Note: This document has been excerpted or adapted from its original format for functional and consistency purposes within the warehouse. To obtain the full document and supplementary materials, please visit the state’s website at: http://wvabe.org/essential_igos.htm.
West Virginia Instructional Goals and Objectives (IGOs)- ESL
ESL ORAL COMMUNICATION and READING/WRITING VERIFICATION CHECKLISTS
WV ABE Instructor Handbook
Section 6
2004-2005
West Virginia Instructional Goals and
Objectives (IGOs)
USING INSTRUCTIONAL GOALS AND OBJECTIVES TO
MONITOR STUDENT PROGRESS
What is the WV ABE Verification Checklist Monitoring System?
The WV ABE verification checklist of Essential Instructional Goals and Objectives (IGOs) monitoring system is designed to track student mastery of specific skills. This process assists instructors with identifying areas of academic deficiencies and skills mastered.
This process is currently NOT accepted by the US Department of Education for documenting student completion of an FFL or movement to a higher FFL. It is, however, an effective strategy for developing appropriate programs of study for adult learners. This system can be used to document and report academic achievement for learners upon exit from the program.
What Does the Essential IGO Monitoring Process Include?
This monitoring process consists of three components:
· Essential IGOs that describe what a student needs to know or do to be successful in each subject area.
· Performance Descriptors that define the performance criteria to document IGO mastery and help guide instructors in selecting appropriate and consistent evaluation tasks.
· Benchmark Tasks that are in the form of learning tasks or activities developed to meet the criteria stated in the performance descriptors are used to document mastery of IGOs. Sample evaluation tasks have been created for many of the Essential IGOs. Instructors may choose to use the developed tasks, develop their own, or use commercial materials to document mastery of individual IGOs.
What Essential IGO Checklists are Available?
For regular ABE students, an Essential IGO Verification Checklist and descriptors have been developed for each FFL in three content areas: Math, Reading, and Writing/Composition.
Benchmark Tasks are available for:
Math FFL 1-5
Reading FFL 1-3
Writing/Composition FFL 1-5
The Benchmark Tasks are available, free-of-charge, from the Curriculum Technology Resource Center (CTRC) at Cedar Lakes. Instructors may call 1-800-982-5627 to request a copy of each.
There are also GED Essential IGO Verification Checklists for students at FFLs 5 and 6 whose goal is to pass the High School equivalency exams. There are checklist for five content areas: Math, Reading, Social Studies, Science, and Writing/Composition.
For ESL, Essential IGOs Verification Checklists have been developed for each FFL in two subject areas: Reading/Writing and Oral Communication. Performance descriptors and benchmark tasks have not been created.
For Computer Literacy, an Essential IGO Verification Checklist and Benchmark Tasks have been developed for each FFL. Instructors receive these items during the required Computer Literacy Pre-Service.
When and How do I Begin Using the Verification Checklist?
In order to use this monitoring system, you must first complete Assessment 100: Assessment to Instruction Part 1 and Curriculum 100: Assessment to Instruction Part 2. The training sessions are three hours each. You will be introduced to the components of this monitoring system and be provided effective techniques for adopting and implementing this system into an ABE program.
Once you are trained, you will follow the process described below:
· Pre-test: Administer the appropriate level of a recommended standardized assessment instrument to determine the student’s entry FFL.
· Use IGO Verification Checklist: Select and use the appropriate IGO Verification Checklist based on the student’s entry FFL. The Verification Checklists may be used to monitor progress in any or all of the content areas. Verification Checklists and any available performance descriptors are found in this Section of the Handbook and can also be downloaded from the ABE website at http://wvabe.org/essential_igos.htm.
· Provide instruction: Use the appropriate IGO Verification Checklist to develop a program of study based on the academic prescription gained from the standardized assessment tool and deliver appropriate instruction.
How do I Use the Verification Checklist to Monitor and Verify Student Progress?
Performance descriptors have been developed for the Essential IGOs. These descriptors specify the content and nature of an appropriate assessment task for a particular IGO. IGO mastery is verified using a benchmark task (an activity developed to meet the criteria stated in the performance descriptor and is used to informally assess and document mastery of the IGO).
Instructors may choose to develop their own benchmark tasks, based on the conditions stated in the descriptors, by using such resources as:
· Instructor-made assessments
· Student projects/products
· Performance samples
· End of chapter tests
· Rubrics
· Worksheets
· Computerized assessment
As an alternative, instructors may use pre-developed Benchmark Tasks for ABE Writing/Composition FFLs 1-5, ABE Reading FFLs 1-3, and ABE Math FFLs 1-5, which are available, free-of-charge, from the Curriculum Technology Resource Center (CTRC) at Cedar Lakes. Instructors may call (800) 982-5627 to request a copy of each.
The Benchmark Tasks or other forms of assessment used to verify mastery of IGOs are to be maintained in the student’s permanent program folder. The instructor must document the mastery of each IGO by dating and initialing in the designated space on the appropriate Verification Checklist/s. The Verification Checklist/s are also to be kept in the student’s permanent program folder with assessment documentation such as standardized tests.
VERIFICATION CHECKLIST
OC.1 LISTENING |
Date & Initial |
|
1.1.1 Listen and indicate (by pointing or circling) a specific letter, word, or picture. |
|
|
1.1.2 Respond appropriately to high-frequency commands (e.g., Stop! Come here., Stand up., etc) through physical action. |
|
|
1.1.3 Demonstrate understanding of simple words, phrases, and questions in a familiar setting (e.g., classroom, home) by indicating a picture or item. |
|
|
1.1.4 Listen and indicate (by pointing or circling) a specific cardinal/ ordinal number; quantity of money; or time on a digital/ analog clock. |
|
OC.2 SPEAKING |
Date & Initial |
|
2.1.1 Repeat words and phrases for clarification and to improve pronunciation. |
|
|
2.1.2 Answer simple personal questions with yes/ no, one-word, or short phrase. |
|
|
2.1.3 Introduce self and others. |
|
|
2.1.4 Respond appropriately to expressions of courtesy (e.g., Thanks., How are you?). |
|
|
2.1.5 Ask simple learned questions (e.g., How are you? What's your name? What time is it?). |
|
|
2.1.6 Greet, show gratitude, and express state of being with very simple words and phrases. |
|
|
2.1.7 Express likes/ dislikes. |
|
|
2.1.8 Name familiar things, people, and places (e.g., family members, food, clothing, colors, community facilities, room in a house, furniture, jobs). |
|
OC.3 GRAMMAR |
Date & Initial |
|
3.1.1 Express basic needs with very simple words, learned phrases, and gestures (without regard to accuracy in basic grammar). |
|
OC.4 PRONUNCIATION/FLUENCY |
Date & Initial |
|
4.1.1 Identify and pronounce the names of letters of the alphabet and recite them in order. |
|
|
4.1.2 Pronounce single consonant sounds with difficulty. |
|
|
4.1.3 Identify and pronounce cardinal and ordinal numbers and count (1-20). |
|
Number of IGOs mastered:
|
OC.1 LISTENING |
Date & Initial |
|
1.2.1 Respond appropriately to a sequence of basic directions and commands through physical action. |
|
|
1.2.2 Listen to simple words and phrases drawn from learned topics and indicate the meaning (e.g., by matching to pictures/ symbols or synonyms). |
|
|
1.2.3 Respond appropriately to short emergency warnings (e.g., Get back!, Slow down!, Look out!). |
|
|
1.2.4 Listen for and indicate specific information from very brief conversations, broadcasts or announcements (in person, on the telephone, or on recordings). |
|
|
1.2.5 Listen to simple face-to-face conversations and identify the main idea. |
|
OC.2 SPEAKING |
Date & Initial |
|
2.2.1 Ask for very basic clarification, repetition, or assistance. |
|
|
2.2.2 Ask and answer simple questions (what, when, where) related to basic needs using previously learned phrases or simple sentences related to topics e.g., locations, illness/ injury, prices, time, weather/ season, transportation. |
|
|
2.2.3 Express simple commands (e.g., Come here., Help me., Give me that.). |
|
|
2.2.4 Describe familiar things, people, places, and routines (e.g., clothing, weather, body parts, self, family members, home, local community, own country, daily schedule). |
|
|
2.2.5 State very simple opinions, feelings, likes/ dislikes, agreement/ disagreement (I like/ don't like.., I think/ don't think.., I feel/ don't feel.. I agree/ disagree that..). |
|
OC.3 GRAMMAR |
Date & Initial |
|
3.2.1 Express basic needs by making affirmative/ negative statements and questions (using simple present/ past). |
|
OC.4 PRONUNCIATION |
Date & Initial |
|
4.2.1 Identify and pronounce cardinal and ordinal numbers (1-9000). |
|
|
4.2.2 Pronounce short vowels in familiar words (accent is acceptable). |
|
|
4.2.3 Pronounce (with an acceptable accent) two-letter consonant blends (e.g., br-, sp-, cl-, -nd, -sk) and digraphs (i.e,, ch, sh, th, wh, ph) in familiar words. |
|
|
4.2.4 Pronounce long vowels in familiar words (accent is acceptable). |
|
OC.5 TELEPHONE |
Date & Initial |
|
5.2.1 Make emergency 911 calls (e.g., Help! There is a fire! My address is...). |
|
Number of IGOs mastered:
OC.1 LISTENING |
Date & Initial |
|
1.3.1 Listen to a very simple recorded conversation on a familiar topic (e.g., weather, daily activities) and identify specific information. |
|
|
1.3.2 Demonstrate understanding of simple questions, answers, and statements in standard dialect containing some unfamiliar vocabulary, spoken slowly with frequent repetition. |
|
|
1.3.3 Follow very simple oral instructions (e.g., directions to a place in the classroom, building, or community; instruction on how to operate classroom equipment). |
|
OC.2 SPEAKING |
Date & Initial |
|
2.3.1 Ask for clarification or repetition (e.g., Please repeat that., Say that slowly.). |
|
|
2.3.2 Request information or assistance (e.g., for community services, customer service, job openings, directions). |
|
|
2.3.3 Describe a sequence of events in the past on a topic related to personal life (e.g., coming to the U.S., starting English class). |
|
|
2.3.4 Ask and answer questions (who, what, how, and why) on familiar topics (e.g., own background, house, school, stores, schedules, fares, job responsibilities, weekend/ vacation plans/ activities). |
|
|
2.3.5 Describe feelings, goals, abilities, actions, jobs (e.g., plans for future, symptoms of illness, native customs, directory assistance, information requests). |
|
|
2.3.6 State likes/ dislikes, feelings, agreement/ disagreement, and satisfaction/ dissatisfaction. |
|
|
2.3.7 Participate in simple face-to-face conversations requiring a minimum of courtesy (thanking, meeting, apologizing). |
|
|
2.3.8 Give opinions; make suggestions; offer advice. |
|
|
2.3.9 Compare two items (e.g. for size, color, price). |
|
|
OC.3 GRAMMAR |
Date & Initial |
|
3.3.1 Express basic needs demonstrating minimal control of very basic grammar (simple present, past, future, and present perfect tenses; and the comparative). |
|
OC.4 PRONUNCIATION/FLUENCY |
Date & Initial |
|
4.3.1 Pronounce vowel diphthongs (e.g., au, ow, oy) in familiar words (accent is acceptable). |
|
|
4.3.2 Pronounce (with an acceptable accent) two and three letter consonant blends (e.g., str-, spl-, thr-, -rst) in familiar words. |
|
|
4.3.3 Pronounce (with an acceptable accent) familiar words containing the schwa sound (e.g., away, upon). |
|
|
4.3.4 Pronounce (with an acceptable accent) familiar words containing ‘r-controlled’ vowels. |
|
|
OC.5 TELEPHONE |
Date & Initial |
|
5.3.1 Participate in simple telephone conversations requiring yes/no and minimal responses and some requests for clarification (e.g., Is your brother home? Sorry, no. When will he be back? Pardon me? Can I take a message?). |
|
Number of IGOs mastered:
OC.1 LISTENING |
Date & Initial |
|
1.4.1 Listen to an everyday conversation (e.g., about local/ world news, weather, TV shows, leisure activities) with some repetition or slower speech and indicate the main idea and supporting details. |
|
|
1.4.2 Detect the mood of a spoken message by identifying the attitudes and feelings of the speaker or the urgency of the message. |
|
|
1.4.3 Listen to a spoken narrative on a familiar topic (e.g., a story told on a level text audiotape, or by a classmate) and indicate what happened (either by retelling the story or marking correct items on a worksheet). |
|
|
1.4.4 Listen to spoken descriptions of people, places, and objects and indicate what is being described. |
|
|
1.4.5 Follow multi-step oral instructions (e.g., use of a software program or classroom machine, how to perform a dance step or exercise routine, or how to locate/ put away an object/ resource). |
|
OC.2 SPEAKING |
Date & Initial |
|
2.4.1 Clarify by asking questions, rewording, or repeating in order to be understood. |
|
|
2.4.2 Request information or assistance (e.g., with credit cards, legal problems). |
|
|
2.4.3 Ask and answer questions about common topics (e.g., about the news, weather, movies, TV programs). |
|
|
2.4.4 Adjust language forms to the level of formality required to fulfill basic courtesy functions in face-to-face conversations (with instructors, employers, peers). |
|
|
2.4.5 Describe places, systems, and events (i.e., native country/ customs/ government, personal history, crimes, accidents, celebrations, or historical events) and make comparisons to others. |
|
|
2.4.6 Express generalities, obligations, desires, agreement/ disagreement/ uncertainty, and regrets. |
|
|
2.4.7 Offer, accept, and decline invitations and assistance. |
|
|
2.4.8 Apologize/ respond to apologies; offer/ respond to praise/ criticism. |
|
|
2.4.9 Ask for and give opinions, explanations, suggestions, and advice. |
|
|
2.4.10 Compare three or more items for best value, appearance, etc. |
|
OC.3 GRAMMAR |
Date & Initial |
|
3.4.1 Verbally express basic needs, demonstrating good control of basic grammar (simple present/ past, future, present/ past continuous, and present perfect tenses; and the superlative). |
|
|
Date & Initial |
|
|
4.4.1 Reproduce all 42 phonemes of English (accent is acceptable). |
|
|
4.4.2 Use English intonation patterns and pauses in statements, questions, imperatives, and exclamations. |
|
OC.5 TELEPHONE |
Date & Initial |
|
5.4.1 Communicate on the telephone about familiar subjects (e.g., job availability, services offered, repairs needed). |
|
Number of IGOs mastered: