Introduction

During the program year 2000-2001, eight Tennessee ESOL Peer Trainers and an ESOL coordinator, along with nine EL/Civics Grantees, began work on an action research project to develop an ESOL curriculum resource guide for Tennessee adult ESOL teachers. This book is the result of their year’s work and is dedicated to their ESOL students and to the wonderful Tennessee ESOL teachers who have dedi­cated their work and time to Tennessee’s students.  In addition to the information contained in this book, the authors wish to add their beliefs and ideas about what helps to create a successful ESOL class. They are as follows:

• Good ESOL teachers must be able to reach across cultures and connect with the individual ESOL students and be sensitive to their lives.
• Good ESOL teachers perceive English as a “skill” that students must have to function in our society.
• ESOL classes should be adapted to the students’ needs and curriculum should be used as a resource for the ESOL teacher and not rigidly followed.
• Diversity permeates the ESOL classroom in every aspect of the ESOL environment. Imagine a classroom which has a refugee with no educa­tion in the same class with a clinical psychologist who speaks five lan­guages but no English. Imagine a class that includes a 19-year-old migrant worker                      in search of independence and a 77-year-old woman whose culture requires that she not speak when her husband is present.

The best ESOL classroom includes respect, laughter, warmth, is a safe haven for our ESOL students, and above all, gives them hope.

“Hope is the thing with feathers that perches in the soul” —Emily Dickinson

The vision of the University of Tennessee’s Center for Literacy Stud­ies is shared by the authors of this resource book. It is as follows: “We envision a future in which all adults have the skills, knowledge and understanding they need to flourish in an increasingly complex and inter­connected world. We will work with others to create an adequately funded and staffed adult literacy and lifelong learning system that fosters demo­cratic values and processes, participation, personal agency, increased voice, and critical reflection.”

We are ESOL practitioners who are passionate about our mission and vision and wish to continually work to improve the lives of our students. Ken Burns, when speaking of America said, “Improvisation is our genius as a people.” It is also, we believe, our genius as ESOL teachers. Please use this resource book as a guide and use your own creative ability and improvisa­tional skills when working with your students.

Pat Sawyer The University of Tennessee Center for Literacy Studies

“Learning English when you live in the US seems easy because you hear English all the time, but I’m not sure it is, especially for adults. If you don’t have the support of a class, with a teacher, it’s very hard to start to be confident and to speak to the American people.”

—Student Learner

“Learning English looks easy, but it’s hard.”

—Student Learner

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National Reporting System Levels for Adult ESOL Programs

The National Reporting System (NRS) has divided the ESOL levels of achievement into six levels. These levels are used when reporting student achievement.

The NRS has assigned titles to these six levels. They are:

1. Beginning ESL Literacy
2. Beginning ESL
3. Low Intermediate ESL
4. High Intermediate ESL
5. Low Advanced ESL
6. High Advanced ESL

Student Performance Levels (SPLs)

SPLs describe the student’s level of knowledge of the English language.

1. Student cannot speak or understand English.
2. Student can understand some simple and frequently used words in context.
3. Student can understand phrases if spoken slowly with frequent repetition.
4. Student can participate in conversation in limited social situations, and communicate basic survival needs with some help.
5. Student can converse on many everyday subjects, but may need repeti­tion, rewording or slower speech. Individual has basic control of grammar.
6. Student can understand and participate effectively in face-to-face conversations on everyday subjects spoken at normal speed, can understand survival, work, and social situations.

Student’s Workplace Skills

1. Level I—Minimal or no English. Uses gestures or isolated words. May recognize only common signs. Can handle only routine jobs that require no oral communication. No knowledge of computers or technology.

2. Level II—Uses simple words and phrases with frequent repetition. Can fill out simple forms, recognize labels and product names, can handle jobs that require basic oral and written English.

3. Level III—Interprets directions, schedules, signs and maps, fills out sim­ple forms. Handles entry-level jobs that involve written or oral English. Uses simple computer programs and FAX machines.

4. Level IV—Meets basic survival and social needs, follows simple oral and written instruction, communicates on phone, writes messages, com­pletes forms and job applications. Can work on computers.

5. Level V—Functions to meet survival needs, uses phone, reads charts, handles jobs with oral and written instructions, uses computers.

6. Level VI—Uses English in social and work situations; interprets charts, graphs, tables, and forms. Communicates on phone, understands radio, TV, and can instruct software use.

“I don’t belived this is U.S.A. When I came first time, I asked by myself, I felt the people very nice, and humburger is bigger also, just don’t know how to order. But now I am very lucky. Have a good teacher, I will strive to learn English.”

—Student Learner

“When I came to America, there were a bit supermarket and a big parking.” —Student Learner

English for Speakers of Other Languages Certificate of Accomplishment

Beginning ESL Literacy, Level I

These skills are verified by the Basic English Skills Test (BEST), portfolios, interviews, and instructor observation. At the time of issuance, Skill Com­petencies are demonstrated at the Beginning ESL Literacy proficiency and will have an exit score on the Oral BEST of 0 to 15 and/or the Literacy BEST 0-7.

At the Beginning ESL Literacy Proficiency Level, the participants:

• Cannot speak or understand English, and/or understand only isolated words or phrases.

• Have no reading or writing skills in any language, or have minimal skills, such as the ability to read and write own name or simple isolated words. There is little or no comprehension of how print corresponds to spoken language.

• Can communicate only through gestures or a few isolated words, such as name and other personal information.

• 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.

At the end of Level I, the student will be able to:

• Use appropriate greetings, introductions and farewells.

• Identify self and personal information.

• Express likes, dislikes, feelings and emotions in culturally appropriate ways.

• Use and respond to polite expressions.

The student will be able to:

• Demonstrate ability to use basic residential telephones.

• Answer the telephone and respond or express a lack of understanding.

• Use basic emergency vocabulary and 911 procedures.

• Recognize and identify a telephone book, a calling card and a telephone bill.

• Recognize and identify basic body parts.

• Recognize basic vocabulary relating to illness and accidents.

• Recognize basic health care vocabulary (doctor, nurse, dentist, hospital, clinic, health department, emergency room).

• Request a doctor’s appointment and read an appointment card.

• Identify various medications, their usage, request assistance with dosage, and recognize requirements for immunizations.

• Identify personal hygiene products and daily grooming routines.

• Identify basic foods, food groups and healthy eating habits.

• Recognize U.S. currency, symbols relating to money and read prices (dol-lar/cent signs, decimal point).

• Recognize a check and a money order and read amount.

• Identify signs using sight words and symbols (enter, exit, push, pull, men, women, caution, no smoking, no swimming, arrows, directional signs, bus              signs).

• Use vocabulary to ask for and give simple directions (turn left, turn right, go straight, next to, between, in front of, behind).

• Identify safe driving practices (seat belts, child safety restraints).

• Identify warning symbols (poison, flammable, danger).

• Name and state the cost of basic food items.

• Recognize and interpret concept of measurements (cup, quart, gallon, pound).

• Recognize and identify basic American clothing sizes (S, M, L, XL).

• Identify types of housing (apartment, house, mobile home).

• Identify basic government agencies (post office, social security, health department, Department of Human Services).

• Demonstrate ability to purchase stamps and mail a package.

• Identify the current U.S. president.

• Locate the United States and Tennessee on a world map, locate county and city of residence on a Tennessee map.

• Identify family members (mother, father, son, daughter, brother, sister).

• Recognize compulsory schooling for children 6-18, enrollment proce­dures and the importance of regular school attendance.

• Recognize proper care of children (requirement of food, shelter, hygiene, child care providers, acceptable discipline).

• Recognize, identify and trace basic shapes and numbers.

• Identify basic colors.

• Recognize, state, read and write the alphabet (upper and lower case) and numbers.

• Alphabetize basic word groups.

• Use a picture dictionary.

• Recognize, state, read and write vocabulary for personal information (first, middle, last name, number, street, zip, phone number and social security                  number and fill out personal information form). (Use caution when asking for this information.)

• Trace and sign name (signature).

• Recognize, state, read and write basic questions and answers.

• Use subject pronouns (I, you, he, she, it, we, they).

• Use common verbs.

• Use prepositions—in, at, from, on, for, with, of, under, next to, between, behind.

Beginning ESL Literacy, Level I, continued

A Student Checklist for Beginning ESL Literacy, Level I is located in the Student Portfolio section.

Beginning ESL, Level II

These skills are verified by the Basic English Skills Test (BEST), portfolios, interviews, and instructor observation. At the time of issuance, skill com­petencies are demonstrated at the Beginning ESL Literacy proficiency and will have an exit score on the Oral BEST of 16-41 and/or the Literacy BEST 8-46.

At the end of Level II, participants will be able to:

Understand frequently used words in context and very simple phrases spoken slowly and with some repetition; communicate survival needs, and will have some control over basic grammar and understanding of basic questions.

The student will be able to:

• Identify entry level jobs and workplaces of various occupations.

• Recognize procedures for applying for a job and complete a simplified job application form with assistance.

• Demonstrate ability to respond to basic interview questions.

• Produce required forms of identification for employment.

• Demonstrate ability to ask for assistance and clarification on the job.

• Demonstrate ability to read a simple work schedule.

• Recognize pay stubs and deductions.

• Use appropriate greetings, introductions and farewells.

• Identify self and personal information.

• Use and respond to polite expressions.

• Demonstrate ability to use basic residential telephones.

• Answer the telephone and respond or express a lack of understanding.

• Use basic emergency vocabulary and 911.

• Recognize and identify a telephone book, calling card, and a telephone bill.

• Recognize and identify basic body parts.

• Recognize basic vocabulary relating to illness and accidents.

• Recognize basic health care vocabulary (doctor, nurse, dentist, hospital, clinic, health department, emergency room).

• Request a doctor’s appointment and read an appointment card.

• Identify personal hygiene products and daily grooming routines.

• Identify basic foods, food groups and healthy eating habits.

• Recognize cardinal and ordinal numbers.

• Tell time using analog and digital clocks.

• Demonstrate the use of a calendar by identifying days of the week and months of the year using words and abbreviations.

• Recognize U.S. currency, symbols relating to money and read prices (dol-lar/cent signs, decimal point).

• Identify signs using sight words and symbols (enter, exit, push, pull, men, women, caution, no smoking, no swimming, arrows, directional signs, bus              signs).

• Use vocabulary to ask for and give simple directions (turn left, turn right, go straight, next to, between, in front of, behind).

• Identify safe driving practices (seat belts, child safety restraints).

• Demonstrate ability to read and comprehend silently and aloud and answer questions.

• Determine the main idea in a simple paragraph.

• Demonstrate sequential ordering of events.

• Demonstrate ability to read a simple table or chart.

• Write a dictation based on life skill topics.

• Use a picture dictionary.

• Write legibly upper and lower case letters and demonstrate use of capitalization.

• Write a basic friendly letter and address an envelope including the return address.

• Use subject pronouns (I, you, he, she, it, we, they).

• Use common verbs such as “to be (present)”, “simple present”, the word “can.”

• Use adverbs: here, there, today, always, usually, never.

• Use common and proper nouns.

Beginning ESL, Level II, continued

A Student Checklist for Beginning ESL, Level II is located in the Student Portfolio section.

Low Intermediate, Level III

These skills are verified by the Basic English Skills Test (BEST), portfolios, interviews, and instructor observation. At the time of issuance, skill compe­tencies are demonstrated at the Beginning ESL proficiency and will have an exit score on the Oral BEST of 42-51 and/or the Literacy BEST 47-53.

At the end of Level III, participants will be able to:

• Understand simple learned phrases and limited new phrases containing familiar vocabulary spoken slowly with frequent repetition.

• Ask and respond to questions using such phrases.

• Express basic survival needs and participate in some routine social con­versations, although with some difficulty.

• Have some control of basic grammar.

The student will be able to:

• Identify different kinds of jobs using simple help-wanted ads.

• Describe personal work experience and skills.

• Demonstrate ability to fill out a simple job application without assistance.

• Produce required forms of identification for employment (photo I.D.).

• Identify social security, income tax deductions, and tax forms.

• Demonstrate understanding of employment expectations, rules, regula­tions and safety.

• Demonstrate understanding of basic instruction and ask for clarification on the job.

• Demonstrate appropriate treatment of co-workers (politeness and respect).

• Identify job promotion requirements.

• Demonstrate interpersonal communication skills and positive attitude at work.

• Explore educational opportunities for job advancement.

• Demonstrate ability to use basic test-taking strategies (circle, bubble in, dictation).

• Demonstrate knowledge of operating equipment necessary for home and work.

• Demonstrate ability to report personal information including gender and marital status.

            • Demonstrate ability to make appropriate formal and informal introduc­tions, greeting, and farewells.

• Use appropriate expressions to accept and decline offers, and to express feelings and emotions.

• Use appropriate telephone greetings, leave an oral message and take a written message.

• Demonstrate understanding of basic parts of a phone bill.

• Demonstrate ability to operate public and cellular phones, pagers and use a phone card.

• Identify body parts.

• Define health care vocabulary (emergency room, doctor, nurse, dentist, hospital, clinic, health department).

• Request doctor’s appointment, communicate symptoms and injuries and follow doctor’s instructions.

• Read and interpret information on medicine labels.

• Identify basic foods and food groups, including nutritional information on food labels.

• Identify and use ordinal and cardinal numbers.

• Interpret clock time.

• Demonstrate use of a calendar by identifying days of the week and months of the year.

• Convert dates to numeric form.

• Count and use U.S. coins and currency.

• Identify checking and saving accounts, write a check and record informa­tion in checkbook and savings register.

• Demonstrate ability to follow simple instructions related to geographical directions, (N. S. E. W.).

• Read and understand traffic signs.

• Identify required documents related to transportation (driver’s license, insurance card, registration, passport).

• Identify safe driving practices (seat belts, child safety restraints).

• Demonstrate knowledge of emergency procedures at home and work.

• Interpret product label directions, warning signs and symbols.

• Identify food items, state costs and demonstrate use of coupons.

• Identify clothing, read clothing labels (sizes and laundry instructions).

• Read sales ads and compare prices (clothing, cars, food).

• Identify types of housing (apartment, house, mobile home, condo).

• Identify basic utility companies (water, gas, electric, telephone and cable).

• Identify places in the community and describe public services.

• Demonstrate ability to purchase stamps and mail a package.

• Demonstrate understanding of holidays and social customs.

• Identify the current U.S. president, vice president and governor of Tennessee.

• Describe various weather conditions and respond appropriately to weather emergencies.

• Locate the United States and Tennessee on a world map and locate the county of residence on a state map.

• Describe family members.

• Locate neighborhood school or day care and follow enrollment procedures.

• Demonstrate the importance of communication between home and school.

• Recognize, state, read, and write statements and questions.

• Listen to short conversations and answer questions orally and in writing.

• Preview and make predictions prior to reading.

• Demonstrate ability to read and comprehend silently and aloud and answer questions.

• Determine the main idea in a simple paragraph.

• Demonstrate sequential ordering of events.

• Demonstrate ability to read a simple table or chart.

• Write a dictation based on life skill topics.

• Write legibly upper and lower case letters and demonstrate use of capitalization.

• Write a basic friendly letter and address an envelope including the return address.

• Use subject pronouns.

• Use common verbs (affirmative, negative, yes/no questions, short answer).

• Use adjectives: descriptive, possessive, demonstrative.

• Use prepositions.

• Use common and proper nouns (singular and plural).

• Use information questions.

• Use adverbs: yesterday, tomorrow.

• Use articles: a, an, the.

High Intermediate, Level IV

These skills are verified by the Basic English Skills Test (BEST), portfolios, interviews, and instructor observation. At the time of issuance, skill compe­tencies are demonstrated at the Low Intermediate ESL proficiency level and will have an exit score on the Oral BEST of 51-57 and/or the Literacy BEST 54-65.

At the end of Level IV, participants will be able to:

• Understand learned phrases and short new phrases containing familiar vocabulary spoken slowly and with some repetition.
• Communicate basic survival needs with some help; can participate in conversation in most social situations and use new phrases with some hesitation.
• Rely on descriptive and concrete terms.
• Communicate with inconsistent control of more complex grammar.
• The student will be able to:
• Recognize and use basic work-related vocabulary.
• Use various sources to identify job opportunities and inquire about a job (newspapers, agencies).
• Complete a job application and transfer information to basic resume format.
• Recognize and demonstrate appropriate behavior and positive image for job interview.
• Demonstrate understanding of work schedules, time clocks, time sheets, punctuality and phoning in sick.
• Follow generic work rules and safety procedures.
• Ask for clarification and provide feedback to instructions.
• Demonstrate appropriate communication skills in the work environment (interactions with supervisor and co-workers).
• Recognize and understand work-related vocabulary for transfers, promo­tions, incentives.
• Identify appropriate skills and education necessary for getting a job pro­motion.
• Identify appropriate behavior, attire, attitudes and social interaction for a promotion.
• Demonstrate ability to use test-taking strategies (circle, bubble in on answer sheet, true/false and cloze).
• Demonstrate knowledge of operating equipment necessary for home and work.
• Identify self and personal information (name, address, telephone num­ber, place of birth, age, social security number, nationality, education, marital                 status, occupation).
• Identify self, family members and others (physical characteristics and personal traits).
• Communicate impressions, emotions, likes, dislikes, acceptance and rejection.
• Demonstrate ability to use different types of telephones and telephone options (directory assistance, operator assistance and calling cards).
• Answer incoming telephone calls, take a simple message and respond to voice mail prompts.
• Demonstrate appropriate communication in 911 emergencies.
• Locate alphabetical and topical listing information in yellow and white pages (restaurants, hospitals, plumbing).
• Identify body parts and the five senses.
• Recognize and apply practices relating to personal hygiene and grooming.
• Describe aches, pains, illnesses, injuries, dental health problems and follow doctor’s instructions.
• Read and interpret medical instructions for prescriptions and over-the-counter drugs.
• Compare services provided by the health department, hospitals, emer­gency rooms, and clinics.
• Recognize the importance of healthy eating and maintaining a balanced diet.
• Plan a schedule of activities on a calendar.
• Count and make change accurately.
• Complete a check or money order.
• Identify common banking terms and demonstrate ability to use banking services.
• Describe the use of an ATM machine and recognize the importance of keeping number codes secure.
• Interpret traffic and common road signs.
• Ask/give simple directions to local destinations.
• Simulate making reservations for different kinds of travel.
• Identify required documents related to transportation (driver’s license,
• insurance card, registration, passport).
• Demonstrate understanding of safety and warning signs and emergency procedures.
• • Recognize and use vocabulary relating to alarm systems (smoke detec­tors, house and car alarms).
• Demonstrate understanding of comparative shopping.
• Calculate savings when making purchases with coupons.
• Read and order from a menu.
• Identify articles of clothing, U.S. sizes, quality and prices.
• Simulate procedures for putting merchandise on layaway.
• Demonstrate understanding of guarantees, warranties, and procedures to return merchandise.
• Identify various means of locating housing (signs, ads, personal contact)
• and report maintenance, repairs and problems.
• Locate various businesses, governmental and community agencies in local area (doctor’s office, school, hospital, post office, church).
• Identify procedures for mailing a letter or package, (domestically and
• internationally) for purchasing money orders and registering mail.
• Identify the current U.S. president and vice president, state and local officials.
• Recognize vocabulary and tradition associated with major American holidays and contrast with native customs.
• Describe various weather conditions and appropriate preparation for weather emergencies.
• Read various temperatures and compare Fahrenheit to Celsius.
• • Recognize the importance of communicating with child’s school (meetings, conferences with teachers).
• Recognize compulsory schooling for children 6-16 years of age and the importance of school attendance.
• Locate neighborhood school and follow enrollment procedures.
• Recognize the importance of proper childcare and acceptable discipline (requirement of food, shelter, hygiene, child care providers).
• Recognize, state, read and write statements and questions.
• Listen to simple conversations and respond appropriately.
• Demonstrate ability to describe a person, place, thing or event.
• Recognize the meaning of words with common prefixes and suffixes.
• Recognize the meaning of compound words.
• Preview and make predictions prior to reading.
• Determine the main idea and supporting details in a paragraph.
• Recognize sequential order of events in a paragraph.
• Demonstrate ability to read and understand basic charts, graphs, maps, tables and diagrams.
• Write legibly using manuscript and cursive handwriting.
• Write a short note, a friendly letter, address an envelope including the return address.
• Write a short paragraph using correct spacing and legible cursive hand­writing.
• Write a set of simple directions.
• Change one grammatical structure of a paragraph to another.
• Use common verbs, contracted forms and correct spelling in: present tense, present continuous, future “will, going to”, past tense, present per­fect, modals.
• Use information questions (who, what, where, when, whose, whom, why, how).
• Use adjectives: demonstrative, possessives, descriptive.
• Use adverbs: frequency, time, location.
• Use prepositions.
• Use nouns: count, non/count possessive.
• Use sentence structures (subject, verb, object, affirmative, negative, inter­rogative).

A Student Checklist for High Intermediate, Level IV is located in the Student Portfolio section.

• Locate and access community services, organizations, and government agencies.
• Demonstrate understanding of trial by jury and other elements in U.S. court of law (judge, jury, lawyers).
• Describe the purpose of Emergency Broadcast System.
• Describe recycling regulations and illegal dumping.
• Demonstrate knowledge of U.S. educational system (compulsory schooling, child care, PTA).
• Develop awareness of acceptable/unacceptable parenting and disciplinary practices.
• Listen and follow directions.
• Demonstrate ability to paraphrase words or ideas in conversations.
• Understand use of formal versus informal vocabulary and basic idiomatic expressions.
• Comprehend selected reading passages recognizing the main idea.
• Utilize new vocabulary by context clues.
• Recognize sequence of events in a reading passage.
• Demonstrate ability to use the dictionary.
• Review and make predictions prior to reading.
• Distinguish fact from opinion.
• Interpret information from diagrams, tables, graphs, schedules.
• Skim and scan to locate information.
• Write a paragraph focusing on one topic.
• Use verbs:
  • past continuous
  • future progressive
  • past perfect
  • modals
  • conditionals
  • gerund, participles, infinitives
• • Identify parts of speech and use in sentences:
  • nouns: common, proper, plural, possessive
  • pronouns: subject, object, indefinite, possessive, reflexive
  • adjectives: possessive, comparative, descriptive
  • prepositions: time, place
  • adverbs: place, manner, time, frequency
  • verbs

Low Advanced, Level V

These skills are verified by the Basic English Skills Test (BEST), portfolios, interviews, and instructor observation. At the time of issuance, skill compe­tencies are demonstrated at the High Intermediate ESL proficiency level and will have an exit score on the Oral BEST of 58-64 and /or the Literacy BEST 66+.

At the end of Level V, participants will be able to:

• •  Converse on many everyday subjects and some subjects with unfamiliar vocabulary.
• Have control of basic grammar, and comprehend abstract concepts in familiar contexts.
• Read and write simple narrative descriptions and short essays on familiar topics.
• Have consistent use of basic punctuation, but make some grammatical errors with complex structures.
• Function independently to meet most survival needs and communicate on the telephone on familiar topics.
• Handle jobs that require simple oral and written instruction and limited public interaction.
• Use all basic software applications, understand the impact of technology and select the correct technology in a new situation.

The student will be able to:

• Demonstrate English skills necessary to obtain employment.
• Use a variety of resources to search for job opportunities and discuss required training.
• Complete job applications, resume and cover letter.
• Recognize and demonstrate standards of behavior for job interview, ask and answer questions during a job interview.
• Write a thank-you note and conduct a follow-up call after the simulated job interview.
• Demonstrate understanding of job specifications, policies, standards, benefits and W2 form.
• Demonstrate understanding of U.S. work ethic (appropriate behavior, attire, attitudes, and social interaction that affect job retention).
• Demonstrate understanding of workers’ rights (compensation, unioniza­tion, right to work).
• Demonstrate an understanding of work performance evaluations and their impact on promotions.
• Demonstrate knowledge of operating equipment necessary for home and work.
• Ask and provide directions and instructions.
• Demonstrate ability to take and report accurate messages.
• Demonstrate ability to give and request information clearly by telephone.
• Locate a variety of resources in telephone directories (maps, government agencies, coupons).
• Communicate effectively using vocabulary relative to doctors, dentists, body parts, illnesses, and medications.
• Follow emergency procedures and complete medical forms and accident reports.
• Recognize and apply practices relating to personal hygiene and grooming.
• Recognize requirements for immunizations.
• Demonstrate understanding of banking system and terms (loans, interest rates, investments, mortgages).
• Identify budget planning strategies.
• Demonstrate understanding of time zones.
• Discuss U.S. driving responsibilities (driver’s license, traffic regulations, insurance, seat belts, child safety restraints).
• Demonstrate appropriate response when stopped by law enforcement officers.
• Describe a problem/request service (emergency road assistance, car acci­dent and vehicle theft).
• Identify and report types of crime as victim or witness (rape, burglary, domestic assault).
• Interpret classified ads and other resources to locate housing (lease or purchase).
• Describe information regarding rental agreements/contracts, renter/land-lord rights and responsibilities.
• Compare/contrast various types of insurance (life, homeowners).
• Demonstrate understanding of U.S. main holidays and social customs.
• Use sentence structures:
  • compound and complex sentences
  • active and passive voice
  • clauses and phrases
  • direct and indirect speech

A Student Checklist for Low Advanced, Level V is located in the Student Portfolio section.

 

High Advanced ESL, Level VI

These skills are verified by the Basic English Skills Test (BEST), portfolios, interviews, and instructor observation. At the time of issuance, skill compe­tencies are demonstrated at the Advanced proficiency and will have an exit score on the Oral BEST of 65 or higher and/or the Literacy BEST 66+.

At the end of Level VI, participants will be able to:

• Understand and participate effectively in face-to-face conversation on everyday subjects spoken at normal speed.

• Converse and understand independently in survival, work and social sit­uations.

• Clarify general meaning and control basic grammar, although may still lack total control over complex structures.

• Read authentic materials on everyday subjects and can handle most read­ing related to life roles.

• Write multiparagraph essays with a clear introduction and development of ideas.

• Have a general ability to use English effectively to meet most routine social and work situations.

• Interpret routine charts, graphs and tables and complete forms.

• Have a high ability to communicate on the telephone and understand radio and television.

• Meet work demands that require reading and writing and can interact with the public.

• Instruct others in use of software and technology.

The student will be able to:

• Plan a career path and develop a portfolio: which may include resume, cover letter, professional recognitions, awards, certificates, etc.

• Interpret want ads, job announcements and networking.

• Present a positive image (dress, grooming, body language) and ask and answer a variety of questions in a job interview simulation and a follow-up call.

• Demonstrate understanding of job specifications, policies, standards, benefits and complete IRS form(s).

• Demonstrate understanding of U.S. work ethic (appropriate behavior, attire, attitudes and social interactions that affect job retention).

• Communicate with supervisor and co-workers, orally and in writing, regarding work related tasks and problems:

— write memos, report forms, etc.

— give and follow instructions

— ask/respond to apologies/criticism

— identify problems, solutions, consequences.

• Demonstrate an understanding of work performance evaluations.

• Demonstrate an understanding and discuss workers’ rights (compensa­tions, unionization, right to work).

• Demonstrate an understanding of safety procedures (Right to Know, OSHA).

• Demonstrate an understanding of the concept of job advancement including job postings and vacant position listings.

• Update resume and locate information about educational services that will assist in career advancement.

• Write an action plan for achieving goals and requesting a promotion or raise and identifying personal strengths and weaknesses.

• Demonstrate ability to apply a variety of test-taking strategies (multiple choice, true/false, cloze and essay).

• Demonstrate knowledge of operating equipment necessary for home and work.

• Demonstrate good comprehension during face-to-face conversation by verbally responding.

• Use appropriate language for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias including voice vol­ume and proper body language.

• Identify bias, prejudice or propaganda in oral messages and print materials.

• Take accurate written notes and give complete verbal reports from tele­phone communication.

• Demonstrate ability to give and request information clearly by telephone.

• Recognize problems related to nutrition, substance/drug abuse, and iden-	High Advanced, Level VI,
tify where treatment may be obtained.	continued
• Ask for/give advice related to nutrition and good health habits.
• Recognize and apply practices relating to personal hygiene and grooming.
• Reconcile a bank statement.
• Use appropriate banking terms when inquiring about banking services.
• Develop a monthly budget.
• Plan a trip determining cost of schedules and time factor.
• Demonstrate appropriate response when stopped by law enforcement
officers (ask/answer questions regarding traffic violations).
• Describe appropriate responses to transportation problems (cancelled
flights, road emergencies).
• Demonstrate an understanding of the responsibilities of owning a gun.
• Demonstrate understanding of American system of government (three
branches).
• Demonstrate understanding of trial by jury and other elements in a U.S.
court of law (judge, jury, lawyers).
• Request and respond to information from businesses, government and
community organizations.
• Demonstrate ability to communicate with school staff, orally or in writ­
ing (parent -teacher conference, PTA, volunteer, illness, bus problems).
• Identify means to access educational opportunities for children (special
programs, scholarships, extracurricular activities).
• Develop awareness of acceptable/unacceptable parenting and disciplinary
practices.
• Use responsive listening, including paraphrasing, summarizing for elabo­
ration and clarification.
• Demonstrate good comprehension of classroom lectures and tests.
• Clarify meaning by asking relevant questions, making relevant comments.
• Recognize and use idioms appropriately.
• Use dictionary and/or thesaurus effectively (parts of speech, definitions,
pronunciation).
• Preview and make predictions prior to reading.
• Recognize and restate the sequence of events in a reading passage.

A Student Checklist for High Advanced, Level VI is located in the Student Portfolio section.

• Distinguish fact from opinion and draw appropriate inferences and con­clusions from a reading passage.

• Obtain appropriate information from diagrams, tables, graphs or schedules.

• Summarize a reading passage.

• Write two or more paragraphs that are focused and organized.

• Draft and revise a composition with introduction, body, and conclusion.

• Edit documents for spelling, punctuation, correct grammar.

• Demonstrate note-taking strategies.

• Select and use appropriate pre-writing strategies (brainstorming, graphic organizing, and outlining).

• Develop an outline to organize ideas for a composition including main ideas, specific ideas and details.

• Demonstrate effective word choice.

• Employ conventional sentence structure.

• Write a paragraph including a topic sentence with controlling ideas, major points, support, and a concluding sentence.

• Produce final documents edited for spelling, capitalization, punctuation, grammar, sentence formation and format.

�.•       Use verbs:

�.— future possessive

�.— past perfect

�.— modals

�.— conditionals

�.— gerund, participles, infinitives

• Identify parts of speech and use in sentences.

• Use sentence structures: compound and complex sentences, active and passive voice.