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TABLE OF CONTENTS
Introduction: How to Use This Guide ................................................................................ 5
ESL Standards by Level (Beginning Literacy Advanced High) .......................................... 7
Appendices ....................................................................................................................... 33
Appendix A: Integrated Academic Skills by ESL Proficiency Level .............................. 25
Appendix B: Diagram Samples/Organizational & Note-taking Formats ..................... 27
Appendix C: List of CASAS Competencies .................................................................... 29
Appendix D: SCANS Description & List of Competencies ............................................ 40
Appendix E: SCANS/CASAS Correlations ..................................................................... 42
Appendix F: Language Forms/Competency by Level.................................................... 51
Appendix G: Model Standards for Adult ESL (CDE) ..................................................... 65
Appendix H: Lesson Plan Template ............................................................................. 73
Appendix I: Learning Styles ......................................................................................... 75
Appendix J: Multiple Intelligences ............................................................................... 77
Appendix K: Sample Student Needs Assessments ...................................................... 79
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This curriculum guide is the product of a committee of Torrance Adult School ESL teachers who met to review
and update the TAS ESL Course outlines to align them with the ESL programmatic learning outcomes
developed during WASC accreditation meetings. The committee decided to move from competency based
outlines to outlines based on the California Model Standards for ESL. The content was updated to incorporate
basic computer literacy, integrated academic skills at all levels, and 21st Century learning skills.
This curriculum guide contains the information needed by all TAS ESL teachers for long-range lesson planning.
A long-range plan contains all the elements you will teach during a school-term, laid out in a logical order.
Your plan will serve as a guide for creating daily or weekly lesson plans.
Please note that TAS teachers are expected to provide the program administrator
with a written plan for the current term upon request (for example, during a
classroom observation or formal evaluation).
Planning for your course involves reviewing the content of the course outline and developing ways of
integrating language skills (listening, speaking, reading, and writing), model standards, competencies, and
grammar structures. The students will work on all of these areas throughout the term. You will integrate and
sequence the elements according to the needs of the students.
Review the table of contents of the curriculum guide. Review the Standards, Integrated Academic Skills,
and Language Forms and Competency by Level.
Review the CA Model Standard Descriptor for the level that precedes yours. It describes the skills of a
typical student placed in your level.
Review the CA Model Standard Descriptor for your level. It describes the skills of a typical student who
is ready to be promoted from your level to the next. Think of this descriptor as the exit criteria for your
course.
Compare the content of your chosen textbook to the content of this curriculum guide. Make a list of
what is missing.
Determine how well your text covers the language skills that are in the course outline. Make a list of the
skills that will need additional time and material.
Plan for supplemental materials to help you teach the competencies, structures, and other skills that are
missing from your textbook.
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Use the course outline and curriculum guide along with your notes to draft a long-range lesson plan of
what you expect to teach over the entire term on a weekly basis. Create a table or chart to lay out your
plan. Include days for testing (CASAS, EL Civics, etc.) or other events. List textbook chapters,
supplemental materials, and EL Civics lessons you plan to use.
You may want to create or select a student needs assessment that you can administer to your students
at the beginning of the term. It should be based on your course outline content. See Appendix K for
samples, and download adaptable versions from ESL website.
3.
Describe the general content of the class to your students. Obtain feedback through survey questions,
class discussions, or a student needs assessment. Review the results with them. Understanding the
content and purpose of what you are teaching creates student buy-in.
Observe and assess the students reading, writing, listening and speaking skills. Review their CASAS test
scores.
Compare the results of your needs assessment, observations, and CASAS test scores to your long-range
plan.
Use the students priorities and skill levels to guide the order and time given to the various
competencies, structures, and language skills that you will teach. For example, if your students indicate
that they are interested in developing employment skills, select CASAS and SCANS competencies and
listening, speaking, reading, and writing lessons that focus on workplace situations. If they are interested
in DMV related issues, the lessons you use should reflect that topic and the related CASAS
competencies.
Share the main point of your long-range plan with your students. Point out the connection between
their learning needs and your plan to meet those needs.
As you teach your class, you may need to revise your long-term plan. Keep notes of changes you make
on a weekly basis. They will be helpful to you as you plan the next term.
Although the course outline is the foundation of the course, your students needs should be the
determining factor behind instruction. Emphasize and downplay elements according to their needs.
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BLIT-L2
Respond to simple questions about personal information (e.g., name, address, phone number).
BLIT-L3
Demonstrate understanding of familiar vocabulary through physical response (e.g., pointing, manipulation of
objects).
BLIT-L4
Demonstrate the ability to listen for specific information (i.e. fill in the numbers of an address.)
Verbalize basic needs with simple words or phrases. (e.g., I need paper).
BLIT-S2
BLIT-S3
BLIT-S4
BLIT-S5
State lack of understanding with a one- to two-word phrase (e.g., Sorry? Say again?).
BLIT-S6
Give basic commands and express caution using one- to two-word phrases (e.g., Stop! Look out!).
BLIT-S7
Engage in very basic conversational exchanges using learned phrases (e.g., How are you? Fine.).
BLIT-R2
Discriminate between shapes and both uppercase and lowercase print letters.
BLIT-R3
BLIT-R4
BLIT-R5
Read basic sight words and signs with one word or symbol (e.g., restroom signs, computer keys).
BLIT-R6
Coordinate hand and eye to fill out forms requiring non-verbal answers (e.g., X for boxes, Scantron bubbles).
BLIT-R7
BLIT-R8
Organize information sequentially (e.g. put a list of steps in order: 1. I get up. 2. I eat breakfast. 3. I brush my
teeth.)
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BLIT-W2
BLIT-W3
Copy basic information (e.g., name, phone number, address) for personal identification on a paper or computer
form.
BLIT-W4
Demonstrate understanding of basic computer vocabulary (e.g. mouse/touchpad, power button, screen, keyboard,
headphones, printer).
BLIT-T2
Demonstrate understanding of simple oral commands related to computer use (e.g. Click here, type, double-click,
go online, etc.).
BLIT-T3
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BL-L2
Respond appropriately to short emergency warnings and commands (e.g., Be careful! Slow down! Please wait
here.).
BL-L3
Respond to some routine social phrases (e.g., Hi, how are you? Paper or plastic? Have a good weekend.).
BL-L4
Use simple contextual clues, such as time reference words, to get information from short announcements or
conversations (e.g., Its supposed to rain tomorrow.).
BL-L5
Demonstrate understanding of simple face-to-face conversations that use previously learned material.
Demonstrate comprehension of simple wh- vs. yes/no questions through appropriate responses.
BL-L6
Make statements related to basic needs using previously learned words and phrases.
BL-S2
BL-S3
Ask simple yes/no and wh- questions to request basic factual or personal information.
BL-S4
Answer simple questions with short-phrase responses (e.g., answer Where do you live? with In San
Francisco.).
BL-S5
BL-S6
Engage in simple conversation on limited and familiar topics using learned phrases.
BL-S7
BL-V2
BL-V3
Identify syllables and common basic word parts (e.g., un-clear, eat-ing, box-es) in context in familiar words.
BL-V4
BL-V5
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Use familiar visual clues (such as pictures, graphs, and charts) to predict meaning.
BL-R2
Recognize personal information words in print (e.g., first and last names, address, school or job identification
number, etc.).
BL-R3
Recognize common forms of real-world print (e.g., simple labels, product names, computer commands, and
warnings: danger, poison, file, save, bank, post office).
BL-R4
BL-R5
BL-R6
Scan for numerical information in simple signs and flyers (e.g., the time a store opens).
BL-R7
Read and understand simple sentences using vocabulary previously learned orally.
BL-R8
BL-W2
Write numerals.
BL-W3
BL-W4
Write a series of simple sentences on one topic, based on previously learned vocabulary and structures.
BL-W5
BL-W6
Write a list (e.g., shopping list, invitation list) from material read or heard.
BL-W7
BL-W8
Fill out simple forms that require limited biographical or personal information.
BL-T2
BL-T3
BL-T4
BL-T5
Demonstrate understanding of basic computer vocabulary and commands, including go online, click and drag,
and highlight.
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Demonstrate understanding of simple words and phrases drawn from learned topics.
Respond appropriately to a brief message of urgency (e.g., Call your sons school right away.).
Identify the main topic of conversation in familiar material.
Differentiate between statements and questions based on grammatical structure and intonation patterns.
Recognize words that signal differences between present, past, and future events.
Respond appropriately to simple instructions and other non-classroom requests, including requests for
clarification.
Listen to determine a speakers attitude or opinion.
Ask and answer simple questions related to basic needs using previously learned phrases or simple sentences
Ask for and give meanings of words and expressions.
Engage in conversational exchanges on familiar topics using mostly learned phrases.
Give and ask for simple directions.
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Follow multi-step directions and simple rules presented orally with support materials in a variety of familiar
situations.
IL-L2
Demonstrate understanding of organizational clues used in speaking (e.g., first, next, then, later, finally).
IL-L3
Identify essential information from a listening passage when given a verbal prompt.
IL-L4
Demonstrate understanding of the general meaning of unfamiliar vocabulary and details in face-to-face
conversations.
IL-L5
Differentiate between formal and informal language, including reduced speech (e.g., Hows it going? versus
How are you?), when accompanied by visual clues.
IL-L6
Demonstrate understanding of implicit information (e.g., in a short conversation in a work setting between a man
and a woman, infer that the woman is the mans boss).
IL-S2
Ask for and give clarification on content of utterances (e.g., You mean this must be ready on Friday?).
IL-S3
Initiate and maintain simple conversations using appropriate formal and informal forms of address (e.g., Mr.
Smith vs. Bob).
IL-S4
IL-S5
IL-S6
IL-S7
Give and ask for directions, and give increasingly complex commands and warnings.
IL-S8
IL-S9
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Apply knowledge of prefixes and suffixes to determine the meaning of common words in context.
IL-V2
Identify common homonyms (e.g., to/two/too) and increase vocabulary of synonyms and antonyms.
IL-V3
IL-V4
IL-V5
Recognize common idioms (e.g., Give me a break!) and phrasal verbs (e.g., get off, get out of, pick up) in
context.
IL-V6
Find specific information using an index or table (e.g., of a book, job manual, computer application help feature,
etc.).
Interpret abbreviations for an increasing variety of words in context of specific topics (e.g., employment,
housing).
IL-R2
IL-R3
Scan for specific information in simple authentic materials (e.g., ads, schedules, dictionaries, standardized tests,
Web pages).
IL-R4
IL-R5
IL-R6
Interpret simple narrative and descriptive passages using visual, graphic, and textual clues (e.g., titles, headlines,
captions, table of contents) that orient learners to reading passages.
Write a short note or message including some supporting details (e.g., to a teacher or supervisor explaining an
absence).
IL-W2
Fill out paper or online forms requiring detailed personal information on varied topics (e.g., medical, job,
banking forms).
IL-W3
Write a paragraph that includes a topic sentence, supporting detail, and a conclusion.
IL-W4
Edit writing for spelling, capitalization, sentence punctuation, and basic grammatical form, with some degree of
accuracy.
IL-W5
Take notes on familiar material transmitted orally (e.g., a phone message, a doctors directions for taking a
medication, or a job supervisors instructions about a task).
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Use common search engines to find information and sites of interest including sites that provide practice using
English skills.
IL-T2
IL-T3
IL-T4
IL-T5
Identify email safety tips (not opening email from unknown sources, taking care when providing personal
information).
IL-T6
IL-H2
IL-H3
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IH-L2
IH-L3
Identify main ideas and most supporting details in a listening exercise relating to everyday topics.
IH-L4
Identify essential information on a familiar subject in an observed conversation about the subject.
IH-L5
Demonstrate understanding of a narrative passage read aloud and be able to repeat the main actions in sequence.
IH-L6
Demonstrate understanding of everyday conversation when speakers make some adaptations for English learners
(e.g., repeating or slowing down).
IH-L7
Differentiate between the use of formal and informal language, including reduced speech, even when no visual
context or clues are present.
IH-L8
Detect the general mood of a message, determining to a limited degree such components as the attitudes and
feelings of the speakers or the urgency of the message.
IH-L9
Participate in face-to-face conversations on some topics beyond immediate survival needs, such as personal
histories and descriptions of people and places.
IH-S2
IH-S3
Adjust language forms to the level of formality required to fulfill basic courtesy functions in face-to-face
conversations.
IH-S4
Engage in longer and longer conversations on familiar and unfamiliar topics with some errors.
IH-S5
IH-S6
Engage in a short interview with another student on familiar and partly unfamiliar topics.
Identify common roots of words used in familiar contexts and expand knowledge of prefixes and suffixes.
IH-V2
IH-V3
IH-V4
Use contextual clues to determine the meaning of unfamiliar vocabulary and phrases.
IH-V5
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IH-R2
Skim a passage, form, or test to determine the organization and general ideas.
IH-R3
IH-R4
Find information that requires drawing from different sections of a reading passage.
IH-R5
IH-R6
Draw conclusions from authentic materials on familiar topics (e.g., newspaper articles on current events, social
letters, public information notices, Web sites).
IH-R7
Determine connections between ideas within a passage by interpreting transitional words (e.g., therefore,
however).
IH-R8
Follow pronoun references to a person or object in a passage (e.g., Ms. Smith...she...our teacher; Form 168...this
form...it).
Take notes on information transmitted orally on familiar or unfamiliar topics when supporting material is
provided (e.g., at a school or job orientation meeting).
IH-W2
Write a composition of at least one paragraph, with a main idea and supporting details (e.g., for a detailed
accident report).
IH-W3
Fill out increasingly complex authentic paper and online forms, questionnaires, and surveys (e.g., drivers license
application, job satisfaction survey).
IH-W4
IH-T2
IH-T3
Recognize basic steps that need to be taken to prevent online fraud and identity theft. Use websites and other
computer technologies to practice reading, writing, listening or speaking skills.
IH-T4
Identify ways of verifying validity of information found on the Internet (e.g. Snopes for Internet hoaxes).
IH-T5
Use web-based forms to fill out and submit information and log-in to a website.
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Participate with increasing fluency in most face-to-face social conversations, including those about work and
current events.
Clarify meaning through strategies such as paraphrasing when misunderstanding occurs.
Make some adjustments in language used in face-to-face conversation according to the level of formality
required by the social situation
Engage in extended conversations on familiar and unfamiliar topics for a variety of purposes.
Prepare and deliver a well-organized oral presentation on a general topic. ?
Expand and combine simple sentences by adding modifying words, clauses, and phrases.
Write descriptive and expository one to two paragraph compositions using correct punctuation and coherent
organization.
Organize sentences effectively to convey meaning.
Edit own writing for grammatical form, word choice, spelling, mechanics, and organization. Edit peers writing
for content and organization.
Take notes from formal community, job, or academic presentations (including guest speakers)
Write a letter or e-mail message/text requiring some detail (e.g., to request an informational interview).
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AL-T2
Demonstrate understanding of technical vocabulary related to computer use (e.g. central processing unit/CPU, hard
drive, flash drive, scroll, drag, resize, minimize, maximize, refresh, etc.).
AL-T3
AL-H2
Fill in missing information for partially completed Cornell notes, outlines, charts and other organizational
devices.
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AH-L2
Identify accurate and applicable information in a variety of listening contexts (e.g., academic, work-related).
AH-L3
Adapt listening strategies that include conversation, unfamiliar and informal, (e.g., use prior knowledge, listen
for the gist, use organizational patterns and association, find listening clues) when confronted with spoken
information on topics of less familiarity.
AH-L4
Respond to face-to-face conversations spoken at normal speed that include reduced speech, phrasal verbs, idioms
and slang.
Speak fluently in most formal and informal conversations on practical and social topics.
AH-S2
AH-S3
Make appropriate adjustments in language used in face-to-face conversation according to the level of formality
required by the social situation.
AH-S4
Engage in extended conversations in an organized fashion on familiar and unfamiliar topics for a variety of purposes.
AH-S5
Use syntactic clues to interpret the meanings of complex sentences or new vocabulary.
AH-V2
AH-V3
AH-V4
AH-R2
Interpret main ideas and key points from specialized material in own fields of interest.
AH-R3
Apply appropriate reading strategies (e.g. skimming, scanning, predicting, inferring) for understanding content
on unfamiliar topics or specialized information.
AH-R4
Evaluate information in familiar and some unfamiliar passages for accuracy and relevance to purpose.
AH-R5
AH-R6
Make judgments of information found in reading material based on personal value system.
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AH-W2
AH-W3
Write detailed formal letters or e-mail messages (e.g., letters of complaint, letters to accompany job applications).
Use a variety of technologies to analyze, interpret, synthesize, apply, and/or communicate information.
AH-T2
AH-T3
AH-T4
Access and use self-paced tutorials (software- or Internet-based, e.g. Microsoft Word 2010 tutorial).
Use a variety of organizational devices to take notes and organize information including Venn diagrams, mind
maps, flow charts, T-charts, tables, outlines, and Cornell notes.
AH-H2
Distinguish fact from opinion, fiction from non-fiction, and point of view in media messages and presentations
(from CASAS).
AH-H3
Interpret literal and indirect media messages and the influence of factors such as popular culture and
sensationalism (from CASAS).
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Understand and use the appropriate register as determined by the setting (formal, informal, workplace, etc.).
AHA-L2
Determine the usefulness, bias, and/or accuracy of information presented orally (e.g., recognize loaded language,
distinguish fact from opinion, identify inferences, evaluate sources).
AHA-L3
Listen selectively for words, phrases, or idea units and other clues to infer meaning of unknown words.
AHA-L4
Understand conversations, lectures, discussions, and speeches on topics related to fields of interest.
Speak with some fluency on specialized subjects of interest related to academic pursuits or work demands.
AHA-S2
Engage in debate in an organized fashion on familiar and unfamiliar topics for a variety of purposes.
AHA-S3
AHA-S4
AHA-S5
Participate in casual, formal, and extended conversation on practical and academic topics.
AHA-V2
AHA-V3
AHA-R2
Determine meaning of increasingly complex passages by using contextual clues (e.g., chronological order,
comparison, contrast, and simple listing).
AHA-R3
Use background knowledge and linguistic and contextual clues to infer the meaning of unknown words.
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Take notes from full-length formal presentations. Write outlines from reading passages or lectures.
AHA-W2
Use graphic organizers such as Cornell Notes, Venn Diagrams, and flow charts for note taking.
AHA-W3
Write compositions with a clear introduction, supporting details, and conclusion, using a variety of rhetorical
techniques (e.g., comparison/contrast; cause/effect; generalization/example; exposition).
AHA-W4
Edit own and peers writing for grammatical form, word choice, spelling, mechanics, sentence variety and
organization.
Technology:
AHA-T1
Demonstrate ability to communicate with classmates and instructor through online class-management resources
(e.g. Blackboard, Moodle, etc.).
AHA-T2
AHA-T3
Use a variety of organizational devices to take notes and organize information, including Venn diagrams, mind
maps, flow charts, T-charts, tables, outlines, and Cornell notes.
AHA-H2
Distinguish fact from opinion, fiction from non-fiction, and point of view in media messages and presentation
(CASAS).
AHA-H3
Interpret literal and indirect media messages and the influence of factors such as popular culture and
sensationalism (CASAS)
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Mind Map
Venn Diagram
T-Chart
Cause and Effect Chart
Cornell Notes are a system of guided not taking. Students divide their paper into three sections: key points,
notes, summary.
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An important and essential component of the CASAS system is the Competency List. All
assessment is linked to these competencies and the instructional materials (CASAS Curriculum
Materials Guide) that focus on learners' goals. This list of more than 300 competencies for
adult and secondary level learners is validated annually by the CASAS National Consortium of
agencies. This comprehensive list has been correlated to the SCANS competencies (Secretary's
Commission on Achieving Necessary Skills) that were identified by the U.S. Department of
Labor to help learners and instructors apply teaching and learning in a "real-world context."
0. Basic Communication
1. Consumer Economics
2. Community Resources
3. Health
4. Employment
5. Government and Law
6. Computation
7. Learning to Learn
8. Independent Living Skills
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0. Basic Communication
1. 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
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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
1.2.6. Identify places to purchase goods and services including the Internet
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)
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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
1.7.6. Place a notice or ad to sell items
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
1.8.6. Interpret information about credit and debt, including interest rates, payment terms and credit reports
1.8.7. Identify and use services to send money or exchange currency
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
1.9.9.Identify types of vehicles and basic car parts and features, including safety equipment
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2. Community Resources
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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 Identify community organizations and their purpose and functions
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
2.7.7. Obtain and interpret news from a variety of media sources (see also 7.6)
2.7.8. Obtain and interpret news from a variety of media, popular culture, politics, and religion, and how they
affect peoples perceptions, attitudes, and actions (see also 7.6)
2.7.9. Identify similarities and differences between cultures and how these affect interpersonal and social
relations and adaptation to a new cultural environment
2.8 Understand how to access and use educational systems and services
2.8.1. Interpret information about the educational system, from early childhood to post-secondary
2.8.2. Identify, evaluate, and access schools and other learning resources
2.8.4. Interpret policies and procedures of educational institutions regarding attendance, grades, conduct,
student rights, etc
2.8.5. Interpret school-related forms, such as registration and application forms
2.8.6. Interpret information from schools and communicate with school personnel
2.8.7. Interpret information about educational support services, such as counseling, accommodations, and
financial aid, and identify ways to access them
2.8.8. Interpret information related to student and school performance, and identify ways to promote change
2.8.9. Identify ways to get involved or volunteer in an educational setting
ESL Curriculum Guide (V3): Torrance Adult School
Page 34
3. 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)
3.1.4. Identify common types of medical and health practitioners and specialists
3.1.5. Identify and access counseling services
3.1.6. Interpret information about health care plans, insurance, and benefits
3.1.7. Interpret information about patient rights, such as confidentiality and health care decisions
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
3.4.7. Interpret health and danger alerts
3.4.8. Interpret information regarding disaster preparedness
Page 35
4. 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, rsums,
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
4.2.5. Interpret information about employee benefits
4.2.6. Interpret information about legal rights of employees, including issues such as discrimination and sexual
harassment
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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
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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
Page 38
Page 39
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
5.6.4. Identify ways of conserving resources, including recycling and using energy efficiently
5.6.5. Identify volunteer agencies and opportunities in the community
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
5.7.5. Interpret information about issues related to social sciences, such as psychology
5.7.6. Interpret information related to ethical and philosophical issues
6. 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
Page 40
Page 41
7. 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
judgements, 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
7.2.8. Demonstrate abstract thinking, such as understanding symbolism and metaphors
Page 42
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7.7.1. Identify common information and communication technology and other electronic devices and their uses,
and how they work together
7.7.2. Demonstrate basic skills in using a computer, including using common software applications
7.7.3. Demonstrate ability to use the Internet
7.7.4. Demonstrate ability to use e-mail and other messaging systems
7.7.5. Identify safe and responsible use of information and communication technology
7.7.6. Interpret operating and maintenance procedures for information and communication equipment and
devices
Page 44
What is SCANS?
SCANS is an acronym for the Secretary of Labors Commission on Achieving Necessary Skills. It
is also the term we use in the educational community to describe the set of workplace skills and
competencies established by this commission.
The Secretary of Labors Commission researched the demands of the workplace in order to find
out what skills employers needed from their employees.
The Commission found that workplace know-how is what makes people effective in todays
jobs. This know-how has five competencies and a three-part foundation of skills and personal
qualities. These competencies, skills and personal qualities are at the heart of job performance.
They are not job-specific. They apply to any job. SCANS recommends that these competencies
and foundations be taught in context.
What are the five SCANS competencies?
Page 45
Why should the SCANS competency areas and foundation skills be a part of ESL instruction?
Probably the main reason immigrants and refugees come to our ESL classes is that they want to
be successfully employed. They also need English in their roles as community members,
neighbors, parents and citizens. When we integrate SCANS competencies into ESL instruction,
we promote the development of skills employers are looking for. At the same time we are
using excellent teaching strategies, facilitating learning, and providing our students with the
tools they need to succeed in this complex world.
How do we implement SCANS in our classes?
If you have your students work in groups to solve problems, they are learning SCANS skills:
participating as a member of a team (Interpersonal), negotiating (Interpersonal), problem
solving and decision making (Thinking Skills). If your students do peer revision of writing or
pronunciation work, they are teaching others new skills (Interpersonal) and monitoring and
correcting performance (Systems). By having your students work in teams, make decisions,
keep track of their progress throughout the course, organize their papers, and use the overhead
or a computer, you are teaching SCANS. Additional SCANS training and materials are available
through the ESL/ABE Resource Office.
What Work requires of Schools, A SCANS report for America 2000. The Secretarys Commission on Achieving
Necessary Sills, U.S. Department of Labor
Learning a Living, No. 7. A periodic News Bulletin from the English Language Training for Employment
Participation Project conducted by Brigitte Marshall for the DCSS Refugee Programs Branch.
Page 46
Time Selects goal-relevant activities, ranks them, allocates time, and prepares and follows
schedules
Money Uses or prepares budgets, makes forecasts, keeps records, and makes adjustments
to meet objectives
Material and Facilities Acquires, stores, allocates, and uses materials or space efficiently
Human Resources Assesses skills and distributes work accordingly, evaluates performance
and provides feedback
2.
Works with Diversity works well with men and women from diverse backgrounds
3.
4.
Understands Systems knows how social, organizational, and technological systems work
and operates effectively with them
Improves or Designs Systems suggests modifications to existing systems and develops new
or alternative systems to improve performance
5.
Applies Technology to Task Understands overall intent and proper procedures for setup
and operation of equipment
Page 47
Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and
speaks
Writing communicates thoughts, ideas, information, and messages in writing; and creates
documents such as letters, directions, manuals, reports, graphs, and flow charts
Listening receives, attends to, interprets, and responds to verbal messages and other cues
2.
Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to
learn and reasons
Decision Making specifies goals and constraints, generates alternatives, considers risks,
and evaluates and chooses best alternative
Problem Solving recognizes problems and devises and implements plan of action.
Seeing Things in the Minds Eye organizes, and processes symbols, pictures, graphs,
objects and other information
Knowing How to Learn uses efficient learning techniques to acquire and apply new
knowledge and skills
Reasoning discovers a rule or principle underlying the relationship between two or more
objects and applies it in solving a problem
3.
Responsibility exerts a high level of effort and perseveres towards goal attainment
Self-Management assesses self accurately, sets personal goals, monitors progress, and
exhibits self-control
Page 48
CASAS competencies address the competencies that appear in Skills and Tasks for Jobs: A SCANS
Report for America 2000 by the Secretarys Commission on Achieving Necessary Skills (U.S. Dept. of
Labor 1992). This table shows which CASAS competencies relate to SCANS competencies.
SCANS Areas
Resources
Information
Interpersonal
SCANS Competencies
CASAS
Competencies
C1 Allocates time
7.1.2
C2 Allocates money
C3 Allocates material and facility resources
4.7.1
4.7.2
4.7.3
4.7.4
4.7.4
4.6.5
4.5.5
4.8.1
4.8.2
4.8.3, 4.8.4
4.8.5
4.8.6
4.8.7
4.9.1, 4.9.2, 4.9.3
4.9.4 4.9.4
Technology
Basic Skills
Systems
Thinking Skills
Personal Qualities
F7 Creative thinking
7.2.6
F8 Decision making
F9 Problem solving
7.2.7
7.3 (all)
7.4.8
7.1.3 4.8.1, 4.8.3
7.1.1, 7.1.3
Page 49
CASAS competencies address the competencies that appear in Skills and Tasks for Jobs: A SCANS
Report for America 2000 by the Secretarys Commission on Achieving Necessary Skills (U.S. Dept. of
Labor 1992). This table shows how SCANS competencies relate to CASAS competencies.
CASAS Competency Areas
SCANS Competencies
Page 50
BG
LIT
BL
BH
IL
IH
AL
AH
Simple
Simple commands (Stand up!)
Compound
Compound sentences with "and," "or," and
"but"
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BG
LIT
BL
BH
IL
IH
AL
AH
Complex
Adjective clauses
Noun clauses
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BG
LIT
BL
BH
IL
IH
AL
AH
Questions
Yes/no questions
"Or" questions
Wh- questions
(how much, what, where, when, who)
Indirect questions
(Do you know what time it is?)
Reported Speech
Direct (quoted) speech
(Mary said, "I want spaghetti.")
Page 53
VERB TENSES
LIT
BL
Present tense
Present continuous
IL
IH
AL
Past tense
X
X
Past continuous
Present perfect
Past perfect
Future continuous
AH
BH
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VERB TENSES
Contrasts between past and past perfect
LIT
BL
BH
IL
IH
AL
AH
Future perfect
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BG
LIT
BL
BH
IL
IH
X
X
AH
AL
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BG
LIT
BL
BH
IL
IH
AH
AL
X
X
Present habitual
(If I have time, I walk to work.)
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BG
LIT
BL
BH
IL
IH
AL
AH
Infinitives as subjects
(To get off Welfare is important.)
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BG
LIT
BL
BH
IL
IH
AL
AH
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BG
LIT
BL
BH
IL
Comparative pattern
(more expensive, less expensive)
Adverbs of frequency
(always, sometimes, never)
Adverbs of frequency
(rarely, seldom, frequently)
Adjectives (blue car)
IH
AH
AL
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BG
LIT
BL
BH
IL
IH
Indefinite
(some/any, anything/something/nothing)
IL
IH
BG
LIT
BL
AH
AL
AH
PREPOSITIONS
AL
BH
X
X
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BG
LIT
BL
BH
IH
AL
IL
Articles in discourse
AH
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BG
LIT
AL
AH
BL
BH
IL
IH
Page 63
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WARM-UP/REVIEW
Warm-up/review activities make use of students prior knowledge to preview or review material
related to the current topic.
INTRODUCTION
The introduction stage focuses students on the lesson objective(s).
PRESENTATION
The presentation stage is where the new language is taught.
COMPREHENSION CHECK
It is critical to check the students comprehension of new material before moving on to the
practice stages.
GUIDED PRACTICE
Guided practice provides students with highly-structured activities that ask students to work with the
new language.
COMMUNICATIVE PRACTICE
Communicative practice activities allow students to integrate the new material with their previously
acquired language, usually in an interactive setting.
EVALUATION
At this stage, you and your students assess their growth.
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Auditory Learners
Students with this style will be able to remember what they hear and will prefer oral
instructions. They learn by listening and speaking. These students enjoy talking and
interviewing. They learn best by doing the following:
o
o
Visual Learners
Visual learners will be able to remember what they see and will prefer written instructions.
These students are sight readers who enjoy reading silently. They learn from information
presented to them in a video. They will learn by observing and enjoy working with:
o
o
o
computer graphics
maps, graphs, charts and other graphic organizers
cartoons, posters, diagrams; text with a lot of pictures
Tactile Learners
Students with this strength learn best by touching. They understand directions that they write
and will learn through doing. Theyll learn best by:
o
o
o
drawing
playing board games
making models or diagrams; following instructions to make something
Kinesthetic Learners
Kinesthetic learners also learn by touching or manipulating objects. They need to involve their whole
body in learning. They remember material best if they act it out, such as:
o playing games that involve their whole body
o movement activities
o making models
o following instructions to make something
o setting up experiments
Global Learners
Global learners are spontaneous and intuitive. They do not like to be bored. Information needs to be
presented in an interesting manner using attractive materials, such as:
o
o
o
o
Analytic Learners
Analytic learners plan and organize their work. They focus on details and are logical. They prefer to work
individually and learn best when:
o
o
o
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From: http://www.tecweb.org/styles/gardner.html
Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent
cognitive research and "documents the extent to which students possess different kinds of minds and therefore
learn, remember, perform, and understand in different ways," according to Gardner (1991).
Gardner says that these differences "challenge an educational system that assumes that everyone can learn the
same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed,
as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and
assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that
"a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are
identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better
served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety
of means." The learning styles are as follows:
Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments.
They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and
physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video,
videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They
like movement, making things, touching. They communicate well through body language and be taught through
physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their
environments. They may study better with music in the background. They can be taught by turning lessons into
lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM,
multimedia.
Interpersonal - understanding, interacting with others. These students learn through interaction. They have
many friends, empathy for others, street smarts. They can be taught through group activities, seminars,
dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video
conferencing, writing, computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're
in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence
and opinions. They can be taught through independent study and introspection. Tools include books, creative
materials, diaries, privacy and time. They are the most independent of the learners.
Linguistic - using words effectively. These learners have highly developed auditory skills and often think in
words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging
them to say and see words, read books together. Tools include computers, games, multimedia, books, tape
recorders, and lecture.
Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore
patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught
through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with
details.
ESL Curriculum Guide (V3): Torrance Adult School
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From: http://56mps2011.wikispaces.com/file/view/multiple-intelligences.jpg/203921722/multiple-intelligences.jpg
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Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Page 81
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
Yes__ No__
READING
WRITING
GRAMMAR
PRONUNCIATION
Page 82
PERSONAL INFORMATION
1. PLEASE
_____
_____
SOCIAL/CULTURAL INFORMATION
2. PLEASE CHECK
_____
_____
to express opinions.
_____
_____
_____
_____
COMMUNITY
3. PLEASE CHECK
_____
_____
_____
_____
_____
Page 83
CONSUMER ECONOMICS
4. PLEASE CHECK
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
Page 84
OCCUPATIONAL KNOWLEDGE
7. PLEASE CHECK
YOUR NEEDS:
______
to go to job interviews.
______
______
LEARNING SKILLS
8. PLEASE CHECK
YOUR NEEDS:
______
______
______
to use a computer.
______
Family Literacy
9. PLEASE CHECK
YOUR INTERESTS:
______
______
______
______
______
______
______
______
______
______
Page 85
LANGUAGE SKILLS: How do you rate your ability in these English skill areas, poor, fair, or good?
(Please circle one.)
Poor
Fair
Good
SPEAKING
1.
2.
3.
LISTENING
1.
2.
3.
READING
1.
2.
3.
WRITING
1.
2.
3.
GRAMMAR
1.
2.
3.
PRONUNCIAT ION
1.
2.
3.
VOCABULARY
1.
2.
3.
WRITING SAMPLE: Choose one of these questions and write five sentences or more about it below.
What do you want to learn in this class?
What are your future plans? How will learning English help you with those plans?
How will learning English help you and your family?
What job did you have in your country, and what are your career plans now?
Are you planning to go to college? What would you like to study?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________
ESL Curriculum Guide (V3): Torrance Adult School
Page 86
PERSONAL INFORMATION
A
Im not
interested in
learning about
this.
B
This is easy
for me
C
I need to
work on
this.
D
This is
difficult for
me to do
well.
Page 87
A
Im not
interested in
learning about
this.
B
This is easy
for me
C
I need to
work on
this.
D
This is
difficult for
me to do
well.
Page 88
PERSONAL INFORMATION
A
Im not
interested in
learning about
this.
B
This is easy
for me
C
I need to
work on
this.
D
This is
difficult for
me to do
well.
Page 89
A
Im not
interested in
learning about
this.
B
This is easy
for me
C
I need to
work on
this.
D
This is
difficult for
me to do
well.
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