For more information, contact:

Sara Rose

ESOL Professional Development Coordinator

The Resource Center for Language and Culture

Special thanks to…

Todd Elliott (Literacy and ESOL Director Greater Homewood Community Corporation, Inc) for providing the cover photo. Michelle Wichman (Frederick County Adult Education) accepted the challenge of designing the Introductory Training Module and for making sure that all the sections would “hang together”. Sara Rose, Agnes Callaway, and staff in Adult Education and Literacy Services helped edit the complete packet.

This publication was developed in part with English Literacy and Civics funds from the Office of Vocational and Adult Education, U.S. Department of Education. The contents of this publication do not necessarily represent the positions or policies of the federal government.

Preface

How to Use the Content Standards – An Introductory Training Module X

Content Standards by Level XX

Beginning ESL/ESOL Literacy
Beginning ESL/ESOL
Intermediate ESL/ESOL
High (or Advanced) Intermediate ESL/ESOL
Advanced ESL/ESOL
High Advanced ESL/ESOL

Content Standards by Skill XX

Listening
Speaking
Pronunciation
Reading
Writing
Grammar

Competencies XX

Cultural Skills XX

Workplace Skills XX

Technology Skills XX

Metacognitive Skills XX

Sample Curriculum XX

Sample Lesson Plan XX

Ten Strategies for Success XX

Blank Forms to Outline Content Skills XX
Preface

“According to the 1992 Report by the National Council on Educational Standards and Testing, content standards define ‘everything a student should know and be able to do’. In other words, content standards describe the range of desirable knowledge and skills within a subject area.

…While content standards may be the result of broadly inclusive efforts to achieve consensus on ‘what’ students should know, in the end, they simply describe what ‘ought to be’ not what ‘must be’.

…Content standards are meant to serve as general guides for curriculum and should ideally be general, visionary, and not at all prescriptive.”

Stites, Regie. A users guide to standards based educational reform: From theory to practice. In Focus on Basics, Volume 3, Issue C (September 1999). Boston, MA: World Education/NCSALL. Reprinted with permission.

English as a Second Language (ESL) programs in Maryland provide instruction from the pre-literacy level to the advanced level, and help learners develop speaking, listening, reading, writing and grammar skills to communicate effectively in English. The demand to provide services for non-native English speaking adults in the past several years has greatly increased, with some 530,417 foreign born individuals residing in Maryland and 254,600 new residents in 2000, according to the Census 2000 Supplemental Survey.

Maryland’s standards based approach to education led to the publication of Maryland’s Adult English As A Second Language Program Standards in 2000 and the recognition of a need for companion content standards as a tool for adult education practitioners. The statewide ESL/ESOL Workgroup, convened by the Maryland State Department of Education, was assigned the task of designing and developing the Content Standards for Adult ESL/ESOL for the state of Maryland. The group began by gathering, comparing, and contrasting models that had been developed in states such as Arizona, New York, Colorado, Massachusetts, and Florida. While some models provided very detailed standards and curricula, Maryland’s approach to Content Standards is to provide a framework as a resource, rather than a prescription, for local programs to use to align their instruction.

The Maryland Content Standards for Adult/ESL/ESOL is a blueprint for ESL/ESOL administrators and instructors. It uses the National Reporting System (NRS) common level descriptors as a foundation for describing the proficiency levels of learners at each level, in language skills and content areas. Cultural, workplace and technology skills were also included. This guide offers a framework on which adult education programs may rely to align curriculum and instruction to the National Reporting System and to meet the needs of ESL learners at all levels. A practical, user-friendly Introductory Training Module is also included to orient new teachers and to serve as a reference for experienced instructors.

Introduction to Content Standards by Level

This section might be considered the “heart” of the Adult ESL/ESOL Content Standards. They

are written as a general outline so that local programs and instructors can develop curriculum, plan instruction, and design classes that meet local and individual needs.

The Content Standards are divided into three parts for each level: (1) Level Description, (2) Content Skills and (3) Language Skills.

Level Description pages describe a learner’s proficiency at “entry” in a level and the test benchmarks for that level. We have also included the descriptions from the National Reporting System (NRS) so that programs across the state and country have a common frame of reference to discuss ESL/ESOL levels. NRS provides a brief description of what learners can do at each level in terms of Listening/Speaking, Reading/Writing, and Functional Workplace Skills.

Content Skills pages provide a process for teachers to assess learner needs and interests, and then space for teachers to outline the competencies, cultural, workplace, technology and metacognitive skills for a class. Rather than prescribe the content skills for any level, teachers are encouraged to work closely with a particular class to identify the priority interests and needs. The page is “open-ended” so that teachers can continue to add new content areas as new ideas emerge within a class.

Language Skills pages outline the specific listening/speaking and pronunciation skills for each level as well as the reading/writing and grammar skills that would be integrated into the content areas. Teachers should integrate the receptive and productive skills of listening, speaking and pronunciation so that learners can understand and be understood. Similarly, reading and writing skills should be taught at all levels since we live in such a “print dependent” society. And, of course, contextualized grammar instruction and practice cannot be ignored within any language course.

NRS Level: BEGINNING ESL/ESOL LITERACY (NALS level 1)

Benchmarks

Maryland Proficiency Descriptors

(at entry level)

· CASAS (Life Skills) Listening/Reading 165 – 180

· BEST
Oral (long) 0 – 15
Literacy 0-7

· SPL
Speaking 0-1
Reading/Writing 0-1

Speaking: Learners may be able to produce a limited number of isolated words or phrases.

Listening: Learners may be able to comprehend a limited number of isolated words or phrases.

Reading: Learners have limited, if any, reading skills in native language and English. Learners are beginning to develop letter recognition. Learners are developing an understanding of sound-symbol correlation.

Writing: Learners may be able to write letters or numbers. Learner may need to develop fine motor skills needed for legible writing.

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National Reporting System (NRS) – Educational Functioning Level Descriptors

Speaking and Listening

Basic Reading and Writing

Functional and Workplace Skills

Individual cannot speak or understand English, or understands only isolated words or phrases.

Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument.

Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology.

BEGINNING ESL/ESOL LITERACY

CONTENT AREA SKILLS

The curriculum content and activities for every course must be relevant to the learners in a particular class. A critical step for each instructor is to conduct a needs assessment with the learners to identify their goals and interests. For many instructors, needs assessment is an on-going process that start during the first week and continues throughout a term.

1. Conduct needs assessment

2. Select several competencies

3. Identify several cultural notes and metacognitive, workplace,and technology skills that can be integrated

4. Identify and select relevant materials

5. Plan lessons integrating the language skills outlined on the next page

REPEAT the process adding competencies and other skills….

COMPETENCIES

CULTURAL NOTES

WORKPLACE SKILLS

TECHNOLOGY SKILLS

METACOGNITIVE SKILLS

POSSIBLE RESOURCES

§ simplified forms

§ calendars and schedules

§ signs

§ money

§ advertisements with prices

BEGINNING ESL/ESOL LITERACY LANGUAGE SKILLS

Listening

Speaking

Pronunciation

Beginning ESL/ESOL Literacy learners can demonstrate listening comprehension non-verbally

i Recognize letters of the alphabet

i Recognize cardinal and ordinal numbers

i Respond to basic greetings and polite expressions

i Respond to very simple questions in familiar contexts (e.g., personal information)

i Follow very simple one-step directions and instructions

i Respond to simple requests for repetition

i Use the alphabet and identify individual letters

i Use cardinal and ordinal numbers (e.g., begin to distinguish difference)

i Greet others

i Use basic vocabulary for social interaction

i Ask simple questions in short phrases

i Produce simple statements

i Express lack of understanding

i Ask for repetition (e.g., “What?” or “Today?”)

Begins to recognize and practice the following…

i Chunks (words that often go together) and linking the words together [It’s a ___ .//itza ___//]

i Letter-sound associations (phonemes)

i One- and two-syllable word patterns

i Syllable stress in numbers, days, months, etc. [THIRty verus thirTEEN]

Reading

Writing

Grammar

i Identify the letters of the English alphabet and numbers 0-100

i Apply sound/symbol relationships to decode letters of the alphabet, consonant blends, and familiar short words

i Recognize personal information words in print (e.g., first/last name, address, telephone number, SSN, date of birth, sex, marital status)

i Recognize simple words and phrases related to immediate needs

i Read learned sentences

i Interpret simple signs and symbols

i Read dates and analog/digital clock times

i Identify U.S. coins and currency and values

i Read prices

i If needed, develop fine motor skills to write legibly

i Write upper and lower case letters and numbers 0-100

i Write personal information words (e.g., name, address, telephone number, etc.)

i Spell simple words

i Copy simple words/phrases related to everyday life

i Write dates and digital clock times.

i Write money amounts

i Write very simple learned sentences

i Use simple punctuation (e.g., period, comma, question mark)

May use one word and very simple responses to demonstrate a beginning understanding of the following grammatical structures and patterns…

i Subject pronouns

i Simple Wh- questions (e.g., Who, What, When, Where, Why, How) in present tense

i Simple Yes/No questions (e.g., Is/Are…..? or Do/Does……?) in present tense

i Affirmative and negative statements with the verbs “be” and “do”

i Singular/plural (e.g., nouns, this/these)

i Articles – “the, a/an”.

i Simple structures -- “It’s + day. // It’s + time. // It’s $5.00.”

NRS Level: BEGINNING ESL/ESOL (NALS level 1)

Benchmarks

Maryland Proficiency Descriptors (entry level description)

· CASAS (Life Skills) Listening/Reading
181-200

· BEST
Oral (long) 16-41
Literacy 8-46

· SPL
Speaking 2-3
Reading/Writing 2-4

Speaking: Learners have a limited ability to produce spoken language in routine and familiar situations.

Listening: Learners can understand frequently used words in context and controlled phrases spoken slowly.

Reading: Learners can read numbers and letters and have a developing understanding of sentence level reading. Learners can comprehend simple sentence level discourse with familiar vocabulary and frequent re-reading.

Writing: Learners can print numbers, letters, and basic sight words. Learners may be able to write a simple sentence using familiar words and phrases with simple punctuation (end marks).

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National Reporting System (NRS) – Educational Functioning Level Descriptors

Speaking and Listening	Basic Reading and Writing	Functional and Workplace Skills
Individual can understand frequently used words in context and very simple phrases spoken slowly and with some repetition; there is little communicative output and only in the most routine situations; little or no control over basic grammar; survival needs can be communicated simply, and there is some understanding of simple questions.	Individual can recognize, read and write numbers and letters, but has a limited understanding of connected prose and may need frequent re-reading; can write a limited number of basic sight words and familiar words and phrases; may also be able to write simple sentences or phrases including very simple messages. Can write basic personal information. Narrative writing is disorganized and unclear; inconsistently uses simple punctuation (e.g., periods, commas, question marks); contains frequent errors in spelling.	Individual functions with difficulty in situations related to immediate needs and in limited social situations; has some simple oral communication abilities using simple learned and repeated phrases; may need frequent repetition; can provide personal information on simple forms; can recognize common forms of print found in the home and environment, such as labels and product names; can handle routine entry level jobs that require only the most basic written or oral English communication and in which job tasks can be demonstrated. There is minimal knowledge or experience using computers or technology

BEGINNING ESL/ESOL

CONTENT AREA SKILLS

1. Conduct needs assessment

2. Select several competencies

3. Identify several cultural notes and metacognitive, workplace,and technology skills that can be integrated

4. Identify and select relevant materials

5. Plan lessons integrating the language skills outlined on the next page

REPEAT the process adding competencies and other skills….

COMPETENCIES

CULTURAL NOTES

WORKPLACE SKILLS

TECHNOLOGY SKILLS

METACOGNITIVE SKILLS

POSSIBLE RESOURCES

§ simplified forms

§ calendars and schedules

§ signs

§ money and advertisements with prices

§ maps

§ bills and pay stubs

BEGINNNING ESL/ESOL LANGUAGE SKILLS

Listening

Speaking

Pronunciation

Beginning ESL/ESOL learners can demonstrate listening comprehension non-verbally

i Recognize letters of words when spelled or dictated

i Recognize/respond to simple greetings and polite expressions

i Recognize/respond to simple questions in familiar contexts

i Follow one-step directions and instructions

i Identify simple expressions indicating lack of understanding

i Recognize/respond to requests for repetition

i Spell familiar words

i Use numbers appropriately (e.g., time, money, address, birthdate, etc.)

i Produce and respond to common greetings, introductions, and polite expressions

i Produce simple statements in routine and familiar situations

i Give simple one-step instructions and directions

i Express lack of understanding

i Ask for repetition

Begin to recognize and practice the following….

i Chunks (words that often go together) and linking the words together [It’s a ___. = Itza___.]

i Letter-sound associations (phonemes)

i One- and two-syllable word patterns

i Syllable stress of new vocabulary

i S-ending sounds: /s/, /z/ and /Iz/

i Intonation for yes/no questions

i Intonation for Wh-questions

Reading

Writing

Grammar

i Apply sound/symbol relationships to decode familiar words (e.g., high frequency words for lifeskills)

i Recognize alternate forms of basic information words on a personal information form (e.g., today’s date/current date, birthdate/date of birth, sex/gender).

i Interpret simple signs (e.g., words and symbols on everyday signs)

i Scan for specific information on familiar documents (e.g., utility bill, pay stub).

i Follow simple written instructions (e.g., food preparation, simplified prescriptions, care labels)

i Follow simple geographical directions on a simple map

i Read simple sentences

i Read a short simplified paragraph on a single topic with familiar vocabulary (e.g., a description of a person, place, or activity)

i Write familiar simple words and short phrases from dictation

i Complete short, simplified forms (e.g., check, job application, registration form, etc.)

i Write lists (e.g., shopping) and personal schedules

i Write simple sentences related to familiar situations

i Prepare a map or very simple directions to home/apartment

i Following a model, write a simple paragraph on a single topic

i Use simple basic punctuation (e.g., capitalization, periods, commas, question marks)

i Write simple notes and messages (e.g., , note to a teacher about a sick child, thank-you for a gift, etc.)

i Address an envelope

May use one word and very simple responses to demonstrate a beginning understanding of the following grammatical structures and patterns…

i Simple WH questions and responses (affirm./neg.)

i Simple Yes/No questions and responses

i Affirmative and negative statements with “be, do, have” and other high frequency verbs

i Simple present continuous tense

i Simple past with high frequency verbs such as “be, do, have”

i Modal auxiliary verbs (e.g., can / have to + verb)

i Subject-Verb agreement

i Adjective + Noun

i There is/There are

i Contractions (e.g., I’m, She’s, isn’t, don’t) Demonstrative adjectives (this/that, these/those)

i Singular/plural (e.g., count/non-count)

i Indefinite articles (some/any, much/many)

i Possessive adjectives (e.g., my, your, her, our)

i Simple Conjunctions (and, or, but)

i Simple prepositions of time and place (e.g., in, on, at, next to, on the right)

i Simple frequency adverbs (e.g., always, sometimes, never)

NRS Level: INTERMEDIATE ESL/ESOL (NALS level 2 )

Benchmarks

Maryland Proficiency Descriptors (entry level description)

· CASAS (Life Skills) Listening/Reading
201-210

· BEST
Oral (long) 42-50
Literacy 47-53

· SPL
Speaking 4
Reading/Writing 5

Speaking: Learners can form simple questions based on learned vocabulary. Learners can communicate survival needs and handle simple social interchanges. Learners have some control of basic grammar.

Listening: Learners can respond to simple requests and questions with learned vocabulary or stock phrases. Learners can comprehend simple conversations with support of frequent repetitions and slow rate of speech.

Reading: Learners can read simple material in familiar contexts. Learners can comprehend sentences and paragraphs when vocabulary is controlled.

Writing: Learners can write sentences with basic grammar structures (present and past tense) and use correct punctuation. Learners are able to produce simple written texts such as messages or notes.

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National Reporting System (NRS) – Educational Functioning Level Descriptors

Speaking and Listening	Basic Reading and Writing	Functional and Workplace Skills
Individual can understand simple learned phrases and limited new phrases containing familiar vocabulary spoken slowly with frequent repetition; can ask and respond to questions using such phrases; can express basic survival needs and participate in some routine social conversations, although with some difficulty; has some control of basic grammar.	Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations, but lacks clarity and focus. Sentence structure lacks variety, but shows some control of basic grammar (e.g., present and past tense), and consistent use of punctuation (e.g., periods, capitalization).	Individual can interpret simple directions and schedules, signs and maps; can fill out simple forms but needs support on some documents that are not simplified; can handle route entry level jobs that involve some written or oral English communication, but in which job tasks can be demonstrated. Individual can use simple computer programs and can perform a sequence of routine tasks given directions using technology (e.g., fax machine, computer).

INTERMEDIATE ESL/ESOL

CONTENT AREA SKILLS

1. Conduct needs assessment

2. Select several competencies

3. Identify several cultural notes and metacognitive, workplace,and technology skills that can be integrated

4. Identify and select relevant materials

5. Plan lessons integrating the language skills outlined on the next page

REPEAT the process adding competencies and other skills….

COMPETENCIES

CULTURAL NOTES

WORKPLACE SKILLS

Philip S. Benzil	Edward L. Root
Dunbar Brooks	Walter Sondheim, Jr.
Rev. Clarence A. Hawkins	John L. Wisthoff
Walter S. Levin	Caroline Gifford (Student Member)
Karabelle Pizzigati

State Superintendent of Schools

ESL Workgroup Contributors

Kay Ahmad

ESOL Coordinator

Montgomery Community College

ESL Coordinator for Adult Education

MSDE ESL Specialist (2000-2001)

Adult ESOL & Literacy – GED Program Supervisor

Montgomery County Public Schools

Coordinator of Basic Skills & Foreign-Born Programs

Director

The Resource Center for Language & Culture University of Maryland Baltimore County

ESL Program Administrator

Howard Community College

Sara Rose

Peggy Seufert

Adult ESL Specialist

Adult ESL Instructor

Adult ESL Instructor

Washington County Public Schools

TABLE OF CONTENTS

Blank Forms to Outline Content Skills XX
Preface

NRS Level: BEGINNING ESL/ESOL LITERACY (NALS level 1)

Benchmarks

Individual cannot speak or understand English, or understands only isolated words or phrases.

Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument.

NRS Level: BEGINNING ESL/ESOL (NALS level 1)

Benchmarks

National Reporting System (NRS) – Educational Functioning Level Descriptors

BEGINNNING ESL/ESOL LANGUAGE SKILLS

Pronunciation

NRS Level: INTERMEDIATE ESL/ESOL (NALS level 2 )

Benchmarks

National Reporting System (NRS) – Educational Functioning Level Descriptors

Functional and Workplace Skills

State Superintendent of Schools

ESL Workgroup Contributors

Kay Ahmad

ESOL Coordinator

Montgomery Community College

ESL Coordinator for Adult Education

MSDE ESL Specialist (2000-2001)

Adult ESOL & Literacy – GED Program Supervisor

Montgomery County Public Schools

Coordinator of Basic Skills & Foreign-Born Programs

Director

The Resource Center for Language & Culture University of Maryland Baltimore County

ESL Program Administrator

Howard Community College

Sara Rose

Peggy Seufert

Adult ESL Specialist

Adult ESL Instructor

Adult ESL Instructor

Washington County Public Schools

TABLE OF CONTENTS

Blank Forms to Outline Content Skills XX Preface

NRS Level: BEGINNING ESL/ESOL LITERACY (NALS level 1)

Benchmarks

Individual cannot speak or understand English, or understands only isolated words or phrases.

Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument.

NRS Level: BEGINNING ESL/ESOL (NALS level 1)

Benchmarks

National Reporting System (NRS) – Educational Functioning Level Descriptors

BEGINNNING ESL/ESOL LANGUAGE SKILLS

Pronunciation

NRS Level: INTERMEDIATE ESL/ESOL (NALS level 2 )

Benchmarks

National Reporting System (NRS) – Educational Functioning Level Descriptors

Functional and Workplace Skills

Blank Forms to Outline Content Skills XX
Preface