ESL Literacy B
Legend:
Italics
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taken
directly from the Model Standards
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{item
or items}
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specific
vocabulary to be taught
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N
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objective
to be introduced
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C
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objective
to be continued
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R
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objective
to be reviewed
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(receptive
only)
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teacher
uses structure/vocabulary without grammatical explanation and does not expect
students to produce
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Student Profile at Entry
Students entering the ESL Literacy B level:
*
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May
be semi-literate in native language.
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*
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May
be literate in non-Roman-alphabet language.
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*
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Typically
have 0-4 years of formal education.
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*
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Cannot
write comprehensible sentences in English.
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*
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Have
some ability to read English words and sentences, but may lack basic reading
comprehension skills.
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Students at this level have some listening and speaking skills in
English, but
are generally not fluent. They have some alphabet skills, but cannot use a
dictionary. They may have difficulty following directions for written work.
Lack of experience in manipulating language makes it very difficult for
them to
do even the simplest grammar exercises.
Approach
Some activities resemble those of a Beginning Low 1 or 2 class. However, the
following reinforce and build on ESL Literacy A approaches.
*
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Students
are given considerably more time and assistance to complete work
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*
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Critical
thinking skills are taught explicitly.
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*
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Instructions
are broken down into very simple steps.
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*
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Basic
education is incorporated into various activities
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*
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Reading
activities, including both decoding and comprehension, are given more class
time.
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*
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Writing
activities (self-expression, spelling and handwriting) receive more emphasis.
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*
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Pre-grammar
skills are emphasized without formal grammar presentations.
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Course Content
Topics
Course content is relevant to students' lives and focuses on general
topics
and on literacy.
Topics (Required)
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Alphabet
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Telephone
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Numbers
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Daily
Activities
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Family
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Employment
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Calendar
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Money
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Time
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Shopping
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Rights
and responsibilities
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Food
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Transportation
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Housing
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Weather
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Colors
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Environment
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Health
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Selection of other general topics should be based on a needs assessment
and may
include but are not limited to:
Culture
Basic nonverbal social customs, such as shaking hands and waving, are
taught
by example. Cultural aspects, such as forms of address (Mr., Mrs., Miss), are
taught by modeling.
Language Functions
On exit, students will be able use English for:
*
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Factual
information: identify, demonstrate
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*
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Social
and interpersonal relations : greet, show gratitude, express state of
being
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*
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Suasion:
caution
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Language Skills
Listening: On exit, students will be able to:
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Demonstrate
comprehension of oral instructions for class assignments through physical
action.
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*
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Distinguish
among consonant and vowel sounds, including digraphs, blends and diphthongs.
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*
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Demonstrate
comprehension of simple words in context of common everyday situations.
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*
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Demonstrate
understanding of simple face-to-face conversations using previously learned
material.
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*
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Respond
to short emergency warnings.
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*
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Demonstrate
comprehension of basic personal questions with one-word or short responses.
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*
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Distinguish
singular from plural in common regular and irregular nouns.
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*
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Use
simple contextual clues such as time reference words to determine meaning.
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*
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Distinguish
Wh-question (information) words through appropriate responses.
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*
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Distinguish
between Wh-questions (information) and Yes/ No questions through appropriate
responses.
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*
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Recognize
that stress and pitch carry meaning (question intonation).
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*
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Demonstrate
understanding of simple, explicit information by appropriate responses.
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Speaking: On exit, students will be able to:
*
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State
basic needs using previously learned words and phrases.
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*
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Answer
simple questions with "yes", "no", one-word or short-phrase responses.
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*
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Ask
simple questions.
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*
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Repeat
a number or word(s) for confirmation or clarification.
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*
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Repeat/generate
phrases and sentences similar to a model with some degree of accuracy.
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*
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State
a lack of understanding.
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*
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Recite
alphabet by rote.
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Reading: On exit, students will be able to:
*
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Relate
phonological sounds to letters and clusters of letters(sound/symbol
correspondence).
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*
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Identify
upper and lower case letters in words using manuscript alphabet (cursive
optional).
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*
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Use
graphophonemic cues to sound out words.
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*
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Find
page numbers and title.
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*
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Recognize
basic abbreviations: {Mr., Apt., St.}
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*
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Recognize
basic sight words and symbols.
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*
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Recognize
verb endings: {-s}, {-ed}, -{ing}.
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*
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Recognize
contractions.
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*
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Interpret
sentences and simple paragraphs using vocabulary and structures previously
learned.
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*
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Identify
function of capitalization and end punctuation.
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*
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Demonstrate
comprehension of simple written directions: {circle, read, true/false}
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*
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Recognize
details.
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*
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Classify
information.
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*
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Recognize
alphabetical order and find words in alphabetical list.
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*
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Read
silently.
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*
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Read
aloud with correct sentence boundaries.
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*
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Predict
context of a reading using pictures, captions, title and other contextual
information.
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Writing: On exit, students will be able to:
*
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Form
punctuation marks, numerals and upper and lower case manuscript letters
legibly
from memory.
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*
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Sign
name in cursive.
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*
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Copy
familiar words, phrases, and high-frequency expressions from learned
material.
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*
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Fill
out simple personal information forms.
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*
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Use
lined paper correctly.
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*
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Write
name and date in upper right hand corner of paper.
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*
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Categorize
simple information in writing
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*
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Write
simple sentences based on previously learned vocabulary and structures.
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*
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Write
25 basic sight words from memory.
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*
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Copy
structures and vocabulary taught at this level with proper spelling,
punctuation and capitalization.
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*
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Take
cloze and spelling dictations.
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*
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Write
6 basic contractions from memory.
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*
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Write
words in alphabetical order by first letter only.
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Classroom Orientation Skills: On exit, students will be able
to:
*
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Demonstrate
initiative and independent learning behavior.
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*
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Begin
in-class assignments in a timely manner.
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*
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Evaluate
own learning needs.
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*
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Use
classroom etiquette.
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*
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Work
independently during assessment times.
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*
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Work
in pairs or groups.
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*
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Follow
in-class emergency procedures for earthquakes and fires.
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*
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Demonstrate
ability to attend class regularly and arrive on time.
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*
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Demonstrate
concentration on assigned task for extended periods.
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Math Skills: On exit, students will be able to:
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Arrange
numerals in order (up to 1000).
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*
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Read
Arabic numerals (up to 1000).
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*
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Write
numbers from dictation (up to 1000).
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*
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Convert
written number words into Arabic numerals.
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*
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Read
and write dollars and cents using $ and cents.
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*
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Add
and subtract whole numbers with regrouping (borrowing and carrying).
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*
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Recognize
place value and tell whether two numbers are same or different up to 1000.
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*
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Identify
greater of two numbers.
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*
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Determine
if result of calculation is reasonable.
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*
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Measure
using whole inches and feet.
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*
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Read
whole number weight scales.
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*
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Recognize
basic units of money, time, and linear and weight measurement.
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*
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Scan
reading material for numerical information.
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Language Forms
At this level, students begin to be able to group words by grammatical
functions, spelling patterns, or other inductively determined similarities.
There is still no emphasis on grammar terminology. Instead, emphasis is on
continued, controlled exposure to language forms introduced in ESL Literacy
A.
In addition to the following language awareness objectives, ESL
Literacy B
students are exposed inductively to the language forms of Beginning Low 1.
On exit students will be able to demonstrate:
Language Awareness
*
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Categorize
language elements informally with emphasis on grouping similar forms rather
than labeling.
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*
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words
vs. letters, sentences
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*
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sentences
vs. lines of print
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*
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statements
vs. questions
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*
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parts
of speech (nouns, verbs, adjectives, articles)
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*
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plural
vs. singular
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*
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punctuation
vs. letter
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*
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proper
nouns vs. common
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*
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familiar
verb forms and time expressions relating to present vs. future vs. past
(e.g.,
went, last night)
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*
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wh-
words (as category)
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*
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Demonstrate
knowledge of very basic grammar terminology
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*
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letter,
vowel, not a vowel
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*
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question,
not a question
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*
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`name'
reference to capitalization)
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*
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now,
past
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*
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-ing,
-ed, -s (recognition)
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*
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opposite
(matching antonyms)
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*
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Compare
and contrast structures with those in native language, if appropriate
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*
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Analyze
obviously incorrect sentences or language forms (e.g., "3 boy")
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Language Forms
On exit, students will be able to use the following structures:
Sentence Types
N
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Simple
statements, affirmative and negative
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N
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*with
be: It's a pen. It's not a pen.
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N
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*with
action verbs: He speaks English. He doesn't speak English.
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N
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Yes/No,
or, and wh-questions and answers
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N
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Yes/No
questions
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N
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*with
be, long and short answers: Is it a pen ? Yes, it's a pen. Yes, it is.
No, it
isn't a pen. No, it isn't.
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N
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*with
action verbs, long and short answers: Does he speak English? Yes, he speaks
English. Yes, he does. No, he doesn't speak English. No, he doesn't.
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N
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*with
or (choice): Do you want coffee or tea?
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N
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Wh-
questions: who, what, when, where, why
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N
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*How
are you? How much is it?
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N
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{whose},
{how much} + noncount noun, {how many} + count noun
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N
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Imperatives
with please: Please open the door
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Verbs
N
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Simple
present: He studies every day. She is tired.
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N
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Common
two-word verbs: get up, put on
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N
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Common
verbs followed by infinitives : like to, want to, forget to
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N
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Subject-verb
agreement: He walks to school.
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N
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Contractions,
affirmative and negative: isn't, aren't, I'm not
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N
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Simple
past:
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N
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*with
be: It was foggy yesterday.
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N
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*with
common regular verbs
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N
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*with
common irregular verbs
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N
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Present
continuous: He is studying now.
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N
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Modals:
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N
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*can:
He can study this evening. Can you ____ ?
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N
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*{May
I help you?} and {Let's}
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Nouns
N
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Regular,
singular and plural
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N
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Common
irregular plurals: child/children, woman/women
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N
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Proper
nouns: Bob, Russia
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N
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Noncountable
: food, tea
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Pronouns
N
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Subject:
{I, you, he, she, it, we, you, they}
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N
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Object
: {me, you, him, her, it, us , you, them}
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N
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Demonstrative:
{this, that, these, those}: This is my book.
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N
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Indefinite
as subject and object : one, some, any, everyone, someone, anyone, no one
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N
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It
as subject with weather and time: It is Tuesday.
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Adjectives
N
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Articles:
{a, an, the}
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N
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Adjective-before-noun
word order: a red dress
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N
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Possessive:
{my, your, his, her, its, our, their}
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N
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Demonstrative:
{this, that, these, those} This book is mine.
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N
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Quantifiers
: some/any much/many/a lot of/a little/a few
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Adverbs and Adverbials
N
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Time:
now, yesterday, today, tomorrow, every day
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N
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Adverbials
of chronological order: {next month, last month, in the morning, in the
afternoon, in the evening, at noon, at night, before class, after class}
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N
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Place:
{here, there}
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N
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Frequency:
{always, sometimes, never, usually, often}
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N
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{not}
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N
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Intensifiers:
{very}
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Prepositions
N
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{to,
in, on, at, under, above, next to, from, between}
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Conjunctions
N
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Connecting
words {and, or} with short phrases: She has a pen and a book. Use a pen
or a
pencil.
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Evaluation
Please see web pages under Assessment.
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