[vc_row][vc_column width=”1/1″][vc_custom_heading text=”ESL Links” font_container=”tag:h2|font_size:35|text_align:left|color:%23002647″ google_fonts=”font_family:Montserrat%3Aregular%2C700|font_style:400%20regular%3A400%3Anormal”][/vc_column][/vc_row][vc_row][vc_column width=”1/1″][vc_separator color=”orange” style=”dashed”][/vc_column][/vc_row][vc_row][vc_column width=”1/1″][vc_column_text]tutor_skalabrin_liu_small-300x216Introduction

Standards-based ESL curriculum design and lessons help us teach more effectively and with greater consistency. We hope this information will help you in designing lessons for your students to help them make progress with their knowledge and use of English and to advance to the next level of ESL.

Level 1Level 2Level 3
Level 4Level 5Level 6

Lesson Plan Templates
(Word) (Adobe pdf) (Sample)

For more detailed information on Read With Understanding (RWU) standards, please go to the Washington State Board for Community & Technical Colleges (SBCTC) website by clicking on the RWU link and then scroll to the indicated pages.

For information on the Washington State/Equipped For The Future (WA/EFF) Learning standards, please click on the WA/EFF link and scroll to the indicated page.

The Washington State Board for Community & Technical Colleges (SBCTC) website has many lesson examples and other resources. Please use this link to go to the list of available resources.


Standards:

  • Describe what adult learners should know and be able to do in a particular skill area at a specific level.
  • Focus on application – What do I now know and what can I do with that knowledge?
  • Describe an integrated process that is the same across levels.
  • Are developmental – as I progress, I get better and better at each skill process.

Washington State ‘Read With Understanding’ Standards
guide us and our students to:

  • Determine the reading purpose.
  • Select reading strategies appropriate to the purpose.
  • Monitor comprehension and adjust reading strategies.
  • Analyze information and reflect on its underlying meaning.
  • Integrate new information with prior knowledge to address the reading purpose.

Washington State/Equipped for the Future Learning Standards

This document represents the core of a standards-based system for adult education in Washington State.

It includes:

  1. Learning Standards (broadly, what any adult needs to be able to do in order to be a successful worker, family member, and community member)
  2. Indicators and Dimensions of Performance (which define what an adult can be expected to do at a given level of performance).

Level 1
Examples of Proficient Performance in Reading RWU (pp 7—11)

Adults exiting Level 1 ESL should be able to read:

  • Familiar words on signs and labels
  • Personal information prompts on simple forms
  • Months, days, dates, and times on an appointment card
  • Street signs and numbers, bus numbers, and store-front signs
  • Familiar traffic and safety signs
  • Prices and currency and coin values

Examples of Listening Standards WA/EFF (p 45)

Adults exiting Level 1 ESL should be able to:

  • Recognize and distinguish between the various sounds of vowels and consonants
  • Distinguish basic stress and intonation patterns
  • Comprehend basic grammar with present tense verbs
  • Comprehend simple social exchanges
  • Comprehend short emergency warnings and commands
  • Identify the main idea, topic, or gist of brief discourse or information

Convey Ideas in Writing Standards WA/EFF (p 33)

Speaking So Others Can Understand Standards WA/EFF (p 39)

Back to Page Top


Level 2
Examples of Proficient Performance in Reading RWU (pp 12—17)

Adults exiting Level 2 ESL should be able to read:

  • Words and prices in store ads to decide what to buy
  • Personal information prompts to fill out applications and registrations
  • Months, days, dates, and times on a personal calendar to ID and enter important dates
  • Maps, bus schedules, and directions to get to destinations
  • Product labels and simple directions for proper use
  • Phone directory to locate phone numbers and addresses

Examples of Listening Standards WA/EFF (p 46)

Adults exiting Level 2 ESL should be able to:

  • Distinguish individual words in connected speech
  • Recognize letters of the alphabet, letters in words, and numbers when spelled or dictated
  • Recognize contracted forms (ex. I’ll for I will)
  • Understand simply expressed states or feelings
  • Comprehend simple brief messages or announcements
  • Comprehend simple single-step instructions and directions

Convey Ideas in Writing Standards WA/EFF (p 34)

Speaking So Others Can Understand Standards WA/EFF (p 40)

Back to Page Top


Level 3
Examples of Proficient Performance in Reading RWU (pp 18—23)

Adults exiting Level 3 ESL should be able to read:

  • Store ads to make comparisons and shopping decisions
  • Personal information prompts to complete job applications
  • Classified ads to find jobs, housing, and goods and services
  • Garage sale ads
  • Medical prescriptions and labels to accurately follow instructions
  • Notes, bulletins, and announcements from school teachers and work
  • Product names and quantities to fill a purchase order
  • Short narratives on U.S. customs, holidays, and history

Examples of Listening Standards WA/EFF (p 47)

Adults exiting Level 3 ESL should be able to:

  • Recognize words and sounds when modified by adjacent sounds(ex. walked –‘t’ and played –‘d’)
  • Comprehend homonyms in context (ex. ‘There’s a hole in the bag’ and ‘Get a whole bag’)
  • Understand intermediate grammar and structures
  • Understand comparative and superlative adjective forms (fast, faster, the fastest)
  • Understand brief non-face-to-face communication (ex. phone calls)

Convey Ideas in Writing Standards WA/EFF (p 35)

Speaking So Others Can Understand Standards WA/EFF (p 41)

Back to Page Top


Level 4
Examples of Proficient Performance in Reading RWU (pp 24—28)

Adults exiting Level 4 ESL should be able to read:

  • Picture books with simple text aloud to a child
  • Short narratives about community concerns to ID and consider issues in one’s own community
  • Lists of entry-level job duties to decide whether to apply
  • Charts about job benefits
  • Short narratives about the immigrant experience to reflect on one’s heritage and explore others’
  • Bills to understand how and when to pay

Examples of Listening Standards WA/EFF (p 48)

Adults exiting Level 4 ESL should be able to:

  • Recognize reduced, non-formal forms of words and phrases (ex. gonna, gimme, didja)
  • Comprehend words changed by prefixes and suffixes (ex. happy/unhappy, joy/joyful)
  • Comprehend multi-step instructions and directions
  • Show understanding of hypothetical situations (ex. You are a patient. What do you ask the doctor?)
  • Comprehend extended conversations

Convey Ideas in Writing Standards WA/EFF (p 36)

Speaking So Others Can Understand Standards WA/EFF (p 42)

Back to Page Top


Level 5
Examples of Proficient Performance in Reading RWU (pp 29—33)

Adults exiting Level 5 ESL should be able to read:

  • House and apartment rental ads to compare options and make informed decisions
  • A minimum wage poster to determine if one’s pay level is legal
  • Information regarding employment benefits to make choices about each
  • Short stories about losing one’s job to reflect on how job loss affects family relations
  • Information about application for U.S. citizenship

Examples of Listening Standards WA/EFF (p 49)

Adults exiting Level 5 ESL should be able to:

  • Recognize moods, emotions, and attitudes conveyed by pronunciation and stress patterns (ex. I don’t believe it., I don’t believe it!)
  • Comprehend speech that contains unfamiliar vocabulary using contextual clues
  • Comprehend advanced grammar (ex. complex verb tenses, passive voice, reported speech, etc.)
  • Comprehend extended and detailed non-face-to-face communication (ex. phone conversations, announcements, radio broadcasts)
  • Comprehend detailed instructions, explanations, and directions in a range of contexts
  • Identify the main idea/topic of extended discourse

Convey Ideas in Writing Standards WA/EFF (p 37)

Speaking So Others Can Understand Standards WA/EFF (p 43)

Back to Page Top


Level 6
Examples of Proficient Performance in Reading RWU (pp 34—38)

Adults exiting Level 6 ESL should be able to read:

  • Nutrition charts to choose healthier or diet-specific meals
  • Newspaper editorials on opposing sides of an issue to clarify one’s opinion
  • Newspaper advice columns to stimulate discussion of personal issues
  • Television and movie guides to determine viewing choices
  • Information from labor unions to help with decisions to join or not
  • Medical brochures on illnesses/conditions and how to deal with them
  • Policy and procedure manuals to prepare for a job or job advancement
  • Academic and vocational textbooks to prepare for future education

Examples of Listening Standards WA/EFF (p 50)

Adults exiting Level 6 ESL should be able to:

  • Comprehend specialized vocabulary (ex. technical, vocational, academic)
  • Recognize a range of question types (ex. embedded and tag questions)
  • Comprehend extended social narrative (ex. description of weekend activities)
  • Understand details of descriptive and factual material in narrative form (ex. lectures, safety talks)
  • Differentiate fact from opinion
  • Detect a speaker’s direct/indirect purpose or bias (ex. advertisements, political speeches)

Convey Ideas in Writing Standards WA/EFF (p 38)

Speaking So Others Can Understand Standards WA/EFF (p 44)

Back to Page Top

 

[/vc_column_text][/vc_column][/vc_row]