.g., please; thank-you; sorry; no, thank you)
• Simple documents (e.g., driver’s license, paycheck, money order, phone card)
• U.S. coins and currency, values, and prices
• Public transportation (e.g., bus pass, transfers, schedules, etiquette)
(Refer to your students and textbooks for additional themes and topics.)
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Beginning Literacy ESL
Learners completing Beginning Literacy ESL should demonstrate the following abilities:
Listening Speaking Pronunciation
1. Recognize simple questions (e.g., name, address, 1. Say the letters of the alphabet. 1. Pronounce letters of the alphabet.
age, phone, family, birthday). 2. Say cardinal numbers necessary for times, dates, 2. Pronounce letter-sound associations
2. Recognize basic greetings and polite expressions. and prices. (phonemes).
3. Recognize letters of the alphabet and numbers for 3. Respond to polite expressions. 3. Pronounce words related to immediate
time, dates, and prices when spelled or dictated. 4. Respond to simple questions (e.g., name, address, and personal needs.
4. Comprehend basic nonverbal cues (e.g., eye age, phone, family, birthday).
contact, gestures). 5. Respond when asked to repeat by instructor (e.g.,
5. Follow simple one-step directions (e.g., “Raise “Say after me: house, bank, store.”).
your hand.” “Circle the word.”). 6. Express lack of understanding verbally and
nonverbally (examples: “I don’t understand,”
shrugging, shaking head).
Reading Writing Supporting Language Structures
1. Identify the uppercase and lowercase letters of the 1. Write legibly (clear letters, correct spacing, Based on the NRS Descriptors, the
English alphabet and numbers necessary for writing on the line). Pennsylvania Department of Education
times, dates, and prices. 2. Write uppercase and lowercase letters and Bureau of Adult Basic and Literacy
2. Read from left to right and top to bottom. numbers. Education does not recommend explicit
3. Sound out familiar short words related to 3. Write personal information words (e.g., name, grammar instruction at the beginning
immediate needs. address, telephone number). literacy level of ESL.
4. Recognize personal information words and 4. Write learned words and phrases.
abbreviations (e.g., first/last name, address, 5. Write dates and times.
telephone number, SSN, date of birth, sex, marital 6. Capitalize names, months, and days of the week.
status). 7. Type numbers and uppercase and lowercase
5. Read and comprehend learned words and phrases. letters using a keyboard.
6. Interpret simple signs and symbols (e.g., $,
EXIT).
7. Read dates, times, values, and prices.
8. Use simple mouse skills to complete computer-
based literacy activities.
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Low Beginning ESL
National Reporting System (NRS) — Educational Functioning Level Descriptors
Test Benchmark Speaking and Listening Basic Reading and Writing Functional and Workplace Skills
CASAS scaled scores: Individual can understand basic Individual can read numbers and Individual functions with difficulty
Reading: 181-190 greetings, simple phrases and letters and some common sight in social situations and in situations
Listening: 181-190 commands. Can understand simple words. May be able to sound out related to immediate needs. Can
BEST Plus: 401-417 (SPL 2) questions related to personal simple words. Can read and write provide limited personal
BEST Literacy: 8-35 (SPL 2) information, spoken slowly and with some familiar words and phrases, but information on simple forms, and
repetition. Understands a limited has a limited understanding of can read very simple common
number of words related to immediate connected prose in English. Can write forms of print found in the home
needs and can respond with simple basic personal information (e.g., and environment, such as product
learned phrases to some common name, address, telephone number) names. Can handle routine entry-
questions related to routine survival and can complete simple forms that level jobs that require very simple
situations. Speaks slowly and with elicit this information. written or oral English
difficulty. Demonstrates little or no communication and in which job
control over grammar. tasks can be demonstrated. May
have limited knowledge and
experience with computers.
Suggested Daily Living Themes and Topics
• Names and titles (e.g., Mr., Mrs., Miss, Dr.)
• American holidays
• Ideas of timeliness and punctuality (e.g., school, work, appointments)
• Rooms and furnishings
• Common personal hygiene practices
• Places in the community
• Emergency procedures (e.g., calling 911, smoke alarms, security)
• Appropriate response to police
• Meaning of a signature
• Family members
• Personal safety issues (e.g., crossing the street, traffic signs, riding bicycles)
(Refer to your students and textbooks for additional themes and topics.)
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Low Beginning ESL
Learners completing Low Beginning ESL should demonstrate the following abilities plus those in the previous level:
Listening Speaking Pronunciation
1. Recognize ordinal numbers and sequencing 1. Use cardinal numbers and ordinal numbers for 1. Apply correct stress in two-syllable
words (e.g., first, second, next, before, after, routine tasks (e.g., time, money, address, words, numbers, days, and months (e.g.,
then). birthday, date). fourTEEN and FORty).
2. Respond to directional words (e.g., left, right, 2. Give simple one-step directions. 2. Apply appropriate intonation for short
top, bottom). 3. Use simple communication strategies (e.g., statements and commands.
3. Demonstrate comprehension of sentences on “Please repeat.” “Please speak slowly.”). 3. Clearly pronounce beginning consonant
familiar topics. 4. Use words necessary for everyday living (e.g., sounds in words (e.g., /b/ in boy),
food words, body parts, holidays). including voiced and voiceless (e.g., /p/
5. Respond to questions in familiar contexts. vs. /b/ and /k/ vs. /g/).
6. Respond to requests for repetition.
Reading Writing Supporting Language Structures
1. Recognize high-frequency vocabulary words, 1. Write words and phrases from dictation. 1. Simple present tense (e.g., I work in a
phrases, and simple sentences related to 2. Complete short, simplified forms (e.g., check, factory. He speaks English.)*
immediate needs. registration form). 2. Base form of the verb as a command
2. Use basic phonics to sound out words. 3. Write money amounts. (e.g., Look! Listen! Repeat!)
3. Read simple written instructions and/or signs 4. Write lists (e.g., shopping) and personal 3. Subject pronouns (I, you, he, she, it,
(e.g., push/pull, bus stop, laundromat schedules. we, you, they)
instructions). 5. Write simple sentences related to familiar objects, 4. Wh- question words (Who, What, Where,
4. Read short and simple sentences. people, and daily routine. When)
5. Recognize common abbreviations (e.g., St., 6. Use basic punctuation (e.g., capitalization, 5. Singular and plural nouns (e.g.,
Dr.). periods, and question marks). apple/apples)
6. Scan for key information on routine forms (e.g., 7. Following model, write simple notes and 6. Prepositions of time and place (e.g., at
bills, pay stubs, personal information forms). messages (e.g., thank-you note, email). 10:00, on Friday, on Main St.)
8. Address an envelope. 7. Possessive adjectives (my, your, his,
9. Use basic mouse and keyboarding skills to her, its, our, their)
complete computer-based literacy tasks. 8. Predicate adjectives (e.g., He is tall. We
are tired.)
9. Frequency adverbs (always, often,
sometimes, rarely, never)
* Each verb tense includes the affirmative, negative,
question form, and contractions.
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High Beginning ESL
National Reporting System (NRS) — Educational Functioning Level Descriptors
Test Benchmark Speaking and Listening Basic Reading and Writing Functional and Workplace Skills
CASAS scaled scores: Individual can understand common Individual can read most sight words, and Individual can function in some
Reading: 191-200 words, simple phrases, and many other common words. Can read situations related to immediate needs
Listening: 191-200 sentences containing familiar familiar phrases and simple sentences but and in familiar social situations. Can
BEST Plus: 418-438 (SPL 3) vocabulary, spoken slowly with has a limited understanding of connected provide basic personal information on
BEST Literacy: 36-46 (SPL 3) some repetition. prose and may need frequent re-reading. simple forms and recognizes simple
common forms of print found in the
Individual can respond to simple Individual can write some simple home, workplace and community.
questions about personal everyday sentences with limited vocabulary. Can handle routine entry-level jobs
activities, and can express Meaning may be unclear. Writing shows requiring basic written or oral English
immediate needs, using simple very little control of basic grammar, communication and in which job
learned phrases or short sentences. capitalization, and punctuation and has tasks can be demonstrated. May have
Shows limited control of grammar. many spelling errors. limited knowledge or experience
using computers.
Suggested Daily Living Themes and Topics
• Cultural assumptions about education
• Shopping etiquette
• Basic consumer economics
• Using the Internet (e.g., e-mail, online job search)
• Community services (e.g., library, post office)
• Read basic medicine labels and understand dosage (e.g., tbsp., tsp.)
• Introduce U.S. legal system at the local level (e.g., city government, don’t litter, D.U.I.)
• Body language (e.g., personal space, touching, body position)
• Telephone usage
• Appropriate and inappropriate questions (e.g., How much do you weigh? How much did you pay for your house?)
(Refer to your students and textbooks for additional themes and topics.)
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High Beginning ESL
Learners completing High Beginning ESL should demonstrate the following abilities plus those in the previous levels:
Listening Speaking Pronunciation
1. Follow two-step directions and instructions. 1. Talk about familiar topics. 1. Clearly pronounce middle and ending consonant sounds in
2. Identify simple information from a 2. Check for one’s understandability words (e.g., /b/ in cable or cab), including voiced and
conversation on a familiar topic. through questions (e.g., Do you voiceless.
3. Follow and respond to short, predictable understand me?). 2. Pronounce -s ending in plurals, third person singular, and
conversations on familiar topics. 3. Repeat or rephrase to ensure listener possessives (/s/, /z/, /iz/).
4. Understand the significance of pauses (e.g., comprehension. 3. Pronounce -ed ending (/d/, /t/, /id/).
phone numbers). 4. Express likes, dislikes, wants, and 4. Produce distinguishable long and short vowel sounds (e.g.,
feelings. meet vs. met).
5. Provide a basic description of 5. Be aware of problem sounds based on native language
familiar objects, people, and places. (e.g., /l/ vs. /r/ as in lace/race).
6. Use appropriate intonation for yes/no questions and wh-
question.
Reading Writing Supporting Language Structures
1. Use phonics, including consonant clusters 1. Free-write on a personal topic with 1. Present continuous tense (e.g., I am eating.)*
and spelling patterns, to read new words in minimal control of spelling, 2. Simple past with regular verbs (-ed) and irregular verbs
context. grammar, and punctuation. (e.g., was/were, did, had)*
2. Apply simple reading comprehension 2. Write simple sentences from 3. Future with be going to (e.g., I’m going to cook chicken
strategies (e.g., pre-reading, dictation. tonight.)*
skimming/scanning, answering questions). 3. Write short notes (e.g., to child’s 4. Verb + infinitive with have, want, need, like (e.g., I have
3. Learn new vocabulary by using word teacher). to pay the rent. I want to go home.)*
analysis strategies such as root words, 4. Complete simple authentic forms 5. Common phrasal verbs (e.g., get up / put on my coat /
prefixes and suffixes. with assistance (e.g., school forms, take it off / pick it up).
4. Alphabetize words. library card). 6. Count and noncount nouns (e.g., How many chairs? How
5. Locate a word, number, or item in 5. Write simple directions. much furniture?)
alphabetical or numerical order (e.g., phone 6. Write 3-4 sentence personal 7. Indefinite articles (e.g., I have some money. I don’t have
book, dictionary, directory, index). narrative including name, home any idea.)
6. Pause appropriately when reading aloud. country, and family information. 8. Possessives (e.g., John is Frank’s brother.).
7. Read and comprehend short compound 7. Use appropriate punctuation and 9. Adjectives preceding nouns (e.g., Italian food, small
sentences. capitalization. apartment)
8. Read and comprehend short paragraphs on 8. Use keyboard with beginning 10. There is/There are (e.g., There are three students.)
familiar topics. awareness of proper typing skills. 11. Demonstrative adjectives (this, that, these, those)
9. Locate needed information in schedules, ads, 12. Object pronouns (me, you, him, her, it, us, them)
fliers, signs, maps, etc.
* Each verb tense includes the affirmative, negative, question form, and
contractions.
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Low Intermediate ESL
National Reporting System (NRS) — Educational Functioning Level Descriptors
Test Benchmark Speaking and Listening Basic Reading and Writing Functional and Workplace Skills
CASAS scaled scores: Individual can understand simple Individual can read simple material on Individual can interpret simple
Reading: 201-210 learned phrases and limited new familiar subjects and comprehend directions and schedules, signs, and
Listening: 201-210 phrases containing familiar simple and compound sentences in maps; can fill out simple forms but
BEST Plus: 439-472 (SPL 4) vocabulary spoken slowly with single or linked paragraphs containing needs support on some documents
BEST Literacy: 47-53 (SPL 4) frequent repetition; can ask and familiar vocabulary; can write simple that are not simplified; and can
respond to questions using such notes and messages on familiar handle routine entry-level jobs that
phrases; can express basic survival situations but lacks clarity and focus. involve some written or oral English
needs and participate in some Sentence structure lacks variety but communication but in which job tasks
routine social conversations, shows some control of basic grammar can be demonstrated.
although with some difficulty; and (e.g., present and past tense) and
has some control of basic grammar. consistent use of punctuation (e.g., Individual can use simple computer
periods, capitalization). programs and can perform a sequence
of routine tasks given directions using
technology (e.g., fax machine,
computer).
Suggested Daily Living Themes and Topics
• Comparisons of celebrations and holidays in home country and the U.S.
• Dating and marriage customs in home country and U.S., or customs related to family celebrations, special events, birthday celebrations
• Housing options, rights, and responsibilities
• Employee benefits
• Access to health care (e.g., hospital, health clinics, emergency room, dentist, doctors)
• Common health terms
• Civic responsibility (e.g., picking up after your pet, recycling, volunteering)
• Role of parents in education (e.g., parent/teacher conferences, homework, report cards, testing, grade levels)
• American food and cooking (e.g., preparation, using a recipe)
• The role of sports in the U.S.
• Being a bicultural, bilingual family
• Role of the first language in English language acquisition
• Understand cultural clues to begin or end a conversation, or take turns in conversation
(Refer to your students and textbooks for additional themes and topics.)
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