Step Forward supports learners as they work to meet the
TABLE OF CONTENTS
LESSON
Unit Key Objectives
PRE-UNIT ■ Identify letters of the alphabet; Topic-Specific
The First Step spell words; identify numbers ■ Names
page 2
Themes
■ The alphabet
■ Numbers 1–100
1 Say Hello R espond to simple commands; Topic-Specific
■ ■ ■ ■
identify classroom items
page 4 ■ Complete personal
information forms
Themes ■ Use subject pronouns and the
■ The classroom simple present with be to talk OPD Connection
about the classroom
■ Introducing people
■ Make social conversation
■ Identify effective language-
learning habits
2 Can You Help Me? I nterpret clock time; identify
■ ■ ■ ■
days, months, and dates
page 18 ■ Ask for and give personal
information; identify basic
Themes colors
■ Ask and answer yes/no
■ Days, dates, and times
questions with be
■ Asking for help
■ Talk about marital status;
complete extended forms
■ Interpret information on U.S.
population and immigration
3 People in Our Lives I dentify family members
■ ■ ■ ■
■ Identify and describe people
page 32 ■ Use possessive adjectives and
nouns to describe people
Themes
■ Ask and give dates; interpret
■ Family
dates; leave voice messages
■ Leaving messages ■ Read about families in the U.S.;
interpret pie charts
ii  Table of contents
English Language Proficiency Standards for Adult Education (ELPS) and
ENGLISH LANGUAGE
PROFICIENCY
College and Career
Readiness Standards
STANDARDS FOR for Adult Education
the College and Career Readiness Standards for Adult Education (CCRS). ADULT EDUCATION Susan Pimentel
2013
With Correspondences to College and Career Readiness
See Step Forward’s Teacher Resource Center for step-by-step
Standards for English Language Arts and Literacy, and
Mathematical and Science Practices
October 2016
lesson plans that list the level-specific ELP and CCR standards,
and for other detailed correlations.
LANGUAGE LANGUAGE STRATEGIES COLLEGE & CAREER READINESS
Vocabulary Grammar Reading & Writing Listening & Speaking Critical Thinking Collaboration
■ Imperatives ■ Write names Conversation Critical thinking ■  nderstands teamwork and
U
■ Read and write numbers ■ Say and spell names ■ Process instructions works with others
■ Numbers 1–100
■ Write phone numbers
OPD Connection
■ Write addresses
■ Personal Information
■ A Classroom
S ingular/plural nouns (regular) R ead a school registration form Conversation Critical thinking Locate information
■ Commands ■ Imperatives (affirmative) ■ Complete a form ■ Common greetings and ■ Differentiate elements of ■ Communicate information
■ Items on a form ■ Simple present statements ■ Write sentences about introductions personal information
with be personal information ■ Talk about people and things ■ Identify effective language-
■ Social conversations
■ Contractions ■ Read about different methods in the classroom learning habits
of studying English ■ Analyze personal language-
■ Subject pronouns Focused Listening
■ Meeting and Greeting learning goals
■ Who and What questions Reading strategy ■ Follow directions
■ Personal Information
with be ■ Capital letters in names ■ Introduce people Problem solving
■ A Classroom ■ Determine appropriate
Writing strategy Pronunciation
■ Studying responses to greetings and
■ Previewing titles ■ Practice using contractions introductions
Academic language
computer, job
Topic-Specific Yes/No questions with be R ead basic information about Conversation Critical thinking Think critically
■ Colors ■ Adjectives a student ■ Give and ask about personal ■ Interpret clock times and dates ■ Locate information
■ Marital titles ■ Sequences with be: be + noun,
■ Write sentences with personal information ■ Interpret a calendar ■ Ask for help
be from + place, be + adjective information ■ Ask for help at work
■ Population and immigration ■ Analyze population statistics
■ Read a text on where people
■ Questions with or
OPD Connection are from in the U.S. Focused Listening ■ Interpret graphs
■ Listen in order to complete a
■ Personal Information ■ Interpret and make a graph Problem solving
about people’s origins registration form
■ Time ■ Determine how to solve
■ Listen in order to determine
■ The Calendar Writing strategy problems and ask for help in
someone’s identity the classroom
■ Colors ■ Using commas in dates
Pronunciation
■ Feelings Reading strategy ■ Practice the differences in Miss,
■ Using footnotes Mrs., Mr., and Ms.
Topic-Specific a or an R ead and write about a family Conversation Critical thinking Locate information
■ Physical descriptions ■ Possessives: possessive member or friend ■ Ask and answer questions ■ Compare family sizes ■ Communicate verbally
■ Ordinal numbers adjectives, possessives with ‘s ■ Read about small and large about classmates ■ Interpret information in a chart ■ Analyze information
■ Information questions and families ■ Talk about times and dates
■ Percentages ■ Communicate information
answers with possessives ■ Use chart information to Problem solving
■ Practice making outgoing
OPD Connection understand a reading ■ Find and correct an error on a
■ Time prepositions voicemail messages
■ The Calendar ■ Make a chart with classroom document
information Focused Listening
■ Describing People
■ Listen for information about
■ Families Writing strategy people, dates, and times
■ Indenting paragraphs
Academic language Pronunciation
adult, percent Reading strategy ■ Practice with endings on
■ Interpreting pie chart ordinal numbers
percentages
Grammar charts pages 172-178 Table of contents  iii
© Copyright Oxford University Press
 LESSON LANGUAGE LANGUAGE STRATEGIES COLLEGE & CAREER READINESS
Unit Key Objectives Vocabulary Grammar Reading & Writing Listening & Speaking Critical Thinking Collaboration

4 At Home I dentify furniture, appliances, Topic-Specific Present continuous R ead and write a paragraph Conversation Critical thinking Locate information
■ ■ ■ ■
and rooms in the home ■ Rooms in the home ■ Present continuous yes/no about a day at home ■ Ask and answer questions ■ Assess a situation and ■ Communicate information
page 46 ■ Describe places and things to
■ Furniture questions ■ Read about ways to save about your classmates’ actions formulate possible solutions ■ Listen actively
do at home money at home ■ Talk about paying utility bills ■ Compare different ways to
■ Every day activities ■ Comprehend written material
Themes ■ Use the present continuous to ■ Read a graph on energy costs online save energy
■ Housework
■ Home life describe everyday activities ■ Agree or disagree with
■ Utility bills
Writing strategy Problem solving
■ Stating problems ■ Talk about paying utility bills someone
■ Using names in a story ■ Determining how to delegate
■ Identify ways to conserve OPD Connection ■ Practice asking questions
responsibilities
resources ■ The Home
Reading strategy about a situation
■ Identifying the purpose of
■ Finding a Home Focused Listening
bullet points
■ A Kitchen, A Dining Area, A ■ Identify a news report and
Living Room, A Bathroom, A advertisement
Bedroom ■ Ask questions and make
■ Housework suggestions
Academic language Pronunciation
submit, energy ■ Practice the stressed syllable
in words

5 In the Identify common
■ ■ ■ ■
neighborhood places and
service occupations
Neighborhood
■ Use prepositions to locate
page 60 places in the community
■ Use there is and there are to
Themes
describe neighborhoods
■ Community
■ Ask for, give, and follow
■ Giving directions
directions; use a simple map
■ Identify and prepare for
emergencies
Topic Specific P repositions of location R ead and write about a Conversation Critical thinking Think critically
■ Places in a neighborhood ■ There is and there are neighborhood ■ Ask questions about a ■ Interpret information from ■ Plan and organize
■ Read about preparing for neighborhood a map
■ Things in a neighborhood ■ Questions and answers with ■ Locate information
emergencies
there is and there are ■ Ask for and give directions ■ Construct an emergency
■ Descriptions of locations ■ Communicate information
■ Ask How many and answer
■ Read an emergency exit map exit map
■ Directions Focused Listening
Reading strategy Problem solving
■ Emergencies ■ Determine one’s location
■ Previewing illustrations, ■ Determine what to do
■ Identifying emergencies and
OPD Connection photos, and charts for when lost
creating emergency plans
■ Prepositions information
■ Downtown
Pronunciation
Writing strategy
■ Stressing words in descriptions
■ City Streets ■ Using pronouns
■ An Intersection

■ Emergencies and Natural

Disasters
■ Basic Transportation

■ Directions and Maps

Academic language
occupation, transportation, route

6 Daily Routines I dentify and discuss daily Topic-Specific T ime expressions  rite a schedule
W Conversation Critical thinking Solve problems
■ ■ ■ ■
routines ■ Everyday activities ■ Statements with simple ■ Read an article about daily ■ Talk about a daily routine ■ Differentiate between daily ■ Manage time
page 74 ■ Describe and report on
■ Ways to relax present: affirmative, negative, routines ■ Ask and answer questions activities and special activities ■ Communicate verbally
schedules contractions ■ Read a chart about weekly about schedules ■ Analyze problems and ask for
■ Office machines and
Themes ■ Use the simple present to talk
equipment ■ Information questions with housework ■ Practice offering and help with an office machine
■ Daily routines about daily routines simple present requesting help
■ Housework Reading strategy Problem solving
■ Asking for and offering help ■ Identify office machines and ■ Singular and plural subject and
■ Using other words to Focused Listening ■ Determine how to solve
follow operating instructions OPD Connection object pronouns
understand new words ■ Listen for information about problems and ask for help in
■ Identify personal, family, and ■ Daily Routines
work schedules the workplace
work responsibilities; interpret ■ Office Work
Writing strategy
graphs ■ Using time expressions Pronunciation
Academic language
■ Practicing verb endings
schedule, assist

iv  Table of contents Table of contents  v

© Copyright Oxford University Press
 LESSON
Unit Key Objectives
7 Shop and Spend  ount and use currency;
C Topic-Specific
■ ■ ■ ■
identify clothing items
page 88 ■ Identify methods of purchase
and places to shop; describe
Themes workplace clothing
■ Ask and answer simple present
■ Shopping
yes/no questions with have,
■ Making polite offers
need, and want
■ Select clothing based on sizes
and prices
■ Interpret information about
using credit and debit cards;
interpret an online banking
statement
8 Eating Well I dentify common food items
■ ■ ■ ■
and supermarket vocabulary
■ Write about shopping habits;
page 102
write a shopping list
Themes ■ Use how much and frequency
expressions in simple present
■ Food
■ Order meals in a restaurant
■ Confirming information
■ Identify healthy eating habits;
interpret nutrition labels
9 Your Health I dentify parts of the body,
■ ■ ■ ■
illnesses, and injuries
page 116 ■ Describe a medical exam; talk
about medical advice
Themes ■ Use have to to describe
■ Health obligations
■ Calling in sick ■ Interpret appointment cards;
make appointments
■ Identify preventive care;
interpret medicine labels
vi  Table of contents
LANGUAGE LANGUAGE STRATEGIES COLLEGE & CAREER READINESS
Vocabulary Grammar Reading & Writing Listening & Speaking Critical Thinking Collaboration
Simple present yes/no R ead about shopping at a mall Conversation Critical thinking Listen actively
■ Money and methods of questions and short answers ■ Write about shopping ■ Talk about things that are ■ Compare and contrast clothing ■ Communicate verbally
payment ■ Simple present have, want,
■ Read an article about credit nearby or far away ■ Apply concept of credit card ■ Analyze information
■ Clothing need and debit cards ■ Request specific clothing from interest ■ Manage money
■ How much/How many with the a salesperson
■ Shopping
simple present Reading strategy Problem solving
■ Clothing sizes and prices ■ Using hyperlinks in website Focused Listening ■ Determine how to resolve ATM
■ Credit and debit cards articles ■ Listen for sizing and clothing problems
prices
OPD Connection Writing strategy
Pronunciation
■ Colors ■ Using but to connect
■ Differentiate between -teen
■ Money
sentences
and -ty numbers
■ Shopping
■ Everyday Clothes
■ The Bank
Academic language
credit, minimum
Topic-Specific Frequency expressions R ead and write about food Conversation Critical thinking R espond to customer needs
■ Food ■ Questions and answers with shopping ■ Talk about food shopping ■ Interpret items on a menu ■ Communicate information
How often ■ Read a supermarket ad
■ Food shopping ■ Ask and answer questions ■ Analyze healthy and unhealthy ■ Use information
■ Adverbs of frequency ■ Write a shopping list about your classmates’ eating habits
■ Job duties
■ Read a menu routines
■ Ordering food Problem solving
■ Ordering food in a restaurant
■ Read about healthy food ■ Analyze and negotiate good
■ Nutrition and eating habits
■ Confirming information
■ Read food labels eating habits for family
OPD Connection
■ Write questions with How often Focused Listening
members
■ The Calendar
■ Listen in order to complete
■ Back from the Market Reading strategy
food orders
■ Using because to answer the
■ Fruit
question Why? Pronunciation
■ Vegetables
■ Differentiating between
■ A Grocery Store
Writing strategy
questions and answers
■ Using commas in a list
■ A Fast Food Restaurant
Topic-Specific Have to R ead and write about a Conversation Critical thinking Communicate information
■ Parts of the body ■ Questions and answers with doctor’s appointment ■ Ask and answer questions with ■ Analyze and compare medical ■ Analyze information
■ Illness and injury have to ■ Write a paragraph about being have to advice ■ Manage time
■ On or at healthy ■ Ask and answer questions ■ Classify obligations by level of
■ Medical instructions and
advice ■ Irregular plurals
■ Read an article about ways to about your day importance
be healthy ■ Practice making an ■ Assess a schedule to make
■ Items on an appointment card
■ Read directions and warnings appointment appointments
■ Preventive care
on medicine labels ■ Interpret warnings on medical
Focused Listening
OPD Connection Reading strategy labels
■ Listen for medical advice
■ The Body ■ Using headings in an article Problem solving
■ listen for information to
■ Symptoms and Injuries
Writing strategy complete an appointment card ■ Determine how to handle
■ Taking Care of Your Health obligations when sick
■ Using words like then and Pronunciation
■ Medical Care after that ■ Differentiating between have
Academic language and have to
benefit, label
Table of contents  vii
© Copyright Oxford University Press
 LESSON
Unit Key Objectives
10 Getting the Job I dentify job titles and job skills
■ ■ ■ ■
■ Interpret job ads
page 130 ■ Use the simple past of be to
describe work experience
Themes
■ Respond to job interview
■ Jobs questions
■ Job interview skills ■ Identify appropriate work
behavior
11 Safety First I dentify traffic signs and
■ ■ ■ ■
workplace safety equipment
■ Interpret and identify safe and
page 144
unsafe behavior for accident
Themes prevention
■ Use should and should not to
■ Safety
describe safety and classroom
■ Preparing for emergencies
rules
■ Make 911 emergency phone
calls
■ Interpret traffic safety and
accident prevention tips
12 What’s Next? I dentify and discuss weather Topic-Specific
■ ■ ■ ■
conditions and U.S. holidays
page 158 ■ Describe leisure activities
■ Use the future with be going to
Themes to describe weather and future
■ Leisure plans
■ Interpret information about
■ Encouraging others
classes; make plans to study
■ Make future plans and goals
viii  Table of contents
LANGUAGE LANGUAGE STRATEGIES COLLEGE & CAREER READINESS
Vocabulary Grammar Reading & Writing Listening & Speaking Critical Thinking Collaboration
Topic-Specific T he simple past with be: R ead job listings Conversation Critical thinking Communicate information
■ Job titles affirmative and negative forms ■ Read and write an email to an ■ Ask and answer yes/no ■ Interpret help-wanted ads ■ Think critically
and contractions employer about a job questions
■ Items in a help-wanted ad ■ Analyze and describe personal ■ Use information
■ Yes/No questions with the
■ Write about work histories ■ Ask and answer questions work experience
■ Items on a job application
simple past about the past
■ Read an article about what
■ Job relationships ■ And/too and but Problem solving
makes a great employee ■ Ask and answer interview
■ Compare jobs based on salary
OPD Connection ■ Can and can’t
■ Read a chart about why some questions
and hours
■ The Calendar employees don’t succeed Focused Listening
■ The Workplace ■ Listen for information about a
Reading strategy
■ Jobs and Occupations ■ Using an example in a text person’s work history
■ Job Skills Pronunciation
Writing strategy
■ Career Planning ■ Differentiating can and can’t
■ Placing personal information
■ Job Search in an email
■ Interview Skills
■ Food Service
Academic language
assistant, communication
Topic-Specific Should and shouldn’t: R ead about safe and Conversation Critical thinking Communicate information
■ Traffic signs affirmative and negative forms dangerous behavior ■ Ask and answer information ■ Interpret traffic signs ■ Use information
and contractions ■ Write about personal safety questions with should
■ Workplace safety equipment ■ Classify behavior as safe or ■ Solve problems
■ Information questions with habits ■ Practice making 911 calls unsafe
■ Emergencies ■ Understand teamwork and
should ■ Write classroom rules
■ Describe emergencies ■ Classify language learning work with others
■ Road Safety ■ Yes/No questions with should
■ Read an article about car habits as positive or negative
■ Prepare for emergencies
OPD Connection safety
■ Identify emergencies to a 911
Focused Listening
■ Crime ■ Read a chart about teen car operator
accidents ■ Listen for information about a
■ Public Safety ■ Analyze a pie chart of accident
safety checklist
■ Emergencies and Natural Reading strategy data
■ Listen for emergency
Disasters ■ Using frequency adverbs in a Problem solving
information
■ Emergency Procedures text ■ Determine appropriate
■ Traffic Signs
Pronunciation behavior following an accident
Writing strategy
■ Differentiating should and
■ Job Safety ■ Using however and but when
shouldn’t
Academic language writing
equipment
T he future with be going to: R ead about a trip to a baseball Conversation Critical thinking Think critically
■ Holidays affirmative and negative forms game ■ Talk about future plans with ■ Classify leisure activities by ■ Manage time
■ Weather
■ Contractions of be going to ■ Write about a leisure activity classmates season ■ Plan and organize
■ Questions with be: present ■ Read a college catalog ■ Discuss personal goals and ■ Assess information in a college
■ Leisure activities
simple, future, and past simple ■ Read an article about planning plans course catalog
■ Job skills
the future ■ Practice encouraging others ■ Create a flowchart
■ Job titles
Reading strategy Pronunciation Problem solving
OPD Connection
■ Understanding the purpose of ■ Differentiating formal and ■ Determine how to modify
■ The Calendar
an article relaxed pronunciation plans due to bad weather
■ Calendar Events
Writing strategy
■ Weather
■ Using concluding sentences
Academic language
promotion, goal, financial
Table of contents  ix
© Copyright Oxford University Press