NEVADA’S CONTENT STANDARDS
FOR
ENGLISH AS A SECOND LANGUAGE
AND EL / CIVICS PROGRAMS
This project is a leadership activity funded by a grant from the Nevada State Department of Education, Workforce Investment Act, Title II (Adult Education and Family Literacy). There is no discrimination or denial of participation on the basis of gender, race, national origin, color, disability, age, or sexual orientation.
Last Update 1/06
Note: This document has been excerpted or adapted from its original format for functional purposes within the warehouse. As a result, the formatting does not match the original. To obtain the full original document and supplementary materials, please visit the state's website at: http://www.literacynet.org/nevada/standards/index.htm
Acknowledgements
Acknowledgement and gratitude are given to the following for their participation in the development of Nevada’s ESL and EL Civics Standards:
Claudia Bianca-DeBay, Nevada’s ABE CASAS Manager/Trainer & Instructional Resources Coordinator – member of the National CASAS Consortium Content Standards Technical Work Group
Meachell LaSalle, ABE/ESL. Coordinator at Great Basin College in Elko
Dawnne Ernette, ESL Instructor at Truckee Meadows Community College in Reno
Diana Stater, ESL Instructor at Carson City Adult High School in Carson City
Cheryl Tingle, ESL Instructor at Western Nevada Community College in Carson City
Martha Gustafson, Senior Program Specialist, CASAS, San Diego, California
National CASAS Consortium Content Standards Technical Advisory Project Committee
National Institute for Literacy
Colleen Sullivan, Director, NC – ESL Grant, Lake Tahoe Community College
The Nevada ESL Standards were developed in part by the following states’ existing standards found in the Adult Content Standards Warehouse online: (http://www.adultedcontentstandards.org:
Arizona
California
Connecticut
Florida
Iowa
Oregon
Texas
Numerous ESL Instructors throughout Nevada who provided invaluable feedback and suggestions
TABLE OF CONTENTS
NEVADA’S CONTENT STANDARDS FOR ESL AND EL CIVICS
EQUIPPED FOR THE FUTURE CITIZEN/COMMUNITY MEMBER ROLE MAP
Broad Areas of Responsibility:
ESL LOW BEGINNING READING, LISTENING/SPEAKING, WRITING, CIVICS AND SUPPORTING GRAMMAR
ESL Low Beginning – Listening/Speaking
ESL Low Beginning – Supporting Grammar:
ESL HIGH BEGINNING READING, LISTENING/SPEAKING, WRITING, CIVICS AND SUPPORTING GRAMMAR
ESL High Beginning - Listening/Speaking:
ESL High Beginning – Supporting Grammar
ESL LOW INTERMEDIATE READING, LISTENING/SPEAKING, WRITING, CIVICS AND SUPPORTING GRAMMAR
ESL Low Intermediate – Reading
ESL Low Intermediate – Listening/Speaking:
ESL Low Intermediate – Writing
ESL Low Intermediate – Supporting Grammar
ESL HIGH INTERMEDIATE READING, LISTENING/SPEAKING, CIVICS, WRITING, AND SUPPORTING GRAMMAR
ESL High Intermediate - Reading
ESL High Intermediate – Listening/Speaking
ESL High Intermediate – Writing
High Intermediate – Supporting Grammar
ESL LOW ADVANCED READING, LISTENING/SPEAKING, CIVICS, WRITING, AND SUPPORTING GRAMMAR
Low Advanced – Listening/Speaking
Low Advanced – Supporting Grammar
ESL HIGH ADVANCED READING, LISTENING/SPEAKING, CIVICS, WRITING, AND SUPPORTING GRAMMAR
ESL High Advanced – Listening/Speaking
High Advanced – Supporting Grammar
Overview: What is civics education?
For adult English language learners, civic education is a broad term that includes instruction about U.S. History and culture, lessons on diversity and multiculturalism, and instruction and guidance on becoming active participants in their new communities.
Civic participation, the way that individuals contribute to the social, political, and educational structures within their community, is an integral part of civics education. The goal of civics education, therefore, is to assist learners to understand, access, and interact responsively to their community. Significant civics content can be imparted at all ESL levels at the same time learners are acquiring English.
Beginning level students can learn about community, government and history through pre-reading and hands-on activities. They can alphabetize names of states, label maps, and practice sight words of agencies in their community. They can also practice their speaking and listening skills as they share their opinions about an important social or political issue. Simple games such as bingo or concentration can be played to reinforce any set of words that learners have been working on in a content unit. Names of states, presidents, or important Americans can be added to health, housing and job vocabulary.
Intermediate level students can participate in reading and writing activities about American culture and history. Field trips to the library to research topics on local government or bicycle safety rules followed by oral reports on what they’ve learned can provide for valuable speaking and listening skills.
Advanced level students can invite local officials to speak to the class, or volunteer in community organizations. They can practice their writing skills writing letters to the editor, emailing members of Congress, or researching and writing an essay about an aspect of American history or culture.
An important objective of civic education should be to help immigrants learn how to use the aid of experts and qualified professionals and learn the rules and procedures in order to assimilate smoothly into their new community and country. Civics instruction should provide a basis for understanding the rights and responsibilities of citizens and a framework for competent and responsible participation.
The Nevada Content Standards are consistent in outlining the skills for each proficiency level across the programs in the state. They are also aligned to CASAS (Comprehensive Adult Student Assessment System) chosen by Nevada to be used by all Adult Education Programs) tests and competencies, EFF (Equipped for the Future) framework and standards that were developed by The National Institute for Literacy, and the National Reporting System which describes the levels of proficiency and provides benchmarks for standardized tests such as CASAS.
When planning instruction, instructors should look for ways to link the content standards within the context of learner goals and needs. The standards should be used as guidelines for identifying skills and learning contexts.
The Content Standards are organized according to program type (ESL, ABE, ASE), program level (e.g., ESL Low Beginning/Basic Literacy, High Beginning, Low Intermediate, High Intermediate, Low Advanced, and High Advanced), Learning Proficiencies (reading, writing, listening/speaking, and supporting grammar), and related standards, assessments, competencies and instructional resources (NV standards, CASAS assessments, CASAS competencies, EFF standards, and program instructional resources). It is important to note that, although CASAS does not have any tests at this time (CASAS grammar tests are in development) to assess grammar, it is an important part of language acquisition and, therefore, is included.
The eight AEFLA-funded programs have customized manuals for their programs. Unlike this copy, their copies include a fourth column (titled “Instructional Resources”) throughout each manual that lists program-specific resources that align to every competency that aligns to every standard.
Competencies listed in the “Suggested CASAS Competencies That Provide Context for ESL Objectives” column indicated by an asterisk indicate competencies that are tested in the CASAS assessments. Additional competencies are presented as they, too, are aligned with the standards and offer additional instructional resources for teachers and tutors to utilize.
Resources (program manuals only) listed in the “Instructional Resources” column in blue indicate what materials programs already have that align to these new standards and matching competencies. Resources listed in red indicate gaps in their resources where they do not have materials that align to specific standards. Consequently, the names of materials in red are suggested materials they may want to acquire for their teachers and tutors.
The complete list of CASAS Competencies is included on the following pages for easy access and reference followed by an inclusive list of the EFF Standards.
CASAS COMPETENCIES
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
0.2 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
I. 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
1.3 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
1.7 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
1.8 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
1.9 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
II. 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)
2.3 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
2.4 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
2.5 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 (unassigned)
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
III. 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)
3.2 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
3.5 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
IV. 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
4.3 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
V. 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
5.2 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
5.3 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
5.4 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 le
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
5.7 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
5.8 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
VI. 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
VII. 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 judgments, 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
7.3 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
IIX 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)
EQUIPPED FOR THE FUTURE CONTENT STANDARDS: WHAT ADULTS NEED TO KNOW AND BE ABLE TO DO IN THE 21ST. CENTURY
- Read with understanding
- Convey ideas in writing
- Speak so others can understand
- Listen actively
- Observe critically
- Solve problems and make decisions
- Plan
- Use math to solve problems and communicate
- Cooperate with others
- Guide others
- Advocate and influence
- Resolve conflict and negotiate
- Take responsibility for learning
- Learn through research
- Reflect and evaluate
- Use Information and communications technology
EQUIPPED FOR THE FUTURE CITIZEN/COMMUNITY MEMBER ROLE MAP
Effective citizens and community members take informed action to make a positive difference in their lives, communities, and world.
Broad Areas of Responsibility:
|
Become and stay informed |
Form and express opinions and ideas |
Work together |
Take action to strengthen communities |
|
Citizens and community members find and use information to identify and solve problems and contribute to the community |
Citizens and community members develop a personal voice and use it individually and as a group |
Citizens and community members interact with other people to get things done toward a common purpose |
Citizens and community members exercise their rights and responsibilities as individuals and as members of groups to improve the world around them |
|
Key Activities: |
Key Activities: |
Key Activities: |
Key Activities: |
|
Identify, monitor, and anticipate problems, community needs, strengths, and resources for yourself and others
Recognize and understand human, legal, and civic rights and responsibilities for yourself and others
Figure out how the system that affects an issue works
Identify how to have an impact and recognize that individuals can make a difference
Find, interpret, analyze, and use diverse sources of information, including personal experience
Identify how to have an impact and recognize that individuals can make a difference
Find, interpret, analyze, and use diverse sources of information, including personal experience |
Strengthen and express a sense of self that reflects personal history, values, beliefs, and roles in the larger community
Learn from others’ experiences and ideas
Communicate so that others understand
Reflect on and reevaluate your own opinions and ideas
Strengthen and express a sense of self that reflects personal history, values, beliefs, and roles in the larger community
Learn from others’ experiences and ideas
Communicate so that others understand
Reflect on and reevaluate your own opinions and ideas
Strengthen and express a sense of self that reflects personal history, values, beliefs, and roles in the larger community
Learn from others’ experiences and ideas
Communicate so that others understand
Reflect on and reevaluate your own opinions and ideas |
Get involved in the community and get others involved
Respect others and work to eliminate discrimination and prejudice
Define common values, visions, and goals
Participate in group processes and decision making
Get involved in the community and get others involved
Respect others and work to eliminate discrimination and prejudice
Define common values, visions, and goals
Participate in group processes and decision making
Get involved in the community and get others involved
Respect others and work to eliminate discrimination and prejudice
Define common values, visions, and goals
Participate in group processes and decision making |
Help yourself and others
Educate others
Influence decision makers and hold them accountable
Provide leadership within the community
Help yourself and others
Educate others
Influence decision makers and hold them accountable
Provide leadership within the community
Help yourself and others
Educate others
Influence decision makers and hold them accountable
Provide leadership within the community
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