ESL Curriculum Guide - A Resource For Teachers

ESL CURRICULUM GUIDE:
A resource for teachers
Version 3 - July 2011

ESL Department
Review Committee: John Bryant, Ryan de la Vega, Deborah Fuqua,
Gayle Hall, Linda Hargrove, Daniel Murray, Meredith Tait
Compiled by Portia La Ferla & Karla Frizler

ESL Curriculum Guide (V3): Torrance Adult School Page 2
TABLE OF CONTENTS
Introduction: How to Use This Guide ................................................................................ 5
ESL Standards by Level (Beginning Literacy – Advanced High) .......................................... 7
Appendices ....................................................................................................................... 33
Appendix A: Integrated Academic Skills by ESL Proficiency Level .............................. 25
Appendix B: Diagram Samples/Organizational & Note-taking Formats ..................... 27
Appendix C: List of CASAS Competencies .................................................................... 29
Appendix D: SCANS Description & List of Competencies ............................................ 40
Appendix E: SCANS/CASAS Correlations ..................................................................... 42
Appendix F: Language Forms/Competency by Level.................................................... 51
Appendix G: Model Standards for Adult ESL (CDE) ..................................................... 65
Appendix H: Lesson Plan Template ............................................................................. 73
Appendix I: Learning Styles ......................................................................................... 75
Appendix J: Multiple Intelligences ............................................................................... 77
Appendix K: Sample Student Needs Assessments ...................................................... 79

INTRODUCTION: How to Use this Guide
Introduction: How to Use this Curriculum Guide

Adapted from LAUSD Division of Adult and Career Education Course Outline Guides
This curriculum guide is the product of a committee of Torrance Adult School ESL teachers who met to review
and update the TAS ESL Course outlines to align them with the ESL programmatic learning outcomes
developed during WASC accreditation meetings. The committee decided to move from competency based
outlines to outlines based on the California Model Standards for ESL. The content was updated to incorporate
basic computer literacy, integrated academic skills at all levels, and 21st Century learning skills.
This curriculum guide contains the information needed by all TAS ESL teachers for long-range lesson planning.
A long-range plan contains all the elements you will teach during a school-term, laid out in a logical order.
Your plan will serve as a guide for creating daily or weekly lesson plans.
Please note that TAS teachers are expected to provide the program administrator
with a written plan for the current term upon request (for example, during a
classroom observation or formal evaluation).
Planning for your course involves reviewing the content of the course outline and developing ways of
integrating language skills (listening, speaking, reading, and writing), model standards, competencies, and
grammar structures. The students will work on all of these areas throughout the term. You will integrate and
sequence the elements according to the needs of the students.
1. Creating a Draft of the Long-Range Lesson Plan

• Review the table of contents of the curriculum guide. Review the Standards, Integrated Academic Skills,
and Language Forms and Competency by Level.
• Review the CA Model Standard Descriptor for the level that precedes yours. It describes the skills of a
typical student placed in your level.
• Review the CA Model Standard Descriptor for your level. It describes the skills of a typical student who
is ready to be promoted from your level to the next. Think of this descriptor as the exit criteria for your
course.
• Compare the content of your chosen textbook to the content of this curriculum guide. Make a list of
what is missing.
• Determine how well your text covers the language skills that are in the course outline. Make a list of the
skills that will need additional time and material.
• Plan for supplemental materials to help you teach the competencies, structures, and other skills that are
missing from your textbook.

• Use the course outline and curriculum guide along with your notes to draft a long-range lesson plan of
what you expect to teach over the entire term on a weekly basis. Create a table or chart to lay out your
plan. Include days for testing (CASAS, EL Civics, etc.) or other events. List textbook chapters,
supplemental materials, and EL Civics lessons you plan to use.
• You may want to create or select a student needs assessment that you can administer to your students
at the beginning of the term. It should be based on your course outline content. See Appendix K for
samples, and download adaptable versions from ESL website.
2. Honing the Plan – The First Week(s) of Class

• Describe the general content of the class to your students. Obtain feedback through survey questions,
class discussions, or a student needs assessment. Review the results with them. Understanding the
content and purpose of what you are teaching creates student buy-in.
• Observe and assess the students reading, writing, listening and speaking skills. Review their CASAS test
scores.
• Compare the results of your needs assessment, observations, and CASAS test scores to your long-range
plan.
• Use the students’ priorities and skill levels to guide the order and time given to the various
competencies, structures, and language skills that you will teach. For example, if your students indicate
that they are interested in developing employment skills, select CASAS and SCANS competencies and
listening, speaking, reading, and writing lessons that focus on workplace situations. If they are interested
in DMV related issues, the lessons you use should reflect that topic and the related CASAS
competencies.
• Share the main point of your long-range plan with your students. Point out the connection between
their learning needs and your plan to meet those needs.
3. Revisiting and Revising the Plan

• As you teach your class, you may need to revise your long-term plan. Keep notes of changes you make
on a weekly basis. They will be helpful to you as you plan the next term.
• Although the course outline is the foundation of the course, your students’ needs should be the
determining factor behind instruction. Emphasize and downplay elements according to their needs.
Reflecting on the Long-Range Lesson Plan
• Once you have taught the course, review your plan. Make notes on what did or did not work. Make
suggestions for future classes. Keep the notes, long-range lesson plan and any supplemental materials to
help you make subsequent long-range plans.

ESL STANDARDS BY LEVEL: Beginning Literacy
Beginning Literacy – Listening Skills
BLIT-L1 Demonstrate understanding of high-frequency commands and expressions of courtesy.
BLIT-L2 Respond to simple questions about personal information (e.g., name, address, phone number).
BLIT-L3 Demonstrate understanding of familiar vocabulary through physical response (e.g., pointing, manipulation of
objects).
BLIT-L4 Demonstrate the ability to listen for specific information (i.e. fill in the numbers of an address.)
Beginning Literacy – Speaking Skills
BLIT-S1 Verbalize basic needs with simple words or phrases. (e.g., I need paper).
BLIT-S2 Ask questions using a word or short phrase (e.g., Name?).
BLIT-S3 Answer simple questions with yes, no, or other one-word responses.
BLIT-S4 Identify people, objects, and actions with one or two words.
BLIT-S5 State lack of understanding with a one- to two-word phrase (e.g., Sorry? Say again?).
BLIT-S6 Give basic commands and express caution using one- to two-word phrases (e.g., Stop! Look out!).
BLIT-S7 Engage in very basic conversational exchanges using learned phrases (e.g., How are you? Fine.).
Beginning Literacy – Reading Skills
BLIT-R1 Demonstrate eye movement from top to bottom and left to right.
BLIT-R2 Discriminate between shapes and both uppercase and lowercase print letters.
BLIT-R3 Discriminate among numerals 1-100.
BLIT-R4 Relate phonological sounds to letters.
BLIT-R5 Read basic sight words and signs with one word or symbol (e.g., restroom signs, computer keys).
BLIT-R6 Coordinate hand and eye to fill out forms requiring non-verbal answers (e.g., X for boxes, Scantron bubbles).
BLIT-R7 Read for specific information (e.g. find information on a simple chart).
BLIT-R8 Organize information sequentially (e.g. put a list of steps in order: “1. I get up. 2. I eat breakfast. 3. I brush my
teeth.”)

Beginning Literacy – Writing Skills
BLIT-W1 Trace shapes and letters, following directions and samples.
BLIT-W2 Copy letters of the alphabet and numerals.
BLIT-W3 Copy basic information (e.g., name, phone number, address) for personal identification on a paper or computer
form.
BLIT-W4 Copy a list of words previously produced orally.
Beginning Literacy – 21st Century Learning Skills
Technology:
BLIT-T1 Demonstrate understanding of basic computer vocabulary (e.g. mouse/touchpad, power button, screen, keyboard,
headphones, printer).
BLIT-T2 Demonstrate understanding of simple oral commands related to computer use (e.g. Click here, type, double-click,
go online, etc.).
BLIT-T3 Identify major keys on a keyboard (e.g. shift, delete, backspace, spacebar).
Higher Order Skills and Strategies:
BLIT-H1 Organize information by listing words on charts.

ESL STANDARDS BY LEVEL: Beginning Low
Beginning Low – Listening Skills
BL-L1 Demonstrate understanding of simple words in context of common, everyday situations.
BL-L2 Respond appropriately to short emergency warnings and commands (e.g., Be careful! Slow down! Please wait
here.).
BL-L3 Respond to some routine social phrases (e.g., Hi, how are you? Paper or plastic? Have a good weekend.).
BL-L4 Use simple contextual clues, such as time reference words, to get information from short announcements or
conversations (e.g., It’s supposed to rain tomorrow.).
BL-L5 Demonstrate understanding of simple face-to-face conversations that use previously learned material.
Demonstrate comprehension of simple wh- vs. yes/no questions through appropriate responses.
BL-L6 Respond to simple requests for repetition or simple clarification.
Beginning Low – Speaking skills
BL-S1 Make statements related to basic needs using previously learned words and phrases.
BL-S2 Make simple statements about everyday activities.
BL-S3 Ask simple yes/no and wh- questions to request basic factual or personal information.
BL-S4 Answer simple questions with short-phrase responses (e.g., answer “Where do you live?” with “In San
Francisco.”).
BL-S5 Ask for and respond to requests for simple clarification.
BL-S6 Engage in simple conversation on limited and familiar topics using learned phrases.
BL-S7 Give simple commands and express caution using short phrases.
Beginning Low – Word Analysis and Vocabulary Development
BL-V1 Identify the letters of the English alphabet and numbers.
BL-V2 Relate phonological sounds to letters and clusters of letters (sound/symbol correspondence).
BL-V3 Identify syllables and common basic word parts (e.g., un-clear, eat-ing, box-es) in context in familiar words.
BL-V4 Identify common antonyms (e.g., hot/cold, young/old).
BL-V5 Find a familiar word in an alphabetized list (e.g. class sign-in list).

ESL STANDARDS BY LEVEL: Beginning Low
Beginning Low – Reading Skills
BL-R1 Use familiar visual clues (such as pictures, graphs, and charts) to predict meaning.
BL-R2 Recognize personal information words in print (e.g., first and last names, address, school or job identification
number, etc.).
BL-R3 Recognize common forms of real-world print (e.g., simple labels, product names, computer commands, and
warnings: danger, poison, file, save, bank, post office).
BL-R4 Recognize basic sight words in different handwriting styles.
BL-R5 Recognize basic abbreviations (e.g., Mr., Dr., St.).
BL-R6 Scan for numerical information in simple signs and flyers (e.g., the time a store opens).
BL-R7 Read and understand simple sentences using vocabulary previously learned orally.
BL-R8 Follow one- to three-step written instructions.
Beginning Low – Writing Skills
BL-W1 Print the letters of the alphabet legibly.
BL-W2 Write numerals.
BL-W3 Copy familiar words, phrases from learned materials.
BL-W4 Write a series of simple sentences on one topic, based on previously learned vocabulary and structures.
BL-W5 Edit writing for basic capitalization and end punctuation.
BL-W6 Write a list (e.g., shopping list, invitation list) from material read or heard.
BL-W7 Write simple sentences comparing two pictures.
BL-W8 Fill out simple forms that require limited biographical or personal information.
Beginning Low – 21st Century Learning Skills
Technology:
BL-T1 Create a simple Word document.
BL-T2 Print a Word document.
BL-T3 Save a Word document.
BL-T4 Fill out a simple computer form with personal information.
BL-T5 Demonstrate understanding of basic computer vocabulary and commands, including go online, click and drag,
and highlight.
BL-H1 Categorize information by completing charts and making simple diagrams.

ESL STANDARDS BY LEVEL: Beginning High
Beginning High - Listening Skills
BH-L1 Demonstrate understanding of simple words and phrases drawn from learned topics.
BH-L2 Respond appropriately to a brief message of urgency (e.g., Call your son’s school right away.).
BH-L3 Identify the main topic of conversation in familiar material.
BH-L4 Differentiate between statements and questions based on grammatical structure and intonation patterns.
BH-L5 Recognize words that signal differences between present, past, and future events.
BH-L6 Respond appropriately to simple instructions and other non-classroom requests, including requests for
clarification.
BH-L7 Listen to determine a speaker’s attitude or opinion.
Beginning High – Speaking Skills
BH-S1 Ask and answer simple questions related to basic needs using previously learned phrases or simple sentences
BH-S2 Ask for and give meanings of words and expressions.
BH-S3 Engage in conversational exchanges on familiar topics using mostly learned phrases.
BH-S4 Give and ask for simple directions.
Beginning High – Word Analysis and Vocabulary Development
BH-V1 Apply sound/symbol relationships to decode (sound out) a new word.

BH-V2 Recognize common roots, prefixes (e.g., pre-, un-), suffixes (e.g., -ing, -ed), and compound words in context.
BH-V3 Identify common synonyms and antonyms (e.g., happy, glad, unhappy, sad) in context.
BH-V4 Locate a word, number, or time in alphabetical or numeric order (e.g., in a telephone directory, work schedule,
dictionary, or Web site directory).
Beginning High- Reading Skills
BH-R1 Use visual clues to predict meaning and interpret new words.
BH-R2 Interpret isolated words and phrases in familiar contexts (e.g., traffic signs, store ads, fast food menus,
computer menus).
BH-R3 Interpret terms and directions on simple forms, and abbreviations in authentic materials (e.g., personal
identification, school registration, checks, change of address).
BH-R4 Recognize words in a variety of printed fonts and handwriting styles.
BH-R5 Scan simple authentic documents to find specific information.
BH-R6 Identify the sequence of events in written directions.
BH-R7 Identify the main idea in a brief reading passage.
BH-R8 Read and demonstrate understanding of short, simplified narrative paragraphs on familiar topics.
Beginning High - Writing Skills
BH-W1 Write simple sentences and loosely organized paragraphs based on personal experiences or familiar material
(e.g., recipes, directions, e-mail messages).
BH-W2 Write a short note or message (e.g., to a landlord about a repair, or a child’s teacher about an illness).
BH-W3 Edit and revise writing for capitalization, sentence punctuation, and correct spelling.
BH-W4 Fill out simple forms that require some detailed biographical or personal information.
BH-W5 Write down key information from a recorded message (e.g., the time and day of a meeting from a telephone
answering machine).

ESL STANDARDS BY LEVEL: Beginning High
Beginning High – 21st Century Learning Skills
Technology:
BH-T1 Demonstrate how to turn on and shut down the computer.

BH-T2 Use a file menu (start, log off, open, print, save as).
BH-T3 Use basic editing functions in Word: cut, copy, paste, undo.
BH-T4 Find and edit a saved Word document.
BH-T5 Locate files within folders.
BH-T6 Change font size and color in a Word document.
BH-T7 Use a browser to find web pages of interest and scan for pertinent information.
BH-H1 Find commonalities using Venn diagrams (overlapping circles).

ESL STANDARDS BY LEVEL: Intermediate Low
Intermediate Low – Listening Skills
IL-L1 Follow multi-step directions and simple rules presented orally with support materials in a variety of familiar
situations.
IL-L2 Demonstrate understanding of organizational clues used in speaking (e.g., first, next, then, later, finally).
IL-L3 Identify essential information from a listening passage when given a verbal prompt.
IL-L4 Demonstrate understanding of the general meaning of unfamiliar vocabulary and details in face-to-face
conversations.
IL-L5 Differentiate between formal and informal language, including reduced speech (e.g., How’s it going? versus
How are you?), when accompanied by visual clues.
IL-L6 Demonstrate understanding of implicit information (e.g., in a short conversation in a work setting between a man
and a woman, infer that the woman is the man’s boss).
Intermediate Low – Speaking Skills
IL-S1 Describe a sequence of events on a topic related to their personal lives.
IL-S2 Ask for and give clarification on content of utterances (e.g., You mean this must be ready on Friday?).
IL-S3 Initiate and maintain simple conversations using appropriate formal and informal forms of address (e.g., Mr.
Smith vs. Bob).
IL-S4 Converse on familiar topics and increasingly on unfamiliar topics.
IL-S5 Summarize a brief listening passage on a familiar topic.
IL-S6 Participate in simple telephone conversations on familiar topics.
IL-S7 Give and ask for directions, and give increasingly complex commands and warnings.
IL-S8 Prepare and deliver a short, simple oral presentation on a familiar topic.
IL-S9 Engage in a brief, simple interview on familiar topics.

Intermediate Low - Word Analysis and Vocabulary Development
IL-V1 Apply knowledge of prefixes and suffixes to determine the meaning of common words in context.
IL-V2 Identify common homonyms (e.g., to/two/too) and increase vocabulary of synonyms and antonyms.
IL-V3 Predict meanings of unfamiliar vocabulary in material rich in contextual clues.
IL-V4 Interpret meaning of familiar words used in a new context.
IL-V5 Recognize common idioms (e.g., Give me a break!) and phrasal verbs (e.g., get off, get out of, pick up) in
context.
IL-V6 Find specific information using an index or table (e.g., of a book, job manual, computer application help feature,
etc.).
Intermediate Low – Reading Skills
IL-R1 Interpret abbreviations for an increasing variety of words in context of specific topics (e.g., employment,
housing).
IL-R2 Skim for general meaning in short passages or paragraphs.
IL-R3 Scan for specific information in simple authentic materials (e.g., ads, schedules, dictionaries, standardized tests,
Web pages).
IL-R4 Interpret simple, short narrative and descriptive passages on familiar topics.
IL-R5 Interpret simple charts, graphs, tables, maps, and multi-step diagrams.
IL-R6 Interpret simple narrative and descriptive passages using visual, graphic, and textual clues (e.g., titles, headlines,
captions, table of contents) that orient learners to reading passages.
Intermediate Low – Writing Skills
IL-W1 Write a short note or message including some supporting details (e.g., to a teacher or supervisor explaining an
absence).
IL-W2 Fill out paper or online forms requiring detailed personal information on varied topics (e.g., medical, job,
banking forms).
IL-W3 Write a paragraph that includes a topic sentence, supporting detail, and a conclusion.
IL-W4 Edit writing for spelling, capitalization, sentence punctuation, and basic grammatical form, with some degree of
accuracy.
IL-W5 Take notes on familiar material transmitted orally (e.g., a phone message, a doctor’s directions for taking a
medication, or a job supervisor’s instructions about a task).

Intermediate Low – 21st Century Learning Skills
Technology:
IL-T1 Use common search engines to find information and sites of interest including sites that provide practice using
English skills.
IL-T2 Create an email account, using strong password and username.
IL-T3 Open email messages.
IL-T4 Write and send email messages.
IL-T5 Identify email safety tips (not opening email from unknown sources, taking care when providing personal
information).
IL-T6 Define email dangers such as phishing, spam, and hoaxes.
IL-H1 Organize information using a mind map (insert example).
IL-H2 Use Venn diagrams to compare and contrast information.
IL-H3 Think critically to analyze information on diagrams.

ESL STANDARDS BY LEVEL: Intermediate High
Intermediate High – Listening Skills
IH-L1 Respond to common requests for assistance or information.
IH-L2 Listen for and record details.
IH-L3 Identify main ideas and most supporting details in a listening exercise relating to everyday topics.
IH-L4 Identify essential information on a familiar subject in an observed conversation about the subject.
IH-L5 Demonstrate understanding of a narrative passage read aloud and be able to repeat the main actions in sequence.
IH-L6 Demonstrate understanding of everyday conversation when speakers make some adaptations for English learners
(e.g., repeating or slowing down).
IH-L7 Differentiate between the use of formal and informal language, including reduced speech, even when no visual
context or clues are present.
IH-L8 Detect the general mood of a message, determining to a limited degree such components as the attitudes and
feelings of the speakers or the urgency of the message.
IH-L9 Make predictions about what a speaker will say.
Intermediate High – Speaking Skills
IH-S1 Participate in face-to-face conversations on some topics beyond immediate survival needs, such as personal
histories and descriptions of people and places.
IH-S2 Be able to ask for and give clarifications of previous utterances.
IH-S3 Adjust language forms to the level of formality required to fulfill basic courtesy functions in face-to-face
conversations.
IH-S4 Engage in longer and longer conversations on familiar and unfamiliar topics with some errors.
IH-S5 Prepare and deliver a short oral presentation on a familiar topic.
IH-S6 Engage in a short interview with another student on familiar and partly unfamiliar topics.
Intermediate High - Word Analysis and Vocabulary Development
IH-V1 Identify common roots of words used in familiar contexts and expand knowledge of prefixes and suffixes.
IH-V2 Identify an increasing number of homonyms, synonyms, and antonyms.
IH-V3 Interpret common phrasal verbs, collocations and idioms in familiar contexts.
IH-V4 Use contextual clues to determine the meaning of unfamiliar vocabulary and phrases.
IH-V5 Use a dictionary to determine the basic meaning of unfamiliar words.

ESL STANDARDS BY LEVEL: Intermediate High
Intermediate High – Reading Skills
IH-R1 Interpret a variety of charts, graphs, tables, and forms.
IH-R2 Skim a passage, form, or test to determine the organization and general ideas.
IH-R3 Scan a passage, form, or test to find particular details.
IH-R4 Find information that requires drawing from different sections of a reading passage.
IH-R5 Identify the main idea of a paragraph on a familiar topic.
IH-R6 Draw conclusions from authentic materials on familiar topics (e.g., newspaper articles on current events, social
letters, public information notices, Web sites).
IH-R7 Determine connections between ideas within a passage by interpreting transitional words (e.g., therefore,
however).
IH-R8 Follow pronoun references to a person or object in a passage (e.g., Ms. Smith...she...our teacher; Form 168...this
form...it).
Intermediate High – Writing Skills
IH-W1 Take notes on information transmitted orally on familiar or unfamiliar topics when supporting material is
provided (e.g., at a school or job orientation meeting).
IH-W2 Write a composition of at least one paragraph, with a main idea and supporting details (e.g., for a detailed
accident report).
IH-W3 Fill out increasingly complex authentic paper and online forms, questionnaires, and surveys (e.g., driver’s license
application, job satisfaction survey).
IH-W4 Write a simple email or business letter (e.g., to request an application or information).
Intermediate High 21st Century Learning Skills
Technology:
IH-T1 Insert graphics, clip art, and pictures into a Word document.
IH-T2 Write email messages for various purposes and audiences.
IH-T3 Recognize basic steps that need to be taken to prevent online fraud and identity theft. Use websites and other
computer technologies to practice reading, writing, listening or speaking skills.
IH-T4 Identify ways of verifying validity of information found on the Internet (e.g. Snopes for Internet hoaxes).
IH-T5 Use web-based forms to fill out and submit information and log-in to a website.
IH-H1 Recognize cause and effect and fill out a chart.

ESL STANDARDS BY LEVEL: Advanced Low
Advanced Low – Listening Skills
AL-L1 Demonstrate understanding of hypothetical situations in familiar contexts.

AL-L2 Demonstrate understanding of most of the language used in context in movies, broadcasts, or video clips of a
very general nature.
AL-L3 Demonstrate understanding of the majority of face-to-face speech in standard dialect and at a normal rate, with
some repetition.
AL-L4 Infer emotional content of a spoken message (e.g., anger, compliment, condolence, sarcasm) from intonation,
rhythm, and stress
AL-L5 Respond to detailed, specific spoken instructions (e.g., related to operating machines, employment directives,
or academic assignments).
Advanced Low – Speaking Skills
AL-S1 Participate with increasing fluency in most face-to-face social conversations, including those about work and
current events.
AL-S2 Clarify meaning through strategies such as paraphrasing when misunderstanding occurs.
AL-S3 Make some adjustments in language used in face-to-face conversation according to the level of formality
required by the social situation
AL-S4 Engage in extended conversations on familiar and unfamiliar topics for a variety of purposes.
AL-S5 Prepare and deliver a well-organized oral presentation on a general topic. ?
Advanced Low – Word Analysis and Vocabulary Development
AL-V1 Make inferences from charts, tables, and a short series of paragraphs.
AL-V2 Interpret an increasing number of idioms and phrasal verbs in context.
AL-V3 Identify analogies that clarify meaning.
AL-V4 Determine the meaning of new specialized vocabulary in context (e.g., vocabulary related to fields of interest).
AL-V5 Select the appropriate meaning of a word with multiple meanings by using a dictionary.
Advanced Low – Reading Skills
AL-R1 Make inferences from charts, tables, and a short series of paragraphs.
AL-R2 Skim increasingly complex passages, forms, or tests to determine the organization and general ideas.
AL-R3 Scan increasingly complex passages, forms, or tests to find particular details.
AL-R4 Identify main ideas and supporting details or examples from familiar material.
AL-R5 Identify the author, audience, and purpose of a reading passage.
AL-R6 Differentiate fact from opinion in written materials.
AL-R7 Interpret authentic materials (e.g., prose fiction, newspaper articles, Web sites) on familiar subjects.
AL-R8 Summarize reading passages.
Advanced Low – Writing Skills
AL-W1 Expand and combine simple sentences by adding modifying words, clauses, and phrases.
AL-W2 Write descriptive and expository one to two paragraph compositions using correct punctuation and coherent
organization.
AL-W3 Organize sentences effectively to convey meaning.
AL-W4 Edit own writing for grammatical form, word choice, spelling, mechanics, and organization. Edit peers’ writing
for content and organization.
AL-W5 Take notes from formal community, job, or academic presentations (including guest speakers)
AL-W6 Write a letter or e-mail message/text requiring some detail (e.g., to request an informational interview).

ESL STANDARDS BY LEVEL: Advanced Low
Advanced Low – 21st Century Learning Skills
Technology:
AL-T1 Fill out, sign, and return Acceptable Use Policy.
AL-T2 Demonstrate understanding of technical vocabulary related to computer use (e.g. central processing unit/CPU, hard
drive, flash drive, scroll, drag, resize, minimize, maximize, refresh, etc.).
AL-T3 Demonstrate skill in using common software applications.

AL-H1 Demonstrate the ability to view media critically.
AL-H2 Fill in missing information for partially completed Cornell notes, outlines, charts and other organizational
devices.

ESL STANDARDS BY LEVEL: Advanced High
Advanced High – Listening Skills
AH-L1 Demonstrate understanding of face-to-face or broadcast descriptions and narration of specialized material.
AH-L2 Identify accurate and applicable information in a variety of listening contexts (e.g., academic, work-related).
AH-L3 Adapt listening strategies that include conversation, unfamiliar and informal, (e.g., use prior knowledge, listen
for the gist, use organizational patterns and association, find listening clues) when confronted with spoken
information on topics of less familiarity.
AH-L4 Respond to face-to-face conversations spoken at normal speed that include reduced speech, phrasal verbs, idioms
and slang.
Advanced High – Speaking Skills
AH-S1 Speak fluently in most formal and informal conversations on practical and social topics.
AH-S2 Summarize orally and clarify information received from a variety of sources.
AH-S3 Make appropriate adjustments in language used in face-to-face conversation according to the level of formality
required by the social situation.
AH-S4 Engage in extended conversations in an organized fashion on familiar and unfamiliar topics for a variety of purposes.
AH-S5 Prepare and deliver a well-organized oral presentation on a general topic.
Advanced High – Word Analysis and Vocabulary Development
AH-V1 Use syntactic clues to interpret the meanings of complex sentences or new vocabulary.
AH-V2 Interpret analogies in familiar contexts.
AH-V3 Interpret a wide variety of idioms, phrasal verbs, and collocations in context.
AH-V4 Find information by using reference tools, including online resources.
Advanced High – Reading Skills
AH-R1 Summarize or paraphrase information gained from authentic materials on familiar topics.
AH-R2 Interpret main ideas and key points from specialized material in own fields of interest.
AH-R3 Apply appropriate reading strategies (e.g. skimming, scanning, predicting, inferring) for understanding content
on unfamiliar topics or specialized information.
AH-R4 Evaluate information in familiar and some unfamiliar passages for accuracy and relevance to purpose.
AH-R5 Draw general conclusions from specific details in a passage.
AH-R6 Make judgments of information found in reading material based on personal value system.

ESL STANDARDS BY LEVEL: Advanced High
Advanced High – Writing Skills
AH-W1 Write simple outlines or Cornell notes from reading passages or lectures.
AH-W2 Write summaries and paraphrases of reading passages.
AH-W3 Write detailed formal letters or e-mail messages (e.g., letters of complaint, letters to accompany job applications).
Advanced High – 21st Century Learning Skills:
Technology:
AH-T1 Use a variety of technologies to analyze, interpret, synthesize, apply, and/or communicate information.
AH-T2 Research and find technology-based learning resources.
AH-T3 Demonstrate skill at using common software applications.
AH-T4 Access and use self-paced tutorials (software- or Internet-based, e.g. Microsoft Word 2010 tutorial).
AH-H1 Use a variety of organizational devices to take notes and organize information including Venn diagrams, mind
maps, flow charts, T-charts, tables, outlines, and Cornell notes.
AH-H2 Distinguish fact from opinion, fiction from non-fiction, and point of view in media messages and presentations
(from CASAS).
AH-H3 Interpret literal and indirect media messages and the influence of factors such as popular culture and
sensationalism (from CASAS).

ESL STANDARDS BY LEVEL: Advanced High Academic
Advanced High Academic – Listening Skills
AHA-L1 Understand and use the appropriate register as determined by the setting (formal, informal, workplace, etc.).
AHA-L2 Determine the usefulness, bias, and/or accuracy of information presented orally (e.g., recognize loaded language,
distinguish fact from opinion, identify inferences, evaluate sources).
AHA-L3 Listen selectively for words, phrases, or idea units and other clues to infer meaning of unknown words.
AHA-L4 Understand conversations, lectures, discussions, and speeches on topics related to fields of interest.
Advanced High Academic – Speaking Skills
AHA-S1 Speak with some fluency on specialized subjects of interest related to academic pursuits or work demands.
AHA-S2 Engage in debate in an organized fashion on familiar and unfamiliar topics for a variety of purposes.
AHA-S3 Prepare and deliver a well-organized oral presentation on a specialized topic.
AHA-S4 Engage in an interview on familiar and unfamiliar topics.
AHA-S5 Participate in casual, formal, and extended conversation on practical and academic topics.
Advanced High Academic – Word Analysis and Vocabulary Development
AHA-V1 Interpret analogies in unfamiliar contexts.
AHA-V2 Interpret a wide variety of idioms and phrasal verbs in context.
AHA-V3 Interpret meaning of metaphors and similes in context.
Advanced High Academic – Reading Skills
AHA-R1 Analyze an author’s point of view by making inferences.
AHA-R2 Determine meaning of increasingly complex passages by using contextual clues (e.g., chronological order,
comparison, contrast, and simple listing).
AHA-R3 Use background knowledge and linguistic and contextual clues to infer the meaning of unknown words.

ESL STANDARDS BY LEVEL: Advanced High Academic
Advanced High Academic – Writing Skills
AHA-W1 Take notes from full-length formal presentations. Write outlines from reading passages or lectures.
AHA-W2 Use graphic organizers such as Cornell Notes, Venn Diagrams, and flow charts for note taking.
AHA-W3 Write compositions with a clear introduction, supporting details, and conclusion, using a variety of rhetorical
techniques (e.g., comparison/contrast; cause/effect; generalization/example; exposition).
AHA-W4 Edit own and peers’ writing for grammatical form, word choice, spelling, mechanics, sentence variety and
organization.
Advanced High Academic – 21st Century Learning Skills
Technology:
AHA-T1 Demonstrate ability to communicate with classmates and instructor through online class-management resources
(e.g. Blackboard, Moodle, etc.).
AHA-T2 Transmit assignments to teachers electronically (e.g. through email, Blackboard or Moodle).
AHA-T3 Demonstrate online etiquette in academic settings.
Higher Order Skills and Strategies
AHA-H1 Use a variety of organizational devices to take notes and organize information, including Venn diagrams, mind
maps, flow charts, T-charts, tables, outlines, and Cornell notes.
AHA-H2 Distinguish fact from opinion, fiction from non-fiction, and point of view in media messages and presentation
(CASAS).
AHA-H3 Interpret literal and indirect media messages and the influence of factors such as popular culture and
sensationalism (CASAS)

APPENDIX A: Integrated Academic Skills by ESL Proficiency Level
Adapted from “Promoting Learner Transitions to Postsecondary Education and Work: Developing Academic Readiness Skills
From the Beginning” • www.cal.org/caelanetwork/resources/transitions.html
HIGHER ORDER SKILLS & STRATEGIES INTRODUCED
Reading & Listening BL BH IL IH AL AH

Reading for specific information X X
Taking notes from a reading using a X X
grid
Listening for specific information X X
Listening to confirm predictions X X
Listening for detail X X
Discerning specific details from main X X
ideas
Recognizing connotations of words X X
Summarizing information from the X X
entire text
Inquiring beyond the text X X
Listening for main ideas X X
Discriminating between main ideas X X
and details
Organize = categories provided by instructor

Categorize = student determines categories
Organizing Information & BL BH IL IH AL AH

Taking Notes
Ordering information X X
Organizing information graphically X X
Organizing ideas X X
Organizing information using a mind X X
map
Categorizing X X
Organizing personal information X X
using mind maps
Taking notes using a mind map X X
Organizing and categorizing X X
information

APPENDIX A: Integrated Academic Skills by ESL Proficiency Level
Thinking Critically BL BH IL IH AL AH
Sequencing information X X
Transferring information from one
graphic to another
Making predictions X X
Comparing and contrasting X X
Inquiring and questioning X X
Recognizing cause and effect X X
Analyzing and evaluating X X
Questioning cultural connotations X X
Comparing and contrasting X X
connotations across cultures
Analyzing and evaluating beliefs and X X
values
Identifying assumptions X X
Questioning beliefs and values X X
Solving problems and making X X
decisions
Summarizing and synthesizing X X

APPENDIX B: Diagram Samples/Organizational & Note-taking Formats
From CAELA Network Brief Promoting Learner Transitions to Postsecondary Education and Work:
Developing Academic Readiness Skills from the Beginning (April 2010)
Mind Map
Venn Diagram
T-Chart
Cause and Effect Chart
Cornell Notes are a system of guided not taking. Students divide their paper into three sections: key points,
notes, summary.

APPENDIX C: List of CASAS Competencies
An important and essential component of the CASAS system is the Competency List. All
assessment is linked to these competencies and the instructional materials (CASAS Curriculum
Materials Guide) that focus on learners' goals. This list of more than 300 competencies for
adult and secondary level learners is validated annually by the CASAS National Consortium of
agencies. This comprehensive list has been correlated to the SCANS competencies (Secretary's
Commission on Achieving Necessary Skills) that were identified by the U.S. Department of
Labor to help learners and instructors apply teaching and learning in a "real-world context."
• 0. Basic Communication
• 1. Consumer Economics
• 2. Community Resources
• 3. Health
• 4. Employment
• 5. Government and Law
• 6. Computation
• 7. Learning to Learn
• 8. Independent Living Skills

0. Basic Communication
0.1 Communicate in interpersonal interactions
0.1.1 Identify or use appropriate non-verbal behavior in a variety of situations (e.g., handshaking)
0.1.2 Identify or use appropriate language for informational purposes (e.g., to identify, describe, ask for
information, state needs, command, agree or disagree, ask permission)
0.1.3 Identify or use appropriate language to influence or persuade (e.g., to caution, request, advise, persuade,
negotiate)
0.1.4 Identify or use appropriate language in general social situations (e.g., to greet, introduce, thank, apologize,
compliment, express pleasure or regret)
0.1.5 Identify or use appropriate classroom behavior
0.1.6 Clarify or request clarification
0.1.7. Understand, follow or give instructions, including commands and polite requests (e.g., Do, this; Will you
do this?)
0.1.8. Understand or use appropriate language to express emotions and states of being (e.g., happy hungry,
upset)
0.2 Communicate regarding personal information
0.2.1 Respond appropriately to common personal information questions

0.2.2 Complete a personal information form
0.2.3 Interpret or write a personal note, invitation, or letter
0.2.4 Converse about daily and leisure activities and personal interests
1. Consumer Economics
1.1 Use weights, measures, measurement scales, and money
1.1.1 Interpret recipes

1.1.2 Use the metric system (see also 1.1.4, 6.6.1, 6.6.2, 6.6.3, 6.6.4)
1.1.3 Interpret maps and graphs (see also 1.9.4, 2.2.1, 2.2.5)
1.1.4 Select, compute, or interpret appropriate standard measurement for length, width, perimeter, area,
volume, height, or weight (see also 1.1.2, 6.6.1, 6.6.2, 6.6.3, 6.6.4, 6.6.5)
1.1.5 Interpret temperatures (see also 6.6.4)
1.1.6 Count, convert, and use coins and currency, and recognize symbols such as ($) and (.) (see also 6.1.1, 6.1.2,
6.1.3, 6.1.4, 6.1.5)
1.1.7 Identify product containers and interpret weight and volume 1.1.8 Compute averages (see also 6.7.5)
1.1.9 Interpret clothing and pattern sizes and use height and weight tables

1.2 Apply principles of comparison shopping in the selection of goods and services
1.2.1 Interpret advertisements, labels, charts, and price tags in selecting goods and services
1.2.2 Compare price or quality to determine the best buys for goods and services
1.2.3 Compute discounts (see also 6.4.1)
1.2.4 Compute unit pricing
1.2.5 Interpret letters, articles, and information about consumer-related topics
1.2.6. Identify places to purchase goods and services including the Internet
1.3 Understand methods and procedures used to purchase goods and services
1.3.1 Compare different methods used to purchase goods and services

1.3.2 Interpret credit applications and recognize how to use and maintain credit
1.3.3 Identify or use various methods to purchase goods and services, and make returns and exchanges
1.3.4 Use catalogs, order forms, and related information to purchase goods and services
1.3.5 Use coupons to purchase goods and services
1.3.6 Use coin-operated machines
1.3.7 Interpret information or directions to locate merchandise (see also 2.5.4)
1.3.8 Identify common food items
1.3.9 Identify common articles of clothing
1.4 Understand methods and procedures to obtain housing and related services
1.4.1 Identify different kinds of housing, areas of the home, and common household items
1.4.2 Select appropriate housing by interpreting classified ads, signs, and other information
1.4.3 Interpret lease and rental agreements
1.4.4 Interpret information to obtain, maintain, or cancel housing utilities
1.4.5 Interpret information about tenant and landlord rights
1.4.6 Interpret information about housing loans and home-related insurance
1.4.7 Interpret information about home maintenance, and communicate housing problems to a landlord (see
also 1.7.4)
1.4.8 Recognize home theft and fire prevention measures
1.5 Apply principles of budgeting in the management of money
1.5.1 Interpret information about personal and family budgets

1.5.2 Plan for major purchases (see also 1.5.1)
1.5.3 Interpret bills (see also 2.1.4)

1.6 Understand consumer protection measures
1.6.1 Interpret food packaging labels (see also 1.2.1, 3.5.1)

1.6.2 Identify consumer protection resources available when confronted with fraudulent practices
1.6.3 Identify procedures the consumer can follow if merchandise or service is unsatisfactory
1.6.4 Check sales receipts
1.6.5. Identify and interpret advertising, offers, junk mail and other marketing materials, including claims and
disclaimers
1.6.6. Interpret information about consumer privacy rights and policies
1.6.7 Identify risks such as identity theft and ways to safeguard personal and financial information
1.7 Understand procedures for the care, maintenance, and use of personal possessions
1.7.1 Interpret product guarantees and warranties

1.7.2 Interpret clothing care labels
1.7.3 Interpret operating instructions, directions, or labels for consumer products (see also 3.4.1)
1.7.4 Interpret maintenance procedures for household appliances and personal possessions
1.7.5 Interpret information to obtain repairs
1.7.6. Place a notice or ad to sell items
1.8 Use banking and financial services in the community
1.8.1 Demonstrate the use of savings and checking accounts, including using an ATM
1.8.2 Interpret the procedures and forms associated with banking services, including writing checks
1.8.3 Interpret interest or interest-earning savings plans
1.8.4 Interpret information about the types of loans available through lending institutions
1.8.5 Interpret information on financial agencies and financial planning
1.8.6. Interpret information about credit and debt, including interest rates, payment terms and credit reports
1.8.7. Identify and use services to send money or exchange currency
1.9 Understand methods and procedures for the purchase and maintenance of an automobile and interpret driving
regulations
1.9.1 Interpret highway and traffic signs (see also 2.2.2)

1.9.2 Identify driving regulations and procedures to obtain a driver's license (see also 2.5.7)
1.9.3 Compute mileage and gasoline consumption
1.9.4 Interpret maps related to driving (see also 1.1.3, 2.2.1, 2.2.5)
1.9.5 Interpret information related to the selection and purchase of a car
1.9.6 Interpret information related to automobile maintenance
1.9.7 Recognize what to do in case of automobile emergencies
1.9.8 Interpret information about automobile insurance
1.9.9.Identify types of vehicles and basic car parts and features, including safety equipment

2. Community Resources
2.1 Use the telephone and telephone book
2.1.1 Use the telephone directory and related publications to locate information
2.1.2 Identify emergency numbers and place emergency calls (see also 2.5.1)
2.1.3 Interpret information about time zones (see also 2.3.1)
2.1.4 Interpret telephone billings
2.1.5 Interpret telegram rates and procedures
2.1.6 Interpret information about using a pay telephone
2.1.7 Take and interpret telephone messages, leave messages on answering machines, and interpret recorded
messages (see also 4.5.4)
2.1.8 Use the telephone to make and receive routine personal and business calls
2.2 Understand how to locate and use different types of transportation and interpret related travel information
2.2.1 Ask for, give, follow, or clarify directions (see also 1.1.3, 1.9.4, 2.2.5)
2.2.2 Recognize and use signs related to transportation (see also 1.9.1)
2.2.3 Identify or use different types of transportation in the community, and interpret traffic information
2.2.4 Interpret transportation schedules and fares
2.2.5 Use maps relating to travel needs (see also 1.1.3, 1.9.4, 2.2.1)
2.2.6. Identify and interpret documentation requirements for travel, including applying for documents and filling
out forms
2.2.7. Interpret and follow security policies and procedures, and regulations related to travel and transport
2.3 Understand concepts of time and weather
2.3.1 Interpret clock time (see also 2.1.3, 6.6.6)

2.3.2 Identify the months of the year and the days of the week
2.3.3 Interpret information about weather conditions
2.3.4. Interpret and write dates
2.4 Use postal services
2.4.1 Address letters and envelopes

2.4.2 Interpret postal rates and types of mailing services
2.4.3 Interpret postal service forms and instructions on returned mail
2.4.4 Purchase stamps and other postal items and services
2.4.5 Interpret procedures for tracing a lost letter or parcel
2.4.6 Interpret a postal money order form
2.4.7. Interpret postal regulations and mailing and shipping procedures and requirements

2.5 Use community agencies and services
2.5.1 Locate and utilize services of agencies that provide emergency help
2.5.2 Identify how and when to obtain social and governmental services (e.g., low-income housing, Social
Security, Medicare), and how to interact with service providers
2.5.3 Locate medical and health facilities in the community (see also 3.1.3)
2.5.4 Read, interpret, and follow directions found on public signs and building directories (see also 1.3.7)
2.5.5 Locate and use educational services in the community, including interpreting and writing school-related
communications
2.5.6 Use library services
2.5.7 Interpret permit and license requirements (see also 1.9.2)
2.5.8 Identify community organizations and their purpose and functions
2.5.9 Identify child care services in the community (see also 3.5.7)
2.6 Use leisure time resources and facilities
2.6.1 Interpret information about recreational and entertainment facilities and activities
2.6.2 Locate information in TV, movie, and other recreational listings
2.6.3 Interpret information in order to plan for outings and vacations
2.6.4 Interpret and order from restaurant and fast food menus, and compute related costs
2.7 Understand aspects of society and culture
2.7.1 Interpret information about holidays

2.7.2 Interpret information about ethnic groups, cultural groups, and language groups
2.7.3 Interpret information about social issues (see also 2.7.2)
2.7.4 Interpret information about religion
2.7.5 Interpret literary materials such as poetry and literature
2.7.6 Interpret materials related to the arts, such as fine art, music, drama, and film
2.7.7. Obtain and interpret news from a variety of media sources (see also 7.6)
2.7.8. Obtain and interpret news from a variety of media, popular culture, politics, and religion, and how they
affect people’s perceptions, attitudes, and actions (see also 7.6)
2.7.9. Identify similarities and differences between cultures and how these affect interpersonal and social
relations and adaptation to a new cultural environment
2.8 Understand how to access and use educational systems and services
2.8.1. Interpret information about the educational system, from early childhood to post-secondary
2.8.2. Identify, evaluate, and access schools and other learning resources
2.8.4. Interpret policies and procedures of educational institutions regarding attendance, grades, conduct,
student rights, etc
2.8.5. Interpret school-related forms, such as registration and application forms
2.8.6. Interpret information from schools and communicate with school personnel
2.8.7. Interpret information about educational support services, such as counseling, accommodations, and
financial aid, and identify ways to access them
2.8.8. Interpret information related to student and school performance, and identify ways to promote change
2.8.9. Identify ways to get involved or volunteer in an educational setting

3. Health
3.1 Understand how to access and utilize the health care system
3.1.1 Describe symptoms of illness, including identifying parts of the body; interpret doctor's directions
3.1.2 Identify information necessary to make or keep medical and dental appointments
3.1.3 Identify and utilize appropriate health care services and facilities, including interacting with providers (see
also 2.5.3)
3.1.4. Identify common types of medical and health practitioners and specialists
3.1.5. Identify and access counseling services
3.1.6. Interpret information about health care plans, insurance, and benefits
3.1.7. Interpret information about patient rights, such as confidentiality and health care decisions
3.2 Understand medical and dental forms and related information
3.2.1 Fill out medical health history forms

3.2.2 Interpret immunization requirements
3.2.3 Interpret information associated with medical, dental, or life insurance
3.2.4 Ask for clarification about medical bills
3.3 Understand how to select and use medications
3.3.1 Identify and use necessary medications (see also 3.3.2, 3.3.3)
3.3.2 Interpret medicine labels (see also 3.3.1, 3.4.1)
3.3.3 Identify the difference between prescription, over-the-counter, and generic medications (see also 3.3.1.)
3.4 Understand basic health and safety procedures
3.4.1 Interpret product label directions and safety warnings (see also 1.7.3, 3.3.2)
3.4.2 Identify safety measures that can prevent accidents and injuries
3.4.3 Interpret procedures for simple first-aid
3.4.4 Interpret information about AIDS and other sexually transmitted diseases (see also 3.1.1)
3.4.5 Recognize problems related to drugs, tobacco, and alcohol and identify where treatment may be obtained
3.4.7. Interpret health and danger alerts
3.4.8. Interpret information regarding disaster preparedness
3.5 Understand basic principles of health maintenance
3.5.1 Interpret nutritional and related information listed on food labels (see also 1.6.1)
3.5.2 Select a balanced diet
3.5.3 Interpret food storage information
3.5.4 Identify practices that promote dental health
3.5.5 Identify practices that promote cleanliness and hygiene
3.5.6 Interpret information and identify agencies that assist with family planning (see also 2.5.3, 3.1.3)
3.5.7 Identify child rearing practices and community resources that assist in developing parenting skills (see also
2.5.9)
3.5.8 Identify practices that promote mental well-being
3.5.9 Identify practices that promote physical well-being

3.6 Understand basic health and medical information

3.6.1. Identify parts of the body
3.6.2. Interpret medical-related vocabulary (e.g., X-ray, blood test)
3.6.3. Interpret information about illnesses, diseases, and health conditions, and their symptoms
3.6.4. Communicate with a doctor or other medical staff regarding condition, diagnosis, treatment, concerns,
etc., including clarifying instruction
3.6.5. Interpret information on the development, care, and health and safety concerns of children
3.6.6. Interpret information about health issues related to aging
3.6.7. Interpret information about sexuality
3.6.8. Interpret information about medical procedures and the considerations and risks involved
3.6.9. Interpret and critically assess health and medical-related information from public sources such as the
Internet
4. Employment
4.1 Understand basic principles of getting a job
4.1.1 Interpret governmental forms related to seeking work, such as applications for Social Security (see also
2.5.2)
4.1.2 Follow procedures for applying for a job, including interpreting and completing job applications, résumés,
and letters of application
4.1.3 Identify and use sources of information about job opportunities such as job descriptions, job ads, and
announcements, and about the workforce and job market
4.1.4 Identify and use information about training opportunities (see also 2.5.5)
4.1.5 Identify procedures involved in interviewing for a job, such as arranging for an interview, acting and
dressing appropriately, and selecting appropriate questions and responses
4.1.6 Interpret general work-related vocabulary (e.g., experience, swing shift)
4.1.7 Identify appropriate behavior and attitudes for getting a job
4.1.8 Identify common occupations and the skills and education required for them
4.1.9 Identify procedures for career planning, including self-assessment
4.2 Understand wages, benefits, and concepts of employee organizations
4.2.1 Interpret wages, wage deductions, benefits, and timekeeping forms

4.2.2 Interpret information about employee organizations
4.2.3 Interpret employment contract and union agreements
4.2.4 Interpret employee handbooks, personnel policies, and job manuals
4.2.5. Interpret information about employee benefits
4.2.6. Interpret information about legal rights of employees, including issues such as discrimination and sexual
harassment

4.3 Understand work-related safety standards and procedures
4.3.1 Interpret safety signs found in the workplace (see also 3.4.1)
4.3.2 Interpret work safety manuals and related information
4.3.3 Identify safe work procedures and common safety equipment, including wearing safe work attire
4.3.4 Report unsafe working conditions and work- related accidents, injuries, and damages
4.4 Understand concepts and materials related to job performance and training
4.4.1 Identify appropriate behavior, attire, attitudes, and social interaction, and other factors that affect job
retention and advancement
4.4.2 Identify appropriate skills and education for keeping a job and getting a promotion
4.4.3 Interpret job-related signs, charts, diagrams, forms, and procedures, and record information on forms,
charts, checklists, etc. (see also 4.2.1, 4.3.1, 4.3.4)
4.4.4 Interpret job responsibilities and performance reviews (see also 4.4.2)
4.4.5 Identify job training needs and set learning goals
4.4.6 Interpret work specifications and quality standards
4.4.7 Demonstrate the ability to apply or transfer skills learned in one job situation to another
4.4.8 Interpret job-related technical information, such as from service manuals and training classes
4.5 Effectively utilize common workplace technology and systems
4.5.1 Identify common tools, equipment, machines, and materials required for one's job
4.5.2 Demonstrate simple keyboarding skills
4.5.3 Demonstrate ability to use a filing system or other ordered system (e.g., coded or numbered)
4.5.4 Demonstrate use of common business machines (see also 2.1.7, 2.1.8)
4.5.5 Demonstrate basic computer skills and use of common software programs, including reading or
interpreting computer-generated printouts
4.5.6 Demonstrate ability to select, set up and use tools and machines in
order to accomplish a task, while operating within a technological system 4.5.7 Demonstrate ability to identify
and resolve problems with machines and to follow proper maintenance procedures
4.6 Communicate effectively in the workplace
4.6.1 Follow, clarify, give, or provide feedback to instructions; give and respond appropriately to criticism
4.6.2 Interpret and write work-related correspondence, including notes, memos, letters, and e-mail (see also
4.4.3)
4.6.3 Interpret written workplace announcements and notices (see also 4.4.1, 4.4.3)
4.6.4 Report progress on activities, status of assigned tasks, and problems and other situations affecting job
completion (see also 4.3.4)
4.6.5 Select and analyze work-related information for a given purpose and communicate it to others orally or in
writing

4.7 Effectively manage workplace resources
4.7.1 Interpret or prepare a work-related budget, including projecting costs, keeping detailed records, and
tracking status of expenditures and revenue
4.7.2 Identify or demonstrate effective management of material resources, including acquisition, storage, and
distribution
4.7.3 Identify or demonstrate effective management of human resources, including assessing skills, making
appropriate work assignments, and monitoring performance
4.7.4 Identify, secure, evaluate, process, and/or store information needed to perform tasks or keep records
4.8 Demonstrate effectiveness in working with other people
4.8.1 Demonstrate ability to work cooperatively with others as a member of a team, contributing to team
efforts, maximizing the strengths of team members, promoting effective group interaction, and taking personal
responsibility for accomplishing goals
4.8.2 Identify ways to learn from others and to help others learn job-related concepts and skills
4.8.3 Demonstrate effective communication skills in working with customers and clients
4.8.4 Demonstrate initiative and resourcefulness in meeting the needs and solving the problems of customers
4.8.5 Demonstrate leadership skills, including effectively communicating ideas or positions, motivating and
respecting others, and responsibly challenging existing policies
4.8.6 Demonstrate negotiation skills in resolving differences, including presenting facts and arguments,
recognizing differing points of view, offering options, and making compromises
4.8.7 Identify and use effective approaches to working within a multicultural workforce, including respecting
cultural diversity, avoiding stereotypes, and recognizing concerns of members of other ethnic and gender groups
4.9 Understand how social, organizational, and technological systems work, and operate effectively within them
4.9.1 Identify the formal organizational structure of one's work environment

4.9.2 Demonstrate how a system's structures relate to its goals
4.9.3 Identify sources of information and assistance, and access resources within a system
4.9.4 Assess the operation of a system or organization and make recommendations for improvement, including
development of new systems
5. Government and Law
5.1 Understand voting and the political process
5.1.1 Identify voter qualifications

5.1.2 Interpret a voter registration form
5.1.3 Interpret a ballot
5.1.4 Interpret information about electoral politics and candidates
5.1.5 Interpret information about special interest groups
5.1.6 Communicate one's opinions on a current issue
5.1.7. Identify how to contact public officials about issues and concerns

5.2 Understand historical and geographical information
5.2.1 Interpret information about U.S. history

5.2.2 Identify or interpret U.S. historical documents
5.2.3 Interpret information about world history
5.2.4 Interpret information about U.S. states, cities, geographical features, and points of interest
5.2.5 Interpret information about world geography
5.2.6. Identify the U.S. flag, other national symbols, and principal monuments
5.3 Understand an individual's legal rights and responsibilities and procedures for obtaining legal advice
5.3.1 Interpret common laws and ordinances, and legal forms and documents
5.3.2 Identify individual legal rights and procedures for obtaining legal advice (see also 5.3.1)
5.3.3 Interpret basic court procedures
5.3.4 Interpret laws affecting door-to-door sales (see 1.6.2)
5.3.5 Interpret information about traffic tickets
5.3.6 Interpret information or identify requirements for establishing residency and/or obtaining citizenship
5.3.7 Identify common infractions and crimes, and legal consequences
5.3.8 Identify procedures for reporting a crime
5.3.9. Identify rights, responsibilities, and legal obligations in domestic relationships (e.g., parental, spousal) and how
to report problems
5.4 Understand information about taxes
5.4.1 Interpret income tax forms

5.4.2 Compute or define sales tax
5.4.3 Interpret tax tables (see also 5.4.1, 5.4.2)
5.4.4 Interpret tax information from articles and publications
5.5 Understand governmental activities
5.5.1 Interpret information about international affairs

5.5.2 Interpret information about legislative activities
5.5.3 Interpret information about judicial activities
5.5.4 Interpret information about executive activities
5.5.5 Interpret information about military activities
5.5.6 Interpret information about law enforcement activities
5.5.7 Interpret information about local policy- making groups
5.5.8 Identify local, state and federal government leaders
5.5.9. Interpret information about the structure of government and the political system, including federal, state,
and local

5.6 Understand civic responsibilities and activities
5.6.1 Interpret information about neighborhood or community problems and their solutions
5.6.2 Interpret information about civic organizations and public service groups
5.6.3 Interpret civic responsibilities, such as voting, jury duty, taxes
5.6.4. Identify ways of conserving resources, including recycling and using energy efficiently
5.6.5. Identify volunteer agencies and opportunities in the community
5.7 Understand environmental and science- related issues
5.7.1 Interpret information about environmental issues

5.7.2 Interpret information related to physics, including energy
5.7.3 Interpret information about earth-related sciences
5.7.4 Interpret information about new technologies and scientific issues
5.7.5. Interpret information about issues related to social sciences, such as psychology
5.7.6. Interpret information related to ethical and philosophical issues
5.8 Understand concepts of economics
5.8.1 Interpret economic information and statistics

5.8.2 Interpret information on economic issues and trends
5.8.3 Interpret information on world economic systems
6. Computation
6.0 Demonstrate pre-computation skills
6.0.1 Identify and classify numeric symbols

6.0.2 Count and associate numbers with quantities, including recognizing correct number sequencing
6.0.3 Identify information needed to solve a given problem
6.0.4 Determine appropriate operation to apply to a given problem
6.0.5 Demonstrate use of a calculator
6.1 Compute using whole numbers
6.1.1 Add whole numbers

6.1.2 Subtract whole numbers
6.1.3 Multiply whole numbers
6.1.4 Divide whole numbers
6.1.5 Perform multiple operations using whole numbers

6.2 Compute using decimal fractions
6.2.1 Add decimal fractions

6.2.2 Subtract decimal fractions
6.2.3 Multiply decimal fractions
6.2.4 Divide decimal fractions
6.2.5 Perform multiple operations using decimal fractions
6.2.6 Convert decimal fractions to common fractions or percents
6.3 Compute using fractions
6.3.1 Add common or mixed fractions

6.3.2 Subtract common or mixed fractions
6.3.3 Multiply common or mixed fractions
6.3.4 Divide common or mixed fractions
6.3.5 Perform multiple operations using common or mixed fractions
6.3.6 Convert common or mixed fractions to decimal fractions or percents
6.3.7 Identify or calculate equivalent fractions
6.4 Compute with percents, rate, ratio, and proportion
6.4.1 Apply a percent to determine amount of discount (see also 1.2.3)

6.4.2 Apply a percent in a context not involving money
6.4.3 Calculate percents
6.4.4 Convert percents to common, mixed, or decimal fractions
6.4.5 Use rate to compute increase or decrease
6.4.6 Compute using ratio or proportion (see also 6.4.5)
6.5 Use expressions, equations, and formulas
6.5.1 Recognize and evaluate simple consumer formulas

6.5.2 Recognize and apply simple geometric formulas
6.5.3 Recognize and apply simple algebraic formulas
6.5.4 Recognize and evaluate logical statements
6.6 Demonstrate measurement skills (see also 1.1)
6.6.1 Convert units of U.S. standard measurement and metric system (see also 1.1.2, 1.1.4)
6.6.2 Recognize, use, and measure linear dimensions, geometric shapes, or angles (see also 1.1.2, 1.1.4)
6.6.3 Measure area and volume of geometric shapes (see also 1.1.2, 1.1.4)
6.6.4 Use or interpret measurement instruments, such as rulers, scales, gauges, and dials(see also 1.1.2, 1.1.4,
1.1.5, 4.3.3, 4.4.3)
6.6.5 Interpret diagrams, illustrations, and scale drawings (see also 1.1.4, 4.4.3)
6.6.6 Calculate with units of time
6.6.7 Solve measurement problems in stipulated situations
6.6.8 Interpret mechanical concepts or spatial relationships
6.6.9 Use or interpret switches and controls

6.7 Interpret data from graphs and compute averages
6.7.1 Interpret data given in a line graph (see also 1.1.3)

6.7.2 Interpret data given in a bar graph (see also 1.1.3)
6.7.3 Interpret data given in a picture graph
6.7.4 Interpret data given in a circle graph (see also 1.1.3)
6.7.5 Compute averages, medians, or modes (see also 1.1.8)
6.8 Use statistics and probability
6.8.1 Interpret statistical information used in news reports and articles

6.8.2 Interpret statements of probability
6.9 Use estimation and mental arithmetic
6.9.1 Use computation short cuts

6.9.2 Estimate answers
7. Learning to Learn
7.1 Identify or practice effective organizational and time management skills in accomplishing goals
7.1.1 Identify and prioritize personal, educational, and workplace goals (see also 4.4.5)
7.1.2 Demonstrate an organized approach to achieving goals, including identifying and prioritizing tasks and
setting and following an effective schedule
7.1.3 Demonstrate personal responsibility and motivation in accomplishing goals
7.1.4 Establish, maintain, and utilize a physical system of organization, such as notebooks, files, calendars,
folders, and checklists (see also 4.5.2)
7.2 Demonstrate ability to use thinking skills
7.2.1 Identify and paraphrase pertinent information

7.2.2 Analyze a situation, statement, or process, identifying component elements and causal and part/whole
relationships
7.2.3 Make comparisons, differentiating among, sorting, and classifying items, information, or ideas
7.2.4 Identify or make inferences through inductive and deductive reasoning to hypothesize, predict, conclude,
and synthesize; distinguish fact from opinion, and determine what is mandatory and what is discretionary
7.2.5 Evaluate a situation, statement, or process, assembling information and providing evidence, making
judgements, examining assumptions, and identifying contradictions
7.2.6 Generate ideas using divergent (brainstorming) and convergent (focus) approaches, and also through
creative imagination
7.2.7 Identify factors involved in making decisions, including considering goals, constraints, and consequences,
and weighing alternatives
7.2.8. Demonstrate abstract thinking, such as understanding symbolism and metaphors

7.3 Demonstrate ability to use problem solving skills
7.3.1 Identify a problem and its possible causes

7.3.2 Devise and implement a solution to an identified problem
7.3.3 Evaluate the outcome of an implemented solution and suggest modifications to the solution as needed
7.3.4 Utilize problem solving strategies, such as breaking down the problem into component parts and
generating alternative or creative solutions
7.4 Demonstrate study skills
7.4.1 Identify or utilize effective study strategies

7.4.2 Take notes or write a summary or an outline
7.4.3 Identify, utilize, or create devices or processes for remembering information
7.4.4 Identify or utilize appropriate informational resources, including the Internet (see also 4.9.3)
7.4.5 Use reference materials, such as dictionaries and encyclopedias
7.4.6 Use indexes and tables of contents
7.4.7 Identify or utilize test-taking skills
7.4.8 Interpret visual representations, such as symbols, blueprints, flowcharts, and schematics (see also 6.6.5)
7.4.9 Identify personal learning style
7.5 Understand aspects of and approaches to effective personal management
7.5.1 Identify personal values, qualities, interests, abilities, and aptitudes

7.5.2 Identify or use strategies to develop a positive attitude and self-image, and self-esteem
7.5.3 Identify or use strategies to cope with negative feedback
7.5.4 Identify sources of stress, and resources for stress reduction
7.5.5 Identify personal, family, and work responsibilities, and ways to accommodate them and deal with related
problems
7.5.6 Identify or use strategies for communicating more successfully
7.5.7 Identify constructive ways of dealing with change, including showing flexibility and adaptability, and
updating skills
7.6. Demonstrate the ability to view the media critically
7.6.1. Identify the different forms of media, sources and purposes of media messages, and how content is
determined and shaped
7.6.2. Interpret literal and indirect media messages and the influence of factors such as popular culture and
sensationalism
7.6.3. Distinguish fact from opinion, fiction from non-fiction, and point of view in media messages and
presentations
7.6.4. Interpret rating systems for media content

7.7. Demonstrate the ability to use information and communication technology
7.7.1. Identify common information and communication technology and other electronic devices and their uses,
and how they work together
7.7.2. Demonstrate basic skills in using a computer, including using common software applications
7.7.3. Demonstrate ability to use the Internet
7.7.4. Demonstrate ability to use e-mail and other messaging systems
7.7.5. Identify safe and responsible use of information and communication technology
7.7.6. Interpret operating and maintenance procedures for information and communication equipment and
devices
8. Independent Living Skills
8.1 Perform self-care skills
8.1.1 Recognize and/or demonstrate hygiene and grooming skills (see 3.5.5)
8.1.2 Recognize and/or demonstrate dressing skills
8.1.3 Recognize and/or demonstrate dining skills and manners
8.1.4 Recognize and/or demonstrate selection and care of clothing and personal property
8.2 Perform home-care skills
8.2.1 Recognize and/or demonstrate meal and snack preparation tasks and activities (see 1.1.1, 3.5.2)
8.2.2 Recognize and/or demonstrate dishwashing and meal clean-up activities (see 3.5.5)
8.2.3 Recognize and/or demonstrate housekeeping and house cleaning tasks
8.2.4 Recognize and/or demonstrate laundry skills and related clothing-care skills (see 1.7.2, 1.7.3)
8.2.5 Recognize and/or demonstrate yard and garden tasks and activities
8.2.6 Recognize and/or demonstrate general household repair and maintenance (see 1.4.7, 1.7.4)
8.3 Use support resources to assist in maintaining independence and achieving community integration
8.3.1 Identify and interact with persons in the home environment who can provide support in achieving goals
(e.g. family, friends, caregivers)
8.3.2 Identify and interact with persons in the community who can provide support in achieving goals (e.g.
neighbors, contacts from human service agencies and recreation facilities)

APPENDIX D: SCANS Description & List of Competencies
by Kit Bell, LAUSD Division of Adult and Career Education
What is SCANS?
SCANS is an acronym for the Secretary of Labor’s Commission on Achieving Necessary Skills. It
is also the term we use in the educational community to describe the set of workplace skills and
competencies established by this commission.
The Secretary of Labor’s Commission researched the demands of the workplace in order to find
out what skills employers needed from their employees.
The Commission found that “workplace know-how” is what makes people effective in today’s
jobs. This know-how has five competencies and a three-part foundation of skills and personal
qualities. These competencies, skills and personal qualities are at the heart of job performance.
They are not job-specific. They apply to any job. SCANS recommends that these competencies
and foundations be taught in context.
What are the five SCANS competencies?
 Resources – The ability to identify, organize, plan, and allocate resources

 Interpersonal – The ability to work with others
 Information – The ability to acquire and use information
 Systems – The ability to understand complex inter-relationships
 Technology – The ability to work with a variety of technologies
What are the skills in the SCANS three-part foundation?
 Basic Skills – Reading, writing, arithmetic/mathematics, listening and speaking

 Thinking Skills – Creative thinking, decision making, problem solving, seeing things in the
mind’s eye, reasoning, and knowing how to learn
 Personal Qualities – Responsibility, self-esteem, sociability, self-management and
integrity/honesty

Why should the SCANS competency areas and foundation skills be a part of ESL instruction?
Probably the main reason immigrants and refugees come to our ESL classes is that they want to
be successfully employed. They also need English in their roles as community members,
neighbors, parents and citizens. When we integrate SCANS competencies into ESL instruction,
we promote the development of skills employers are looking for. At the same time we are
using excellent teaching strategies, facilitating learning, and providing our students with the
tools they need to succeed in this complex world.
How do we implement SCANS in our classes?

If you have your students work in groups to solve problems, they are learning SCANS skills:
participating as a member of a team (Interpersonal), negotiating (Interpersonal), problem
solving and decision making (Thinking Skills). If your students do peer revision of writing or
pronunciation work, they are teaching others new skills (Interpersonal) and monitoring and
correcting performance (Systems). By having your students work in teams, make decisions,
keep track of their progress throughout the course, organize their papers, and use the overhead
or a computer, you are teaching SCANS. Additional SCANS training and materials are available
through the ESL/ABE Resource Office.
What Work requires of Schools, A SCANS report for America 2000. The Secretary’s Commission on Achieving
Necessary Sills, U.S. Department of Labor
Learning a Living, No. 7. A periodic News Bulletin from the English Language Training for Employment
Participation Project conducted by Brigitte Marshall for the DCSS Refugee Programs Branch.

SCANS: FIVE COMPETENCIES
1. Resources: Identifies, organizes, plans, and allocates resources

 Time – Selects goal-relevant activities, ranks them, allocates time, and prepares and follows
schedules
 Money – Uses or prepares budgets, makes forecasts, keeps records, and makes adjustments
to meet objectives
 Material and Facilities – Acquires, stores, allocates, and uses materials or space efficiently
 Human Resources – Assesses skills and distributes work accordingly, evaluates performance
and provides feedback
2. Interpersonal: Works with others

 Participates as Member of a Team – contributes to group effort
 Teaches Others New Skills
 Serves Clients/Customers – works to satisfy customers’ expectations
 Exercises Leadership – communicates ideas to justify position, persuades and convinces
others, responsible challenges existing procedures and policies
 Negotiates – works toward agreements involving exchange of resources, resolves divergent
interests
 Works with Diversity – works well with men and women from diverse backgrounds
3. Information: Acquires and uses information

 Acquires and Evaluates Information
 Organizes and Maintains Information
 Interprets and Communicates Information
 Uses Computers to Process Information
4. Systems: Understands complex inter-relationships

 Understands Systems – knows how social, organizational, and technological systems work
and operates effectively with them
 Monitors and Corrects Performance – distinguishes trends, predicts impacts on system
operation, diagnoses deviations in systems’ performance and corrects malfunctions
 Improves or Designs Systems – suggests modifications to existing systems and develops new
or alternative systems to improve performance
5. Technology: Works with a variety of technologies

 Selects technology – chooses procedures, tools or equipment including computers and
related technologies
 Applies Technology to Task – Understands overall intent and proper procedures for setup
and operation of equipment
 Maintains and Troubleshoots Equipment – Prevents, identifies, or solves problems with
equipment, including computers and other technologies

SCANS: A THREE-PART FOUNDATION
1. Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and
speaks
 Reading – locates, understands, and interprets written information in prose and in
documents such as manuals, graphs, and schedules
 Writing – communicates thoughts, ideas, information, and messages in writing; and creates
documents such as letters, directions, manuals, reports, graphs, and flow charts
 Arithmetic/Mathematics – performs basic computations and approaches practical problems
by choosing appropriately from a variety of mathematical techniques
 Listening – receives, attends to, interprets, and responds to verbal messages and other cues
 Speaking – organizes ideas and communicates orally
2. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to
learn and reasons
 Creative Thinking – generates new ideas
 Decision Making – specifies goals and constraints, generates alternatives, considers risks,
and evaluates and chooses best alternative
 Problem Solving – recognizes problems and devises and implements plan of action.
 Seeing Things in the Mind’s Eye – organizes, and processes symbols, pictures, graphs,
objects and other information
 Knowing How to Learn – uses efficient learning techniques to acquire and apply new
knowledge and skills
 Reasoning – discovers a rule or principle underlying the relationship between two or more
objects and applies it in solving a problem
3. Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and

integrity and honesty
 Responsibility – exerts a high level of effort and perseveres towards goal attainment
 Self-esteem – believes in own self-worth and maintains a positive view of self
 Sociability – demonstrates understanding, friendliness, adaptability, empathy, and
politeness in group settings
 Self-Management – assesses self accurately, sets personal goals, monitors progress, and
exhibits self-control
 Integrity/Honesty – chooses ethical courses of action

APPENDIX E: SCANS/CASAS Correlations
TABLE 1
CASAS competencies address the competencies that appear in Skills and Tasks for Jobs: A SCANS
Report for America 2000 by the Secretary’s Commission on Achieving Necessary Skills (U.S. Dept. of
Labor 1992). This table shows which CASAS competencies relate to SCANS competencies.
CASAS
SCANS Areas SCANS Competencies
Competencies
Resources C1 Allocates time 7.1.2
C2 Allocates money 4.7.1
C3 Allocates material and facility resources 4.7.2
C4 Allocates human resources 4.7.3
Information C5 Acquires and evaluates information 4.7.4
C6 Organizes and maintains information 4.7.4
C7 Interprets and communicates information 4.6.5
C8 Uses computers to process information 4.5.5
Interpersonal C9 Participates as a member of a team 4.8.1
C10 Teaches others 4.8.2
C11 Serves clients /customers 4.8.3, 4.8.4
C12 Exercises leadership 4.8.5
C13 Negotiates to arrive at a decision 4.8.6
C14 Works with cultural diversity 4.8.7
Systems C15 Understands systems C16 Monitors and corrects 4.9.1, 4.9.2, 4.9.3
performance C17 Improves and designs systems 4.9.4 4.9.4
Technology C18 Selects technology C19 Applies technology to 4.5.6 4.5.6 4.5.7
task C20 Maintains and troubleshoots technology
Basic Skills F1 Reading F2 Writing F3 Arithmetic F5 Listening F6 These skills are

Speaking inherent throughout
CASAS
competencies
Thinking Skills F7 Creative thinking 7.2.6

F8 Decision making 7.2.7
F9 Problem solving 7.3 (all)
F10 Seeing things in the mind’s eye 7.4.8
Personal Qualities F13 Responsibility F15 Social F16 Self-management 7.1.3 4.8.1, 4.8.3
7.1.1, 7.1.3

APPENDIX E: SCANS/CASAS Correlations
CASAS competencies address the competencies that appear in Skills and Tasks for Jobs: A SCANS
Report for America 2000 by the Secretary’s Commission on Achieving Necessary Skills (U.S. Dept. of
Labor 1992). This table shows how SCANS competencies relate to CASAS competencies.
CASAS Competency Areas SCANS Competencies

4.5 Effectively utilize common workplace technology C8 C18 C19 C20 Uses computers to process
and systems (computer, fax, office equipment) information Selects technology Applies technology
to task Maintains and troubleshoots technology
4.6 Communicate effectively in the workplace (i.e., C7 Interprets and communicates information
written and oral communication skills)
4.7 Effectively manage workplace resources (financial,

informational and human resources)
C2 C3 C4 C5 C6 Allocates money Allocates material
and facility resources Allocates human resources
Acquires and evaluates information Organizes and
maintains information
4.8 Demonstrate effectiveness in working with other C9 C10 C11 C12 C13 C14 F15 Participates as a
people member of a team Teaches others Serves
clients/customers Exercises leadership Negotiates to
arrive at a decision Works with cultural diversity
Personal qualities: Social
4.9 Understand how social, organizational, and C15 C16 C17 Understands systems Monitors and
technological systems work, and operate effectively corrects performance Improves and designs systems
within them
C1 F13 F16 Allocates time Personal qualities:
7.1 Identify or practice effective organizational and Responsibility Personal qualities: Self-management
time management skills in accomplishing goals
7.2 Demonstrate ability to use thinking skills F7 F8 Creative thinking Decision making
F9 Problem solving
7.3 Demonstrate ability to use problem solving skills
7.4 Demonstrate study skills F10 Seeing things in the mind’s eye
0.1 to 8.2 [All competency areas] F1 F2 F3 F5 F6 Basic skills: Reading Basic skills:
Writing Basic skills: Arithmetic Basic skills: Listening
Basic skills: Speaking

APPENDIX F: Language Forms/Competency by Level
BG
SENTENCE TYPES LIT BL BH IL IH AL AH
Simple
Simple commands (Stand up!) X
Simple statements (affirmative and negative) X
Negative and affirmative short answers X

(Yes, I do.)
Exclamatory sentences (What a great day!) X
"There is/are" statements X
Indirect commands or suggestions X

(Let's go to the beach.)
Compound
Compound sentences with "and," "or," and X X

"but"
Compound sentences with "and ...to" X

(I like this, and Maria does too.)
Compound sentences with "and ... either" X

(I don't speak Spanish, and Joe doesn't
either.)
Sentence reduction with "too" and "either" X

(I couldn't go to the movies, and she couldn't
either.)

BG
Connecting words for coordination X

Yet - contrast (John has never taken a course
in film, yet he talks like a film writer.)
So - result (We both would like to know more
about film, so we're going to take a course at
the museum.)
For - reason (You will never lose money on a
film like that, for it is impossible to
underestimate the taste of the American film
audience.)
Complex
Adverbial clauses of time: "when," "before," X

"after," "while"
Adverbial clauses of reason: "because" X X
Adverbial clauses of result X X

(I was tired so I went to bed.)
Adjective clauses X X
Adverbial clauses of purpose (I am saving X X

money so that we can go on vacation.)
Adverbial clauses of contrast and concession X

using "unless," "although," "whereas," "while,"
"despite the fact"
Noun clauses X
Restrictive vs. non-restrictive clauses X
Reduced restrictive and non-restrictive X

clauses (Designed by Frank Lloyd Wright, the
Imperial Hotel withstood the severe Tokyo
earthquake of 1923.)
BG
Questions
Yes/no questions X
"Or" questions X
Wh- questions X
(how much, what, where, when, who)
Wh- questions (how long does it take, whose, X

how often, which)
"There is/are" questions X
Negative questions (Isn't it a nice day?) X
Indirect questions X
(Do you know what time it is?)
Tag questions for confirmation X

(It's Wednesday, isn't it?)
Uninverted questions to extend an invitation X

(You're sure you can't take time for a cup of
coffee?)
Reported Speech
Direct (quoted) speech X

(Mary said, "I want spaghetti.")
Reported speech referring to general truths X

(He said that he likes chocolate ice cream.)
Reported speech - present to past X

(She said that she was busy.)
Reported speech - past or present perfect to X

past perfect - statements and questions (He
asked if I had heard the news.)
Modal changes in reported speech X

(He said he couldn't go.)

BG
VERB TENSES LIT BL BH IL IH AL AH
Present tense of verb "to be" X
Present tense X
Present continuous X
Contrast between present tense and present X

continuous
Past tense of verb "to be" X
Past tense X
Future with "going to" X
Future with "will" X
Past continuous X
Present perfect X
Present perfect continuous X
Contrast between past and present tenses X
Present tense with future meaning (I pick him X

up at the airport next Tuesday.)
Present continuous with future meaning X

(I'm going to the zoo next weekend.)
Contrast between past tense and present X

perfect
Past perfect X
Past perfect continuous X
Future continuous X
Passive voice - present X
Passive voice- simple past X
Passive voice- future X
Sequence of tenses with future time and X

adverb clauses (When I finish school, I will
get a job.)

BG
VERB TENSES LIT BL BH IL IH AL AH
X
Contrasts between past and past perfect
Causative (I had my car fixed.) X
Causative to express persuasion or force X

(I made him clean up the house.)
Contrasts between present and present X

continuous using stative/active verbs
(feel, own, be, taste, think, want)
Present subjunctive (I suggested that he go X

to the doctor. I recommend that he be
promoted.)
Future perfect X
Future perfect continuous X
Passive vs. active voice - perfect and X

continuous aspects
Contrasts between tenses in discourse X

according to simple, progressive, and perfect
aspects

BG
MODALS LIT BL BH IL IH AL AH
"Can" to show ability (I can swim.) X
"Have to" to express necessity X
(I have to study.)
"Would" to express a polite request X
(Would you please open the window.)
"Should" to give advice X
(You should get more rest.)
"Could" to express ability in the past X
(I couldn't go to the party.)
"May" or "can" to ask and give permission X
(May I borrow a dime?)
"May" or "might" to express possibility X
(I may go to the party.)
"Won't" to express refusal X
(I won't go there again.)
"Used to" to express habitual past action X
(I used to walk to work.)
"Supposed to" to express obligation X
"Had better" or "ought to" to give advice X
"Must" to express necessity X
"Must, could, or should" to express X
assumption or inference
(It's wet. It must be raining.)
Perfect modals of prediction, assumption and X X
inference in the past: could, may, might,
should, must
(I should have gone to the doctor earlier.)
"Would rather" to express preference X

BG
CONDITIONALS LIT BL BH IL IH AL AH
Predicting present or future time (If she X

comes soon, we can still go to the zoo.)
Hypothetical in the present and future X

(If I won a lot of money, I would buy a car.)
Hypothetical with "wish" and "hope" X X

(I wish I could get a better job.)
Hypothetical in the past (If you had lent me X

$5, I would have bought more tickets.)
Present habitual X
(If I have time, I walk to work.)
Past habitual (If it was not raining, I would X

walk to school.)
Special uses of the conditional: X

Suggestions (If you don't mind, you should
proofread your writing.)
Rhetorical statements (If he got an "A,"
I'm Albert Einstein.)
Factual statements (If water is heated to
212 degrees, it boils.)

BG
INFINITIVES/GERUNDS LIT BL BH IL IH AL AH
Verbs followed by gerunds X
(He enjoys dancing.)
Prepositions with gerunds X
(He is interested in going.)
Verbs followed by infinitives X
(He needs to get a job.)
Verbs + noun phrase + gerund X
(I saw the boy playing in the street.)
Verbs + noun phrase + infinitives X
(I want my children to go to college.)
Gerunds serving as subjects X
(Swimming is fun.)
Infinitives as subjects X
(To get off Welfare is important.)
Infinitives as adjective complements X
(They are foolish to watch so much TV.)
Infinitives as noun complements X
(There is no need for them to watch TV.)
Gerunds after phrasal verbs X
(Keep on studying.)
Gerunds vs. infinitives X
(I stopped to talk. I stopped talking.)
Perfect infinitive (I am fortunate to have had X
so many opportunities to travel.)
Progressive infinitive (I have to be making X
more money in order to afford a new house.)
Passive infinitives (Is it possible for their X
homework to be done in an hour?)

BG
WORD ORDER LIT BL BH IL IH AL AH
Adjective + noun (I have a blue car.) X
Subject + verb "to be" + complement X
(I am tired.)
Subject + verb + object X
(I have two children.)
Adverbs of frequency of time: always, never, X
sometimes (I always come to school.)
Verb + infinitive (I want to go.) X
Verb + indirect object + direct object X X
(He gave her the message.)
Verb + direct object + to + indirect object (He X X X
gave the message to her. He gave it to her.)
Verb + object, place and time X
Adverbs of place or manner, frequency and X
time (I went home quickly last night.)
Verb + direct object + for + indirect object (I X
ironed the shirts for him.)
Separable/inseparable two-word verbs X
(Get on the bus. Take off your jacket.)
Word order of modifiers (quantifiers, X
determiners, and adjectives: "One of those
really expensive gold watches")
Subject + verb + direct object + object X
complement (John named his dog Charlie.)
Subject + verb + direct object + objective X
complement (John considers his dog
intelligent.)

BG
ADJECTIVES/ADVERBS LIT BL BH IL IH AL AH
Possessive adjectives (I washed my car.) X
Adverbs of frequency X
(always, sometimes, never)
Adverbs of frequency X X
(rarely, seldom, frequently)
Adjectives (blue car) X X X X
Comparative pattern with -er (older than) X X
Comparative pattern X X
(more expensive, less expensive)
Adverbs (quickly, quietly) X
Comparisons of equality, similarity and X
difference (same as, as...as, less...than)
"Like" vs. "as if" (He looks like a movie star.) X
Superlative (oldest, best) X X
Superlative (most expensive, least) X X

NOUNS/PRONOUNS/DETERMINERS BG
INTENSIFIERS/QUANTIFIERS LIT BL BH IL IH AL AH
Subject pronouns (I, she, he, they) X
Object pronouns (Give her the book.) X
Possessive nouns (John's car.) X
Demonstrative pronouns (This is a ruler.) X
Impersonal subject (It is nice today.) X
This/these before nouns (This book is old.) X
That/those before nouns (That book is new.) X
Indefinite X X
(some/any, anything/something/nothing)
Reflexive pronouns (herself, myself) X X
"A lot/much/many" with count/non-count X X
nouns
"A little/a few" with count/non-count nouns X X
Intensifiers: too vs. very X
Possessive pronouns (It is mine.) X
Quantifiers (all, non/none, each, half, most, X X
any, both, neither, either)
BG
PREPOSITIONS LIT BL BH IL IH AL AH
Prepositional phrases of place X
(in, on, under, next to)
Phrases of time (in, at, on, to, during) X
Prepositions showing relationships (from...to, X
by)
Verbs + prepositions X
(interested in, depend on, care for, wait for)

BG
ARTICLES LIT BL BH IL IH AL AH
Definite article with names of places (The X
U.S./Mexico)
No articles with "home," "work," "church," etc. X
Definite articles for specific reference X
(I like the jacket with the red buttons.)
Indefinite articles for non-specific reference (I X
bought a new car yesterday.)
No articles for generic reference X
(Do you like cats?)
No articles before proper nouns X
(June is coming soon.)
No articles to express means of X X
transportation (I'm going by plane.)
Articles with count/non-count nouns X X
(Gold is a precious metal. I ate an apple.)
Indefinite articles to express a class or group X X
(a computer can...)
Illnesses (the flu, cancer) X X
Articles in discourse X X

BG
DISCOURSE ELEMENTS LIT BL BH IL IH AL AH
Parallel structures in compound and complex X X

sentences (Learning English and getting a job
are my goals.)
Fronted adverbials for emphasis (Because X X

they were poor, they couldn't pay the rent.)
Use of the emphatic "do" for emphasis X X

(I do need a job.)
Cleft sentences for emphasis (It is the X X

youngest child who is often the wisest.)
Logical connectors expressing: X X

Addition with emphasis (in fact, as a
matter of fact, of course)
Reason (for this reason, in view of this,
because of this)
Consequence (then, if so, if not, in that
case)
Similarity (similarly, likewise, in the same
way)
Clarification (in other words, namely, that
is to say)
Summation (in conclusion, in sum, to be
brief)
Generalization (in general, overall,
all in all)
Changing the subject (by the way,
incidentally, to change the subject)
Returning to the subject (anyway, at any
rate, to get back to the topic)

APPENDIX G: Model Standards for Adult ESL (CDE)








APPENDIX H: Lesson Plan Template
LESSON PLAN TEMPLATE
[Your Name]
[Class/Level]
[Date]
[Materials/Resources/Equipment Needed]
WARM-UP/REVIEW
Warm-up/review activities make use of students’ prior knowledge to preview or review material
related to the current topic.
INTRODUCTION
The introduction stage focuses students on the lesson objective(s).
PRESENTATION
The presentation stage is where the new language is taught.
COMPREHENSION CHECK
It is critical to check the students’ comprehension of new material before moving on to the
practice stages.
GUIDED PRACTICE
Guided practice provides students with highly-structured activities that ask students to work with the
new language.
COMMUNICATIVE PRACTICE
Communicative practice activities allow students to integrate the new material with their previously
acquired language, usually in an interactive setting.
EVALUATION
At this stage, you and your students assess their growth.

APPENDIX I: Learning Styles
Auditory Learners
Students with this style will be able to remember what they hear and will prefer oral
instructions. They learn by listening and speaking. These students enjoy talking and
interviewing. They learn best by doing the following:
o interviewing, debating; participating on a panel; giving oral reports
o participating in oral discussions of written material
Visual Learners
Visual learners will be able to remember what they see and will prefer written instructions.
These students are sight readers who enjoy reading silently. They learn from information
presented to them in a video. They will learn by observing and enjoy working with:
o computer graphics
o maps, graphs, charts and other graphic organizers
o cartoons, posters, diagrams; text with a lot of pictures
Tactile Learners
Students with this strength learn best by touching. They understand directions that they write
and will learn through doing. They’ll learn best by:
o drawing
o playing board games
o making models or diagrams; following instructions to make something
Kinesthetic Learners
Kinesthetic learners also learn by touching or manipulating objects. They need to involve their whole
body in learning. They remember material best if they act it out, such as:
o playing games that involve their whole body
o movement activities
o making models
o following instructions to make something
o setting up experiments
Global Learners
Global learners are spontaneous and intuitive. They do not like to be bored. Information needs to be
presented in an interesting manner using attractive materials, such as:
o reading out loud; recorded books
o story writing
o computer programs and games
o group activities
Analytic Learners
Analytic learners plan and organize their work. They focus on details and are logical. They prefer to work
individually and learn best when:
o information is presented in sequential steps
o lessons are structure and teacher-directed
o goals are clear; requirements are spelled out

APPENDIX J: Multiple Intelligences
From: http://www.tecweb.org/styles/gardner.html
Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent
cognitive research and "documents the extent to which students possess different kinds of minds and therefore
learn, remember, perform, and understand in different ways," according to Gardner (1991).
Gardner says that these differences "challenge an educational system that assumes that everyone can learn the
same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed,
as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and
assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that
"a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are
identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better
served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety
of means." The learning styles are as follows:
Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments.
They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and
physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video,
videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They
like movement, making things, touching. They communicate well through body language and be taught through
physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their
environments. They may study better with music in the background. They can be taught by turning lessons into
lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM,
multimedia.
Interpersonal - understanding, interacting with others. These students learn through interaction. They have
many friends, empathy for others, street smarts. They can be taught through group activities, seminars,
dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video
conferencing, writing, computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're
in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence
and opinions. They can be taught through independent study and introspection. Tools include books, creative
materials, diaries, privacy and time. They are the most independent of the learners.
Linguistic - using words effectively. These learners have highly developed auditory skills and often think in
words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging
them to say and see words, read books together. Tools include computers, games, multimedia, books, tape
recorders, and lecture.
Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore
patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught
through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with
details.

APPENDIX J: Multiple Intelligences
From: http://56mps2011.wikispaces.com/file/view/multiple-intelligences.jpg/203921722/multiple-intelligences.jpg

APPENDIX K: Sample Student Needs Assessments
SAMPLE NEEDS ASSESSMENT FOR BEGINNING LOW (LAUSD)

Student’s name __________________________________________ Date ____________________


SAMPLE NEEDS ASSESSMENT FOR BEGINNING HIGH (LAUSD)
Student’s name __________________________________________ Date ____________________

Teacher’s name __________________________________________ Class time ________________
PLEASE CHECK ALL ANSWERS YES OR NO.
1 Do you use English to fill out forms? Yes__ No__ Do you need to use English to fill out Yes__ No__
forms?
2 Do you use English … 2 Do you need to use English…
to talk with friends? Yes__ No__ to talk with friends? Yes__ No__
to talk with neighbors? Yes__ No__ to talk with neighbors? Yes__ No__
3 Do you use English… 3 Do you need to use English…

at your children’s school? Yes__ No__ at your children’s school? Yes__ No__
at your school? Yes__ No__ at your school? Yes__ No__
on the telephone? Yes__ No__ on the telephone? Yes__ No__
to ask for directions? Yes__ No__ to ask for directions? Yes__ No__
at the post office? Yes__ No__ at the post office? Yes__ No__
at the park or community center? Yes__ No__ at the park or community center? Yes__ No__
at the bank? Yes__ No__ at the bank? Yes__ No__
in stores? Yes__ No__ in stores? Yes__ No__
at restaurants? Yes__ No__ at restaurants? Yes__ No__
to find an apartment or house? Yes__ No__ to find an apartment or house? Yes__ No__
to talk about housing problems Yes__ No__ to talk about housing problems Yes__ No__
5 Do you need to use English… Yes__ No__
to become a U.S. citizen? Yes__ No__
to understand driving laws? Yes__ No__
to understand police officers?
to talk to doctors, nurses, and dentists? Yes__ No__ to talk to doctors, nurses, and dentists? Yes__ No__
to fill out medical forms? Yes__ No__ to fill out medical forms? Yes__ No__
at the drugstore? Yes__ No__ at the drugstore? Yes__ No__
to keep your home safe? Yes__ No__ to keep your home safe? Yes__ No__
at your job? Yes__ No__ at your job? Yes__ No__
to look for a job? Yes__ No__
to get a better job? Yes__ No__

SAMPLE NEEDS ASSESSMENT FOR BEGINNING HIGH, CONT. (LAUSD)

to read information from your child’s Yes__ No__ to read information from your child’s Yes__ No__
school? school?
to talk with your child’s teacher and to talk with your child’s teacher and
Yes__ No__ Yes__ No__
principal? principal?
to help your child study? to help your child study?
Yes__ No__ Yes__ No__
LANGUAGE AND LEARNING SKILLS
1. In English, I have a problem with… (PLEASE CIRCLE ONLY 2.)

CONVERSATION READING WRITING GRAMMAR PRONUNCIATION
2. Do you want to learn to use an English dictionary? Yes ___ No ___
3. Do you want to learn to use a computer? Yes ___ No ___
OPTIONAL WRITING SAMPLE (Teacher’s Choice)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________

SAMPLE NEEDS ASSESSMENT FOR INTERMEDIATE LOW (LAUSD)
Name: ____________________________________________________ Date: _____________________
PERSONAL INFORMATION
1. PLEASE CHECK ONE OR TWO:
I need to learn more English…
to talk about my personal or work history _____

to fill out forms and applications. _____
SOCIAL/CULTURAL INFORMATION
2. PLEASE CHECK NO MORE THAN THREE:
to make “small talk” in social situations. _____

to speak politely in social interactions. _____
to express opinions. _____
to agree and disagree. _____
to send greeting cards. _____
to write letters and notes. _____
COMMUNITY
3. PLEASE CHECK NO MORE THAN THREE:
to communicate with school personnel. _____

to find out about educational programs. _____
to make phone calls and leave messages. _____
to ask for and give directions to places. _____
to use the library. _____

SAMPLE NEEDS ASSESSMENT FOR INTERMEDIATE LOW, CONT. (LAUSD)
CONSUMER ECONOMICS
4. PLEASE CHECK NO MORE THAN FIVE:
to use transportation schedules. ______

to talk about car maintenance and repair. ______
to buy or sell a car. ______
for banking and using credit cards. ______
to rent an apartment or house. ______
to read and pay bills. ______
to compare prices and advertising. ______
to exchange merchandise or get refunds. ______
to read and follow cooking recipes. ______
GOVERNMENT AND LAW
5. PLEASE CHECK NO MORE THAN TWO:
to read or talk about US history. ______

to read or talk about US government. ______
to talk about a car accident. ______
to report an accident or crime. ______
HEALTH AND SAFETY
6. PLEASE CHECK NO MORE THAN TWO:
to talk about medical problems and procedures. ______

to make or change appointments. ______
to fill out medical history forms. ______

OCCUPATIONAL KNOWLEDGE
7. PLEASE CHECK YOUR NEEDS:
to apply for jobs. ______

to go to job interviews. ______
to communicate with co-workers and supervisors at work. ______
LEARNING SKILLS
8. PLEASE CHECK YOUR NEEDS:
to compare information and make a decision. ______

to read charts, tables and graphs. ______
to study or work on problems with a group of people. ______
to use a computer. ______
Family Literacy
9. PLEASE CHECK YOUR INTERESTS:
to find out about schools and school programs. ______

to read progress reports and test results. ______
to talk with my child’s teacher. ______
to help my child solve problems at school. ______
to participate at my child’s school. ______
to help a child read at home. ______
to help a child do homework. ______
to help a child develop better study habits. ______
to help a child get ready the morning of a test. ______
to play vocabulary games with a child. ______

LANGUAGE SKILLS: How do you rate your ability in these English skill areas, poor, fair, or good?
(Please circle one.)
Poor Fair Good
SPEAKING 1. 2. 3.
LISTENING 1. 2. 3.
READING 1. 2. 3.
WRITING 1. 2. 3.
GRAMMAR 1. 2. 3.
PRONUNCIAT ION 1. 2. 3.
VOCABULARY 1. 2. 3.
WRITING SAMPLE: Choose one of these questions and write five sentences or more about it below.
• What do you want to learn in this class?

• What are your future plans? How will learning English help you with those plans?
• How will learning English help you and your family?
• What job did you have in your country, and what are your career plans now?
• Are you planning to go to college? What would you like to study?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________

SAMPLE NEEDS ASSESSMENT FOR INTERMEDIATE HIGH A (LAUSD)

Name: ____________________________________________________ Date: _____________________
Check one space for each item below.
A B C D
I’m not This is easy I need to This is
interested in for me work on difficult for
learning about this. me to do
this. well.
1. Talk about my personal history.
2. Talk about my work history.
3. Fill out authentic forms and job applications.
4. Write personal and business letters.
SOCIAL/CULTURAL INTERACTION
1. Express opinions on current events.
2. Talk about cultural differences.
3. Participate in group discussions in class
4. Make “small talk” at work.
COMMUNITY
1. Talk or write notes to a child’s school.
2. Find out about other schools/programs after ESL.
3. Report a 911 emergency and respond to operator.
4. Call in sick or late to school, work, etc.
5. Get transportation information by phone.
6. Understand recordings on the telephone.
7. Leave messages on an answering machine.
8. Ask for and give directions to a place.
9. Use the right kind of mail: insured, certified, etc.
10. Read the entertainment section of the newspaper.
CONSUMER ECONOMICS
1. Prepare a monthly budget.
2. Get banking information and choose accounts.
3. Complain about a product or service.
4. Communicate with a company about a bill.
5. Resolve problems with landlords or neighbors.
6. Read a rental agreement.

SAMPLE NEEDS ASSESSMENT FOR INTERMEDIATE HIGH A, CONT. (LAUSD)
A B C D
GOVERNMENT AND LAW
this. well.
1. Explain a traffic accident to DMV or police.
2. Find appropriate legal services.
3. Read news articles about government issues.
HEALTH AND SAFETY
1. Read about nutrition and health.
2. Find appropriate health care services.
3. Communicate with medical personnel.
4. Fill out medical history or insurance forms.
5. Read medical history or insurance forms.
6. Explain how to avoid accidents and injuries.
7. Read and understand safety procedures at work.
1. Explain how people find jobs in the U.S.
2. Make a good impression in a job interview.
3. Answer job interview questions well.
4. Write a resume and cover letter.
5. Communicate with supervisors and managers.
6. Work as a team and solve problems together.
7. Understand employee rights and responsibilities.
8. Identify work values: punctuality, teamwork, etc.
LEARNING AND ACADEMIC SKILLS
1. Identify own learning goals.
2. Guess the meaning of new words while reading.
3. Guess the contents of an article or other reading

SAMPLE NEEDS ASSESSMENT FOR INTERMEDIATE HIGH B (LAUSD)

Name: ____________________________________________________ Date: _____________________
Check one space for each item below.
A B C D
this. well.
1. Talk about my personal history and family.
2. Talk about my work history.
3. Fill out authentic forms and job applications.
4. Write personal and business letters.
SOCIAL/CULTURAL INTERACTION
1. Express opinions on current events.
2. Talk about cultural differences.
3. Participate in group discussions in class
4. Participate in personal conversations.
COMMUNITY
1. Read and talk about a child’s report card.
2. Find out about other schools/programs after ESL.
3. Get information about community events.
4. Get information about community services.
CONSUMER ECONOMICS
1. Discuss buying a car and/or car insurance.
2. Talk to auto mechanics.
3. Make decisions about purchasing large items.
4. Analyze advertising and product information.
5. Analyze household utility information and bills.
6. Discuss landlord and tenant rights.
GOVERNMENT AND LAW

1. Explain or write a report of a traffic accident
2. Find appropriate legal services.
3. Read and listen to news about government issues.
4. Fill out income tax forms.

SAMPLE NEEDS ASSESSMENT FOR INTERMEDIATE HIGH B, CONT. (LAUSD)
A B C D
HEALTH AND SAFETY
this. well.
1. Discuss health risks and their prevention.
2. Read medical history or insurance forms.
3. Fill out medical history or insurance forms.
4. Read about and discuss earthquake safety.
1. Find out about job training and opportunities.
2. Answer job interview questions well.
3. Write a resume and type it on a computer.
4. Report unsafe working conditions.
5. Report workplace injuries and accidents.
6. Give and follow instructions at work.
7. Check and correct work performance.
LEARNING AND ACADEMIC SKILLS

1. Identify and evaluate own learning goals.
2. Maintain an organized class notebook.
3. Evaluate and revise writing assignments.
4. Use dictionaries and encyclopedias.
5. Use learning skills for remembering information.
6. Guess the meaning of vocabulary in a reading.
7. Summarize the main ideas in a reading.
8. Use test-taking skills for a reading test

SAMPLE NEEDS ASSESSMENT FOR ADVANCED LOW (LAUSD)
Please check only ten.
I need to learn more English to be able to _________ .
__ 1. feel more comfortable at work and in social situations.
__ 2. understand American values and beliefs.
__ 3. use legal and tax services.
__ 4. use the library.
__ 5. enjoy museums, movies, etc.
__ 6. evaluate mass media information.
__ 7. learn more about people's effect on the environment.
__ 8. use dictionaries and encyclopedias.
__ 9. use a computer.
__ 10. do better on tests.
__ 11. organize a portfolio of my education and goals.
__ 12. buy and order by mail.
__ 13. understand warranties.
__ 14. know my rights under the Constitution.
__ 15. understand information about U.S. history, government, and geography.
__ 16. know how to prevent accidents.
__ 17. understand first aid and emergency procedures.
__ 18. take advantage of job training opportunities.
__ 19. interview for a job.
__ 20. understand unions and employee requirements.
__ 21. other _____________________________

SAMPLE NEEDS ASSESSMENT FOR ADVANCED LOW (LAUSD)
Please check only six.
I need to learn more English to be able to _____________________.
__ 1. understand and participate in conversations.
__ 2. understand movies, radio, and TV programs.
__ 3. understand specific instructions.
__ 4. participate in a variety of one-to-one conversations, including telephone conversations.
__ 5. participate in group discussions.
__ 6. describe an event or situation.
__ 7. read stories.
__ 8. read newspaper and magazine articles.
__ 9. read graphs and maps.
__ 10. write a paragraph.
__ 11. complete forms.
__ 12. take notes.
__ 13. other ___________________.

ESL Curriculum Guide - A Resource For Teachers

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ESL Curriculum Guide - A Resource For Teachers

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ESL CURRICULUM GUIDE:

A resource for teachers

Version 3 - July 2011

Compiled by Portia La Ferla & Karla Frizler

Introduction: How to Use This Guide ................................................................................ 5

ESL Standards by Level (Beginning Literacy – Advanced High) .......................................... 7

Appendix A: Integrated Academic Skills by ESL Proficiency Level .............................. 25

Appendix B: Diagram Samples/Organizational & Note-taking Formats ..................... 27

Appendix C: List of CASAS Competencies .................................................................... 29

Appendix D: SCANS Description & List of Competencies ............................................ 40

Appendix E: SCANS/CASAS Correlations ..................................................................... 42

Appendix F: Language Forms/Competency by Level.................................................... 51

Appendix G: Model Standards for Adult ESL (CDE) ..................................................... 65

Appendix H: Lesson Plan Template ............................................................................. 73

Appendix I: Learning Styles ......................................................................................... 75

Appendix J: Multiple Intelligences ............................................................................... 77

Appendix K: Sample Student Needs Assessments ...................................................... 79

ESL Curriculum Guide (V3): Torrance Adult School Page 3

Introduction: How to Use this Curriculum Guide

1. Creating a Draft of the Long-Range Lesson Plan

ESL Curriculum Guide (V3): Torrance Adult School Page 5

2. Honing the Plan – The First Week(s) of Class

3. Revisiting and Revising the Plan

Reflecting on the Long-Range Lesson Plan

ESL Curriculum Guide (V3): Torrance Adult School Page 6

Beginning Literacy – Listening Skills

BLIT-L1 Demonstrate understanding of high-frequency commands and expressions of courtesy.

Beginning Literacy – Speaking Skills

BLIT-S2 Ask questions using a word or short phrase (e.g., Name?).

Beginning Literacy – Reading Skills

BLIT-R3 Discriminate among numerals 1-100.

BLIT-R4 Relate phonological sounds to letters.

ESL Curriculum Guide (V3): Torrance Adult School Page 7

Beginning Literacy – Writing Skills

BLIT-W1 Trace shapes and letters, following directions and samples.

BLIT-W2 Copy letters of the alphabet and numerals.

BLIT-W4 Copy a list of words previously produced orally.

Beginning Literacy – 21st Century Learning Skills

Higher Order Skills and Strategies:

BLIT-H1 Organize information by listing words on charts.

ESL Curriculum Guide (V3): Torrance Adult School Page 8

Beginning Low – Listening Skills

BL-L1 Demonstrate understanding of simple words in context of common, everyday situations.

BL-L6 Respond to simple requests for repetition or simple clarification.

Beginning Low – Speaking skills

BL-S2 Make simple statements about everyday activities.

BL-S5 Ask for and respond to requests for simple clarification.

Beginning Low – Word Analysis and Vocabulary Development

BL-V1 Identify the letters of the English alphabet and numbers.

BL-V4 Identify common antonyms (e.g., hot/cold, young/old).

ESL Curriculum Guide (V3): Torrance Adult School Page 9

Beginning Low – Reading Skills

BL-R4 Recognize basic sight words in different handwriting styles.

BL-R5 Recognize basic abbreviations (e.g., Mr., Dr., St.).

BL-R8 Follow one- to three-step written instructions.

Beginning Low – Writing Skills

BL-W1 Print the letters of the alphabet legibly.

BL-W2 Write numerals.

BL-W3 Copy familiar words, phrases from learned materials.

BL-W5 Edit writing for basic capitalization and end punctuation.

BL-W7 Write simple sentences comparing two pictures.

Beginning Low – 21st Century Learning Skills