ADULT EDUCATION & Literacy (AEL) Program (ABE) Lower

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ADULT EDUCATION &

Literacy (AEL) Program

(ABE) Lower Levels 1&2

1. Course Information

Course Number: HSE-20669

Start Date: January 22, 2020

End Date: May 20, 2020

Class Schedule: Monday and Wednesday, 8:00 AM – 12:30 PM

Wednesday 6-9 PM

Class Location: Felix Fraga Academic Campus, Room 262

Eastside Campus, Room 219

Northeast (Codwell) Campus, Room 220

2. Instructor Information

Instructors’ Name: Julio Bush, Dr. Beverly Fellows

Instructor’s Email: [email protected]

Instructor’s Phone: 832-208-4003

Please feel free to contact me concerning any problems that you are experiencing in this

course. Your performance in my class is very important to me. I am available to hear

your concerns and just to discuss course topics.

3. Course Description

These courses are non-credited, Reading, Writing, Mathematics, Science, and Social Studies.

They are intended to prepare the students to enhance their basic skills. Upon successful

completion of the ABE Lower levels course, students will have addressed the following

Content Standards and Benchmarks for English Language Arts and Literacy (ELA): Oral and

Written Conventions, Listening and Speaking, Writing and Reading which are vehicles for

communication, and coursework for mathematics. The students will have integrated the

following mathematical processes through the mathematical content: Numerical

Representations and Relationships, Computations, Geometry, Measurement including

Geometry, Algebraic Relationships, Data Analysis, and Financial Literacy.

Additionally, students should spend ten hours weekly using Edmentum/Plato, a computer-

based distance learning software. All students are required to attend twelve hours of work

force preparation training prior to the beginning of class.

4. Prerequisites

Students are required to take the Tests of Adult Basic Education Assessment (TABE) 11/12.

mailto:[email protected]

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Students are tested which determine their NRS functioning level. (ABE) Adult Basic

Education levels are 1 & 2; grade levels 0-1 & 2-3

5. Course Goals Upon successful completion of the HSE preparation course, students will be able to take and achieve their TxCHSE certificate and enhance their Reading, Language Arts, Science, Social Studies, & Math skills. They will be able to:

Read and understand a wide variety of literary and information texts.

Compose a written text with a clear controlling idea, coherent organization, and sufficient

detail.

Know how to locate a range of relevant sources and comprehend, apply and present ideas

and information.

Understand the relationships among numbers and the number systems.

Analyze characteristics and properties of two and three dimensional geometric shapes

and develop mathematical arguments about geometric relationships.

Apply transformations and use symmetry to analyze mathematical situations and use

visualization, spatial reasoning, and geometric modeling to solve problems.

Understand measurable attributes of objects and the units, systems, and processes of

measurement and apply appropriate techniques, tools and formulas to determine

measurements.

Apply concepts of probability.

Develop the knowledge and skills to make sound, informed financial decisions that will

allow them to lead financially secure lifestyles and understand personal financial

responsibility.

Comprehend scientific presentations.

Investigate and Design (Experimental and Observational)

Obtain reasoning from data.

Comprehend conclusions with evidence.

Express scientific information.

Solve probability and statistics.

Determine the details of what is explicitly stated in primary and secondary sources and

make logical inferences or valid claims based on evidence.

Determine central ideas, hypothesis and conclusions.

Describe people, places, environment processes, and events, and the connections between

and among them.

Identify the chronological structure of a historical narrative and sequence steps in a

process.

Recite events and ideas.

Apply cause and effect relationships and multiple causation, including action by

individuals, natural and societal contexts; evaluate the assumptions and implications

inherent in differing positions.

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Recall aspects of a historical document that reveal an author’s point of view or purpose.

Distinguish among fact, opinion, and reasoned judgment in a primary source document.

Discuss information presented in a variety of maps, graphic organizers, tables and charts;

and in a variety of visual sources such as artifacts, photographs and political cartoons

.

6. Texas Adult Education & Literacy ABE Content Standards

Learning Outcomes

Subarea 1.1 – Reading Foundation

Content Standards:

A. Beginning Reading Skills/Print Awareness. Understood that the function of conventional

and digital print is to convey meaning and that there is a connection between oral and

written language, recognize the ways print is organized, and recognize the conventions for

reading and writing.

Benchmark:

1. Display ability to segment words into separate parts, blend sounds to form words, and

manipulate sounds aurally and orally.

B. Beginning Reading Skills/Phonemic Awareness. Understand that the sounds of spoken

language work together to make words.

Benchmark:

1. Display awareness of phonics (e.g. Letter-sound knowledge, segmenting, blending,

and manipulating sounds aurally and orally).

C. Beginning Reading Skills/Word Analysis and Phonics Instruction. Understand there is a

relationship between letters and sounds through written language.

Benchmark:

1. Use the relationships between letters and sounds, spelling patterns, and analysis of

word structure to decode/encode written and spoken English.

D. Beginning Reading/Strategies. Develop increasingly sophisticated strategies for

comprehending a variety of diverse texts.

Benchmark:

1. Determine what print and digital texts say explicitly and make logical inferences from

texts (e.g., written directions, signs, captions, warning labels, and information books).

Subarea I.2 – Reading

Content Standard:

A. Vocabulary Development. Apply vocabulary and concepts to use accurately in reading

Benchmarks:

1. Identify new words and concepts by studying their relationships to other words and

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concepts using context clues.

2. Apply knowledge of roots and affixes to infer the meaning of new words.

C. Comprehension of Literacy Texts: Locate explicit textual information, draw

inferences, and analyze and evaluate the varied structural patterns, stylistic elements, and

features of literacy nonfiction and fiction. Identify supporting evidence from the text to

support understanding.

Benchmark:

2. Identify explicit and implicit textual information including main ideas, supporting

evidence, and author’s purpose.

Subarea I.3– Writing

Content Standard:

A. Writing Process: Use a recursive process to prewrite, compose, revise, and edit a variety

of texts that demonstrate clear focus, logical development of ideas in well-organized

paragraphs, and the use of language that advances the author’s purpose.

Benchmarks:

1. Use various prewriting strategies such as brainstorming, freewriting, listing, and

mapping to generate ideas.

2. Identify and evaluate effective strategies that demonstrate the writer’s purpose and

audience (e.g., to explain, inform, analyze, entertain, reflect, and persuade).

Subarea I.4 – Oral and Written Conventions

Content Standards:

A. Language Conventions. Understand the conventions of language when speaking and

writing.

Benchmarks:

1. Understand and apply the parts of speech in the context of reading, writing, and speaking.

Use capitalization conventions in writing (e.g., within divided quotations; historical

periods and events, geological eras, and scientific terms).

3. Use proper punctuation conventions in writing (e.g., colons, quotation marks, and

dashes; apostrophes in contractions and possessives; commas with introductory phrases

and dependent clauses; semi colons or a comma in compound sentences; comma in a series;

and ellipses to indicate a pause, break, or omission).

B. Print Production. Use basic computer skills.

Benchmark:

1. Demonstrate basic computer processing skills, and make efficient use of technology

such as spellcheck, font changes, printing, etc.

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Subarea 1.6 – Listening and Speaking

Content Standards:

A. Listening. Apply listening skills in informal and formal situations as an individual and as

a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team

projects, presentations, and interviews)

Benchmark:

2. Interpret a speaker’s message; identify the position taken and the evidence in support of

that position

3. Use a variety of strategies to enhance listening comprehension (e.g., focus attention on

message, monitor message for clarity and understanding, provide and recognize verbal and

nonverbal cues to ensure one’s message is communicated, note cues such as change of

pace of words that indicate a new point is about to be made, and select and organize key

information).

B. Speaking. Understand the elements of communication in group discussions and formal

presentations (e.g., accuracy, relevance, rhetorical features, and organization of

information).

Benchmark:

1. Participate actively and effectively in one-on-one and group communication situations

C. Teamwork. Work collaboratively and communicate effectively with others.

Benchmark:

1. Understand and apply knowledge of team dynamics as well as expectations to

participate and listen actively and effectively in team discussions and projects, in either

academic or workplace settings.

Subarea ll.1 – Numerical Representations and Relationships

Content Standards:

A. Recognizing Numbers and Counting. Develop an understanding of place value.

Benchmarks:

1. Count and represent quantities accurately, efficiently, and fluently.

2. Develop and apply an understanding of the base-10 place value system, and place

value concepts using pictorial models, such as number lines and graphs.

Subarea ll.2 – Computations

Content Standards:

A. Adding and Subtracting Whole Numbers. Understand and apply place value and

properties of operations to solve problems involving addition and subtraction of whole

numbers.

Benchmarks:

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1. Identify situations in which addition and subtraction are necessary to solve problems.

2. Use efficient, accurate, and generalizable methods based on the application of the

principles of place value, the properties of operations, and the relationship between

addition and subtraction to solve problems including addition and subtraction of whole

numbers.

B. Multiplying Whole Numbers. Develop accuracy, efficiency, and flexibility in the use of

the mathematical operations (addition, subtraction, and multiplication) with whole

numbers, and use this knowledge to solve problems.

Benchmark:

1. Add, subtract, and multiply whole numbers accurately, efficiently, and fluently, and

justify these procedures. Use these operations to solve problems, including using

formulas for perimeter and area.

C. Dividing Numbers. Use operations with positive rational numbers to solve problems.

Benchmark:

1. Develop procedures for addition, subtraction, multiplication, and division of real

numbers, including rational and irrational numbers, to solve real-world problems.

Subarea II.3 – Geometry

Content Standards:

A. Identify, analyze, and use attributes of two-dimensional shapes and three dimensional

solids.

Benchmarks:

1. Identify, name, and create basic two-dimensional shapes and three- dimensional

solids, and identify the attributes of each shape.

Subarea II.4 – Measurement Including Geometry

Content Standards:

B. Measuring length, area, volume, and weight/mass in different measuring systems.

Benchmark:

1. Identify length as an attribute that can be measured. List and use appropriate units to

solve real-world problems related to length.

C. Represent and solve problems with perimeter, area, and volume.

Benchmark:

1. Apply understanding of measurement to select appropriate units when measuring

perimeter, area, and volume in real-world contexts.

E. Measuring Angles and Using Angle Relationships.

Benchmark:

1. Measure an angle.

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Subarea II.5 – Algebraic Relationships

Content Standards:

A. Represent and use algebra to solve problems for the unknown.

Benchmarks:

1. Identify Properties of Real Numbers for addition, subtraction, multiplication, division,

and exponents.

C. Graphing.

Benchmarks:

2. Use properties of addition, subtraction, multiplication and division with radicals.

3. Understand and use a rectangular coordinate system to interpret a graph, plot points,

and determine coordinates of points from a graph.

E. Understand and apply ratios and rates by using equivalent ratios to represent

percentages and proportional relationships.

Benchmark:

1. Use knowledge of fractions to develop procedures for modeling and solving real-world

ratio and rate problems.

Subarea II.7 – Data Analysis

Content Standards:

A. Organizing, Representing, and Interpreting Sets of Data. Select and apply appropriate

visual representations of data.

Benchmark:

1. (e.g., line plots, bar graphs) to describe data based on the attributes of a given data

set.

B. Read, analyze, interpret, and draw conclusions from data.

Benchmarks:

1. Understand the relevance and importance of reliable data sampling techniques to

ensure more accurate statistical results.

C. Determine and use probability to solve problems.

Benchmark:

1. Understand probability in real-world situations

Subarea II.8 – Financial Literacy

Content Standards:

A. Understand the Connections Among Income, Expenses, and Careers.

Benchmarks:

3. Understand taxes (e.g., income, sales. property, etc.).

4. Understand fixed and variable expenses and how to develop your personal budget.

B. Develop and use an economic way of thinking and problem solving useful in one’s life as

a knowledgeable employee, consumer, provider, and investor.

Benchmarks:

2. Understand how to provide for basic needs while living and working within a budget.

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5. Understand the role of financial markets/institutions in saving, borrowing, and capital

formation.

7. Instructional Methods

As an instructor, I want my students to be successful. I feel that it is my responsibility to

provide you with knowledge concerning the field of Reading, Writing, and Math. As a

student, it is your responsibility to read the textbook, submit assignments on the due

date, participate in classroom activities, attend class, and enjoy yourself while

experiencing the real world of Reading, Writing, & Math. You will be involved in

discussions with your classmates and your instructor. As you will want to contribute to

these discussions, you will need to come to class prepared to discuss, analyze and

evaluate information from your text and other assigned readings.

8. Student Assignments Assignments have been developed that will enhance your learning. To better

understand a topic, you will be given assignments on key information that you will

need to remember for your success in your career. Students will need to purchase the

following resources:

Required Textbook: Kaplan 2018 ISBN: 978-1-5062-2360-5 ($14-$25)

Required Calculator: TI-30XS Multi-view ($18)

Other Supplies: Notebook paper, pens (red/blue/black), pencils, USB

Drive, Journal, and highlighter.

9. Additional Resources

Steck–Vaughn Fundamental Skills Reading – Phonics and Vocabulary (Beginning)

Steck–Vaughn Fundamental Skills Reading – Reading Comprehension and Reference

Skills (Beginning)

Steck–Vaughn Fundamental Skills Writing Vocabulary and Composition (Beginning)

Steck –Vaughn Fundamental Skills Writing Grammar and Mechanics (Beginning)

Steck–Vaughn Fundamental Skills Math Geometry and Measurement (Beginning)

Steck-Vaughn Fundamental Skills Math – Algebra, Statistics, Data Analysis, and

Probability (Beginning)

Math 1: Whole Numbers, Decimals, Pre – HSE Fractions, Percents, and workbook

Measurement New Readers Press

Steck-Vaughn Basic Essentials of Math Book I.

Contemporary TABE Skill Workbooks Usage (E)

Contemporary TABE Skill workbook Capitalization, Punctuation, and Writing

Conventions (E)

Contemporary TABE Skill Workbooks Graphic Information (E)

10. Online Resources • ple.platoweb.com

• www.gcflearnfree.org

• www.Brainpop.com

• https://www.newreaderspress.com/scoreboost-ged (click login/create an account)

http://www.gcflearnfree.org/

http://www.brainpop.com/

https://www.newreaderspress.com/scoreboost-ged

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• www.gedmathlessons.com

• www.thatquiz.org

• www.ged.com

• www.khanacademy.org

• www.youtube.com

• Contemporary GED (Math, Science, Social Studies, Reading & Language)

11. HCC Policy Statement — ADA

Services to Students with Disabilities Houston Community College is dedicated to providing an inclusive learning environment by

removing barriers and opening access for qualified students with documented disabilities in

compliance with the Americans with Disabilities Act (ADA) and Section 504 of the

Rehabilitation Act. Ability Services is the designated office responsible for approving and

coordinating reasonable accommodations and services in order to assist students with

disabilities in reaching their full academic potential. In order to receive reasonable

accommodations or evacuation assistance in an emergency, the student must be registered

with Ability Services. If you have a documented disability (e.g. learning, hearing, vision,

physical, mental health, or a chronic health condition), that may require accommodations,

please contact the appropriate Ability Services Office below. Please note that classroom

accommodations cannot be provided prior to your Instructor's receipt of an accommodation

letter and accommodations are not retroactive. Accommodations can be requested at any

time during the semester, however if an accommodation letter is provided to the Instructor

after the first day of class, sufficient time (1 week) must be allotted for the Instructor to

implement the accommodations.

Ability Services

Central College (713) 718-6164

Southeast College (713) 718-8397

Southwest College (713) 718-7910

12. HCC Policy Statement: Academic Honesty A student who is academically dishonest is by definition not showing that the

coursework has been learned, and that student is claiming an advantage not available to

other students. The instructor is responsible for measuring each student's individual

achievements and also for ensuring that all students compete on a level playing field.

Thus, in our system, the instructor has teaching, grading, and enforcement roles. You

are expected to be familiar with the University's Policy on Academic Honesty, found in

the catalog. What that means is: If you are charged with an offense, pleading ignorance

of the rules will not help you. Students are responsible for conducting themselves with

honor and integrity in fulfilling course requirements. Penalties and/or disciplinary

proceedings may be initiated by College System officials against a student accused of

scholastic dishonesty. "Scholastic dishonesty" includes, but is not limited to cheating on a

test, plagiarism, and collusion.

Cheating on a test includes:

Copying from another students' test paper

Using materials not authorized by the person giving the test

Collaborating with another student during a test without authorization

http://www.gedmathlessons.com/

http://www.thatquiz.org/

http://www.ged.com/

http://www.khanacademy.org/

http://www.youtube.com/

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Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part

the contents of a test that has not been administered.

Bribing another person to obtain a test that is to be administered

Plagiarism means the appropriation of another's work and the unacknowledged

incorporation of that work in one's own written work offered for credit.

Collusion mean the unauthorized collaboration with another person in preparing

written work offered for credit. Possible punishments for academic dishonesty

may include a grade of 0 or F in the particular assignment, failure in the course,

and/or recommendation for probation or dismissal from the College System. (See

the Student Handbook)

13. HCC Policy Statements

Class Attendance - it is important that you come to class! Attending class

regularly is the best way to succeed in this class. Research has shown that the single

most important factor in student success is attendance. Simply put, going to class greatly

increases your ability to succeed. You are expected to attend all lecture and labs

regularly. You are responsible for materials covered during your absences. Class

attendance is checked daily. Although it is your responsibility to drop a course for

nonattendance, the instructor has the authority to drop you for excessive absences.

If you are not attending class, you are not learning the information. As the information

that is discussed in class is important for your career, students may be dropped from a

course after accumulating absences in excess of 3 days of instruction. The three days of

class time would include any total classes missed or for excessive tardiness or leaving

class early.

Poor attendance records tend to correlate with poor grades. If you miss any class,

including the first week, you are responsible for all material missed. It is a good idea to

find a buddy or a friend in class who will be willing to share class notes or discussion or

be able to hand in paper if you unavoidably miss a class. Class attendance equals class

success.

14. Student Conduct As your instructor and as a student in this class, it is our shared responsibility to develop

and maintain a positive learning environment for everyone. Your instructor takes this

responsibility very seriously and will inform members of the class if their conduct makes

it difficult for him/her to carry out this task. As a fellow learner, you are asked to respect

the learning needs of your classmates and assist your instructor achieve this critical goal.

15. Use of Camera and/or Recording Devices As a student active in the learning community of this course, it is your responsibility to

be respectful of the learning atmosphere in your classroom. To show respect of your

fellow students and instructor, you will turn off your phone and other electronic

devices, and will not use these devices in the classroom unless you receive permission

from the instructor. Use of recording devices, including camera phones and tape

recorders, is prohibited in classrooms, laboratories, faculty offices, and other locations

where instruction, tutoring, or testing occurs. Students with disabilities who need to use

a recording device as a reasonable accommodation should contact the Office for

Students with Disabilities for information regarding reasonable accommodations.

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16. Instructor Requirements

As your Instructor, it is my responsibility to:

Facilitate an effective learning environment through class activities, discussions, and

lectures

Description of any special projects or assignments

Inform students of policies such as attendance, withdrawal, tardiness and make-ups

Provide the course outline and class calendar which will include a description of any

special projects or assignment

Arrange to meet with individual students before and after class as required

To be successful in this class, it is the student's responsibility to:

Attend class and participate in class discussions and activities

Read and comprehend the textbook

Complete the required assignments and exams:

Ask for help when there is a question or problem

17. Assessments According to the AEL Assessment Guide, all students will be required to Program

Test after 40 hours of contact hours with the Texas Adult Basic Education (TABE).

18. Important Semester Dates:

Martin L. King, January 20, 2020

1st 8 week Block Begins January 22, 2020

Labor Day Holiday, September 7, 2020 - No Classes

Progress Testing March 4-6

1st 8 week Block Ends March 20

New Student Registration & Orientation March 18-22

Fall Break - No Classes

2nd 8 week Block Begins March 23, 2020, Spring Class

Progress Testing May 20-24

Memorial Day Holiday, May 25, 2020- No Classes

2nd 8 Week Block Ends May 20, 2020

18A. CLASS SCHEDULE: Although the instructor will make every effort to adhere to the

following schedule, he/she reserves the right to modify it as needed and re-teach as needed.

WEEK 1 (January 22, 2020)

DAY 1: 8:00 AM – 12:30 PM

o Welcome to HSE/ABE Lower Levels 1 & 2

o Introduction

o Campus Rules

o Class Syllabus

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o TALAE Membership

o Set-up GED Accounts

o Edmentum/Plato (Introduction)

o Student Portfolios: ABE/GED Student Learning & Goal Setting Plan

Steck-Vaughn Fundamental Skills – Reading (Beginning)

Phonics & Vocabulary o Lesson 1 8 & 19: Unit 4: Vocabulary pp. 46-49

Reasoning Through Language Arts (RLA):: Steck-Vaughn Fundamental Skills –

Writing, Grammar Mechanics o Lesson 14: Unit 2 Rules of Mechanics (Beginning) Commas pp. 29 – 30

Mathematical Reasoning (Math): Pre-HSE Core Skills in Math

o Lesson 1: Representing Numbers on a Number Line pp. 14 – 18

o Unit 1: Understanding Place Value pp. 14 – 18

DAY 2: 8:00 AM – 12:30 PM


Phonics & Vocabulary

o Lesson 20 & 21: Unit 4 Vocabulary pp. 50 – 54

Reasoning Through Language Arts (RLA) (Beginning) : Steck-Vaughn Fundamental

Skills – Writing, Grammar Mechanics o Lesson 15 – Unit 2: Rules of Mechanics pp. 31 – 32


o Lesson 3 : Unit 1 Rounding Numbers and Estimating pp. 19 – 26

o Lesson 3: Unit 1 Performing Operations on Whole Numbers and Decimals

pp. 19 – 26

DAY 3: 8:00 AM – 12:30 PM


Phonics & Vocabulary

o Lesson 16: Unit 2 Rules of Mechanics pp. 33 – 35

Reasoning Through Language Arts (RLA): Steck-Vaughn Fundamental Skills –

Writing, Grammar Mechanics o Lesson 16: Unit 2 Rules of Mechanics (Beginning) pp. 33 – 35


o Lesson 5: Unit 1 Finding Common Factors and Multiples pp. 27 – 30

o Lesson 6: Unit 1 Understanding Fractions pp. 27 – 30

WEEK 2

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DAY 4: 8:00 AM – 12:30 PM


Phonics & Vocabulary o Lesson 26 – 30: Unit 4 Vocabulary pp. 65 – 73



Mathematical Reasoning (Math): Steck-Vaughn Pre-GED Complete Test Preparation

o Lesson 1 – 3: Unit 4 Number Sense pp. 404 – 427

DAY 5: 8:00 AM – 12:30 PM


Comprehension & Reference Skills

o Lesson 27: Unit 4 Main Idea pp. 67 – 68




o Lesson 4: Unit 4 Squares, Cubes and Square Roots pp. 428 – 433

DAY 6: 8:00 AM – 12:30 PM


Comprehension & Reference Skills

o Lesson 28: Unit 4 Main Idea/Supporting Details pp. 69 – 70



Mathematical Reasoning (Math): Steck-Vaughn Basic Essentials of Math – Book 2

o Order of Operation pp. 76

WEEK 3

DAY 7: 8:00 AM – 12:30 PM

Reading: Plato Courseware NRS Reading L2

o Unit 1: Reading Skills and Strategies

o Unit 2: Vocabulary and Reading Comprehension

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Writing, Grammar Mechanics o Lesson 22: Unit 3 Grammar (Beginning) pp. 52 – 53

Mathematical Reasoning (Math): www.gcflearnfree.org

o Exponents - Full Page

DAY 8: 8:00 AM – 12:30 PM

Steck-Vaughn Pre GED Language Arts, Reading

Legal Documents o Lesson 4: Summarizing Information pp. 34 – 39

Reasoning Through Language Arts (RLA) – Writing: Steck-Vaughn Fundamental

Skills – Writing, Grammar Mechanics o Lesson 23: Unit 3 Grammar (Beginning) pp. 54 – 55


o Tutorial Order of Operations

DAY 9: 8:00 AM – 12:30 PM

Reading: Plato Courseware Basic Reading Skills o Unit 3: Preparing to read

o Reading between the Lines in Stories

Steck-Vaugh Fundamental Skills Writing, Grammar and Mechanics (Beginning)

o Lesson 25: Unit 3 Sentence Structure pp. 58 – 59


o Lesson 8: Decimals pp. 458 – 465

WEEK 4

DAY 10: 8:00 AM – 12:30 PM

Steck-Vaughn Fundamental Skills – Reading (Beginning) – Comprehension &

Reference Skills o Lesson 38: Unit 6 Sequence of Events pp. 100 - 101

Steck-Vaughn Fundamental Skills Writing, Grammar and Mechanics (Beginning)

o Lesson 22 – 23: Unit 3 Run-On Sentence pp. 52 – 55




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DAY 11: 8:00 AM – 12:30 PM

Steck-Vaughn Fundamental Skills – Reading (Beginning) – Comprehension &

Reference Skills o Lesson 35: Unit 5 Compare Information in Ads pp. 89 – 91


o Lesson 26: Unit 3 Sentence Types pp. 60 – 61



DAY 12: 8:00 AM – 12:30 PM

Steck-Vaughn Pre – GED, Language Arts o Lesson 6: Understanding Cause and Effect pp. 46 – 51


o Lesson 28: Unit 3 Sentence Structure pp. 64 – 65


o Section Practice pp. 478 -479

WEEK 5

DAY 13: 8:00 AM – 12:30 PM


Reading Comprehension and Reference Skills o Lesson 39: Unit 6 Making Inference and Draw Conclusions pp. 102 – 104


o Lesson 22: Unit 3 Sentence Fragments pp. 52 – 53


o Scientific Notation – Excel 2013 Formatting Cells p. 5

DAY 14: 8:00 AM – 12:30 PM

Steck-Vaughn Pre GED Language Arts, Reading o Lesson 9: Understanding the Author’s Purpose pp. 64 – 69

Steck-Vaugh Fundamental Skills Grammar and Mechanics (Beginning)

o Lesson 24: Unit 3 Run-Ons & Comma Splices pp. 56 – 57


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o Scientific Notation – Excel 2013 Formatting Cells - Full Page Video

DAY 15: 8:00 AM – 12:30 PM

Steck-Vaughn Pre GED Language Arts, Reading o Lesson 19: Unit 2 Comprehension and Contrasting pp. 136 – 141

Steck-Vaugh Fundamental Skills Writing, Grammar and Mechanics (Beginning)

o Lesson 29: Unit 3 Past Tense pp. 66 – 67


o Problems Solving Decimals

o Multiplying and Dividing – Full Page

WEEK 6

DAY 16: 8:00 AM – 12:30 PM

Steck-Vaughn Pre GED Language Arts, Reading o Lesson 8: Unit 1 Comparing and Contrasting pp. 61 – 63


o Lesson 32: Unit 3 Using Modals pp. 72 – 73


o Problems Solving Decimals

o Multiplying and Dividing

o Long Division– Full Page

DAY 17: 8:00 AM – 12:30 PM

Steck-Vaughn Pre GED Language Arts, Reading o Unit 3: Lesson 23 Applying Ideas & Synthesizing pp. 172 – 177

Reasoning Through Language Arts (RLA): www.gcflearnfree.org: Sentence Structure

o Sentence Fragments – Full Page


o Lesson 5: Fraction Basics pp. 436 – 437

DAY 18: 8:00 AM – 12:30 PM






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o Unit 3: Lesson 23 Applying Ideas & Synthesizing pp. 172 – 177

Reasoning Through Language Arts (RLA): www.gcflearnfree.org: Sentence Structure

o Grammar Run-On Sentences – Full Page


o Lesson 5: Improper Fractions and Mixed Numbers pp. 438-439

WEEK 7

DAY 19: 8:00 AM – 12:30 PM

Steck-Vaughn Fundamental Skills Reading (Beginning)

Reading Comprehension and Reference Skills o Unit 5: Lesson 33 Visuals in Workplace Texts pp. 83 – 85

RLA: Steck-Vaughn Pre-GED Complete Test Preparation o Lesson 29: Sentence Fragments and Run-Ons pp. 158 – 161


o Lesson 5: Equivalent Fractions pp. 440 – 443

DAY 20: 8:00 AM – 12:30 PM


o Lesson 2: Unit 1 Nonfiction Forms and Documents pp. 22 – 27

RLA: Steck-Vaughn Pre-GED Complete Test Preparation o Lesson 25: Parallelism pp. 145 – 146


o Lesson 6: Adding, Subtracting, Multiplying and Dividing Fractions pp. 444 –

457

DAY 21-24: 8:00 AM – 12:30 PM

Progress Assessment Week

Workforce Preparation Sessions for 2nd Start Students

WEEK 8

DAY 22: 8:00 AM – 12:30 PM


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Reading Comprehension & Reference Skills o Lesson 23: Unit 3 Scan pp. 57 – 58

RLA: Pre-HSE Core Skills in Reading & Writing o Lesson 1: Unit 5 Writing a Paragraph pp. 115 – 117


o Lesson 11: Ratios and Proportions pp. 480 - 487

DAY 23: 8:00 AM – 12:30 PM


o Lesson 24: Unit 3 Skim pp. 59 – 60

RLA: Pre-HSE Core Skills in Reading & Writing o Lesson 20: Unit 5 Writing a Paragraph pp. 118 – 120


o Lesson 12-13: Percent pp. 488 - 500

DAY 24: 8:00 AM – 12:30 PM


Reading Comprehension & Reference Skills o Lesson 25: Unit 3 Inference pp. 61 – 64

RLA: Pre-HSE Core Skills in Reading & Writing o Lesson 3: Unit 5 Transitions pp. 121 – 122


o Lesson 14 – 15: Percent pp. 501 – 514

WEEK 9

DAY 25: 8:00 AM – 12:30 PM

Steck Vaughn Fundamental Skills Reading (Beginning)

Reading Comprehension & Reference Skills o Lesson 22: Unit 3 Predict pp. 55 - 56

RLA: Pre-HSE Core Skills in Reading & Writing o Lesson 1 – 3: Unit 5 Practice pp. 123 – 124


o Lesson 16: Statistics and Probability pp. 515 – 522

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DAY 26: 8:00 AM – 12:30 PM

Steck-Vaughn Pre – GED Language Arts, Reading

o Lesson 12: Unit 1 Interpreting the Author’s Tone pp. 82 – 87

RLA: Pre-HSE Core Skills in Reading & Writing – New Readers Press o Lesson 15: Unit 2 Writing a Paragraph pp. 31 – 32

Mathematical Reasoning (Math): Steck-Vaughn Fundamental Skills – Statistics, Data

Analysis, and Probability

o Lesson 2: Collecting and Labeling Data pp. 4 – 5

DAY 27: 8:00 AM – 12:30 PM

Steck-Vaughn Pre – GED Language Arts, Reading

o Lesson 17: Unit 2 Identifying Point of View & Figurative Language pp. 124–

129

RLA: Pre-HSE Core Skills in Reading & Writing – New Readers Press o Lesson 1: Unit 6 Writing an Essay pp. 125 – 128



o Lesson 6: Constructing a Graph pp. 17 – 21

WEEK 10

DAY 28: 8:00 AM – 12:30 PM

RLA: www.gcflearnfree.org: Reading for Adult Literacy

o Instructors - Practice Reading

RLA: Steck-Vaughn Fundamental Skills – Writing (Beginning) Vocabulary and

Composition o Lesson 2 – 3: Unit 6: Writing an Essay pp. 129 – 135



o Lesson 10: The Mean and the Median pp. 36 – 37

DAY 29: 8:00 AM – 12:30 PM

RLA: www.gcflearnfree.org: Reading for Adult Literacy

o Instructors - Practice Reading



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Composition o Lesson 16: Unit 2 Keeping your writing focused on the Main Idea pp. 33 – 36



o Lesson 14 – 15: Probability pp. 50 – 54

DAY 30: 8:00 AM – 12:30 PM

o Compare and Contrast pp. 26 – 27


Composition o Lesson 20: Unit 3 The Writing Process pp. 44 – 49


o Lesson 17: Algebra – Expressions pp. 525 – 526

WEEK 11

DAY 31: 8:00 AM – 12:30 PM

RLA: Contemporary’s Pre-GED Language Arts, Reading

o Contrast pp. 45 – 48


Composition o Lesson 20: Unit 3 The Writing Process pp. 44 – 49


o Lesson 17: Evaluating Expressions pp. 527 – 530

DAY 32: 8:00 AM – 12:30 PM

RLA – Essential Reading I: Plato Coursework

o Comparisons


Composition o Lesson 21: Unit 3 Choosing an Organizational Structure pp. 50 – 53

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o Lesson 18: Solving Simple Equations pp. 531 – 532

DAY 33: 8:00 AM – 12:30 PM

RLA – Essential Reading I: Plato Courseware

Reading for Understanding

o Understanding Logical Relationships


Composition o Lesson 22: Unit 3 Write a Workplace Memo pp. 54 – 56


o Lesson 18: Evaluating Functions pp. 533 – 538

WEEK 12

DAY 34: 8:00 AM – 12:30 PM

RLA: Pre-HSE Core Skills in Reading and Writing

o Lesson 1 – Unit 2 Poetry and Drama pp. 33 – 36

Mathematical Reasoning (Math): Steck-Vaughn Fundamental Skills – Geometry

(Beginning)

o Lesson 1 – 2: Dimensional Shapes pp. 1 – 8

DAY 35: 8:00 AM – 12:30 PM


o Lesson 2 – Unit 2 Poetry and Drama pp. 37 – 39


(Beginning)

Lesson 8: Units of Temperature pp. 27 – 29

DAY 36: 8:00 AM – 12:30 PM


o Lesson 3 – Unit 2: Figurative Language in Poetry pp. 40 – 43

RLA: Writing

o Practice Writing Multiple Paragraphs


(Beginning)

o Lesson 10: Measurement of Time pp. 33 – 36

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WEEK 13

DAY 37: 8:00 AM – 12:30 PM


o Lesson 4 & 5 – Unit 2 Tone in Poetry pp. 44 – 47

RLA: Writing



o Lesson 12 – 13: Comparing Measurements pp. 40 – 45

o Lesson 12 – 13: Approximation of Measurements pp. 40 – 45

DAY 38: 8:00 AM – 12:30 PM


o Lesson 6 & 7 – Unit 2: Drama pp. 48 – 51

RLA: Writing



(Intermediate)

o Geometry – Circles

DAY 39: 8:00 AM – 12:30 PM


Unit 2: Lesson Review pp. 52 – 54

RLA: Writing



(Intermediate)

o Geometry – Measurement of Angels

WEEK 14

DAY 40: 8:00 AM – 12:30 PM


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o Unit 3: Reading Nonfiction pp. 56 – 58

RLA: Writing

o Write a Resume


(Intermediate)

o Geometry - Classifications of Angles

DAY 41: 8:00 AM – 12:30 PM


o Lesson 7 – Unit 3: Understanding Vocabulary pp. 73 – 75

RLA: Plato Courseware

o Fill in Application


(Intermediate)

o Protractor

DAY 42

Progress Week

DAY 43

Cycle Ends

19. Scope and Sequence (See Separate Handout)

A Project of the U.S. Department of Education

NRS Test Benchmarks for Educational Functioning Levels –ABE/ASE Updated February 2018

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Educational Functioning Level (EFL) Test Benchmarks

Beginning ABE Literacy

(Level 1)

Beginning Basic Education

(Level 2)

Low Intermediate Basic Education

(Level 3)

High Intermediate Basic Education

(Level 4)

TABE (11–12) scale scores

(grade level 0–1):

Reading: 300–441

Mathematics: 300–448

Language: 300–457



Reading: 442–500


Language: 458–510



Reading: 501–535


Language: 511–546



Reading: 536–575


Language: 547–583

Low Adult Secondary Education

(Level 5)



Reading: 576–616 Mathematics: 596–656

Language: 584–630

High Adult Secondary Education

(Level 6)


(grade level 11–12): Reading: 617–800

Mathematics: 657–800 Language: 631–800

HOLIDAY CALENDAR – 2020

January 20, 2020

MLK Holiday

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February 17, 2020

President's Day

March ,2020

Spring Break

April , 2020

Spring Holiday

May 25, 2020

Memorial Day

July 4, 2020

Independence Day

September 7, 2020

Labor Day

November 26, 2020

Thanksgiving Break

December , 2020

Winter Break

Houston Community College

Texas Adult Education & Literacy (AEL)

Content Standards

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Syllabus

Levels Grade Equivalent

ASE 5 & 6 9-10 & 11-12

ABE (Higher) 3 & 4 4-5 & 6-8

ABE (Lower) 1 & 2 0-1 & 2-3

Compiled By:

Sharon R. Gaudin, AEL Instructor

Houston Community College

Central Campus

June 12, 2018