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Baldwin, Polaris Program Evaluation

Polaris Program Evaluation for a Beginning Literacy Curriculum for Adult ELL’s

Sherilyn A. Baldwin

Shenandoah University

TSL 671, Dr. Humphries

December 11, 2013

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Table of Contents

Table of Contents ………………………………………………………………….2

Introduction …..........................................................................................................3

Environment Analysis ……………………………………………………………..5

Necessities, Wants, Lacks Assessment …………………………………………….7

Reliability, Validity, Practicality of the Assessments ……………………...8

Focus and Ideology ………………………………………...……………….8

Principles of Curriculum Development…………………………………………….. 9

Units of Progression and Sequencing ……………………………. . ………………11

Format and Presentation ……………………………………………………………12

Monitoring and Assessment ………………………………………………………..14

Formal Placement Assessment…………………………...... ………………15

Informal Placement Assessment……………………………………………15

Observation Assessment…………………………………. ………………..16

Short-term Achievement Assessments………...………..... ……………….17

Diagnostic Assessment…………………………………..............................17

Proficiency Assessment ………………………………….. ……………….18

Evaluation………………………………………………………….. ………………19

References…………………………………………………………………………..23

Appendix A-Scope and Sequence…………………………………..………………24

Appendix B- Syllabus………………………………………………………………25

Appendix C-Four Strand Activity Plan Worksheet………………………………...28

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Appendix D-Checklist of Skills……………………………………………………..29

Appendix E-Lesson Plan…………………………………………………………… 41

Appendix F- Activity Observation Assessment…………………………………….43

Appendix G- Beginning Literacy Curriculum Evaluation for Teachers/Tutors…………44

Appendix H-Resources Available for Course………………………………………46

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Introduction

This program evaluation is in response to a review of a multi-level adult ESL program

that serves all levels of adult ELL students, including beginning literacy English language

students. The focus is to strengthen literacy and language learning in the context of daily living

among beginning literacy adult English language students in the multi-level classroom. Each of

the five multi-level class sites has between ten and twenty-five students with one instructor per

site, except for the main campus which has two instructors. Although tutors are generally

available to assist students during small group time, not all are prepared to effectively instruct

beginning literacy students when these students join the class. In effect, beginning literacy

student needs are not consistently addressed in the multi-level class environment. In order to

overcome this, a mutually beneficial solution for instructors, tutors, and students would be to

have a detailed, easy to use, beginning-literacy adult ESL curriculum on-hand for small group

time.

As for the curriculum, a focus on alphabetics and phonemic awareness to develop reading

skills as described in Kruidenier (2002, p.35), is an essential for beginning literacy students.

Also, the development of basic writing, listening, and speaking skills that will help students

function daily in their community, job, and educational settings is a necessity. With this in mind,

a beginning literacy adult ESL curriculum should also be designed so that instructors or tutors

can easily assess student language proficiency, and identify language items and contexts that

need to be developed. Also, instructors and tutors using this curriculum should be able to easily

access texts and/or resources that support the language skills and contexts to be covered, and be

able to conveniently offer students access to materials and/or resources outside the classroom.

Environment Analysis

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After an initial review of the program, an environment analysis suggests that the

following curriculum design considerations should be addressed:

the multi-level nature of the class

the variety of student expectations

use of materials

varied instructional hours

multiple class locations

diverse instructor training, experience, and teaching style

a specified testing policy

In relation to the multi-level nature of the class, this program maintains the importance of

developing a sense of community while also addressing the needs of students of all levels.

According to Schwarzer (2009, p.28) “building a community in the ESL classroom helps provide

a safe environment where learners can interact and try out using the new language”.

Research from Gass (1997) about adult ESL students also suggests that when students interact in

class, they receive comprehensible input and feedback from each other (Schwarzer, 2009, p. 28).

This can happen during both large and small group interaction. With this in mind, the multi-level

class should allow for both large group and small group time, with one hour of small group

focusing on specific items related to beginning literacy. Also, due to the multi-level nature of the

class, tutors should be available to help lower-level students, either individually or in small

groups. This curriculum should support both instructors and tutors in meeting the needs of

beginning-literacy adult English language learners while allowing for effective instruction to the

other students in the class.

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Another environmental consideration, the variety of student expectations, may be

addressed by students discussing their expectations with the instructor and by completing

learning style surveys and goal-setting forms designed for beginning literacy students. These are

already available as a part of the intake process. Expectations and goals may be recorded in the

student portfolio; shared with other students during small group discussion; and then kept

available for quarterly review.

Also, although course texts are not permitted to leave the classroom or be written in,

students may be given the option to purchase one or two primary texts to be used throughout the

course. This would allow students more flexibility with materials-use. Further, related course

material can be offered to students via internet sites or on a class website so that students can

access related instructional materials beyond the classroom. According to research by Clement,

Dörnyei, & Noels (1994), “…teachers should create opportunities for learners to continue their

language- learning outside of class” (CAELA, n.d., p. 3). Promoting student access to related

classroom materials in print or online would be one way of doing so.

Additionally, since each class meets in a different location, classroom size and available

resources may vary according to location. Thus, each instructor is provided storage space for

class materials at each location. Requests for equipment and additional materials can be made to

the ESL Coordinator along with the opportunity to use any resources that each location has to

offer. It would be optimal for each site to inventory and document which materials are available

for use. Purposeful instructor communication with the ESL coordinator at the main campus may

allow for more effective distribution of materials among the five sites.

Among the five locations, only one class site is able to offer ten instructional hours per

week with the remainder of the locations offering four hours per week to students. Thus, the

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timing and application of the beginning literacy curriculum may vary from site to site. Instructors

should be given latitude when instructional hours are a factor. This may mean that some

instructors will allot more than one hour per session for beginning literacy students to work in

small groups.

Also, the diversity of instructor training, experience, and teaching style is perceived as an

asset to the program. Thus, feedback about scope & sequence, resource materials, and activities

can be used to strengthen and revise instruction throughout the course (see Appendix G). In

effect, the curriculum should allow for a variety of teaching styles that meet diverse student

needs, yet also provide structured options for beginning literacy instruction.

Finally, the testing requirements of the program mandate that each student take an

entrance and exit exam. In addition, other assessments will be made available for instructors to

use to maintain consistent evaluation of both student and course progress. This will be detailed in

the monitoring and assessment section.

Necessities, Wants, Lacks Assessment

The needs analysis process for this program includes tools that address the necessities,

lacks, and wants of students, as Nation and Macalister (2010, p.27) suggest. Needs analysis tools

will include a level-appropriate learning inventory; a goal-setting worksheet; proficiency testing;

and instructor observation.

Initially, the learning inventory provides insight into what students expect from the

course and how they prefer to get it. This includes discovering learning styles and preferences

along with expectations about English-language content and skill learning. The initial inventory

is a part of the intake process to completed during registration and will be placed in the student

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portfolio along with the goal-setting sheet. During goal-setting, students may communicate

specific speaking, listening, reading, and/or writing goals that students want to achieve.

In relation to assessing student lacks, the BEST Literacy test is designed to determine

language proficiency-level, and may also provide insight into basic language skills related to

reading and writing of personal information. The other testing option for students would be the

BEST Plus Test, which assesses listening and speaking skills. Often, students test at different

levels, depending on which test is used. Thus, instructors must consider which skills need to be

tested. It is recommended that beginning literacy students who have limited speaking skills be

given the BEST Literacy to determine proficiency in regard to alphabetics, basic personal

information sharing, and basic written communication.

Finally, the instructor observation during registration will provide insight into perceived

needs, lacks, and wants of students. In essence, these observations will inform instructors about

what students want to learn; what they need; and what they expect. Overall, observation

information plus information from the learning inventory, the goal-setting sheet, and the BEST

Literacy will provide a more comprehensive understanding of student needs, lacks, and wants.

Reliability, Validity, Practicality of the Assessments

The learning inventory’s reliability is strengthened because the form has both words and

pictures to assist low-proficiency students. This survey’s validity is supported by focusing on

basic English-language skills, and on fundamental learning styles and preferences. This tool is

practical relative to time and usefulness because students can complete it independently. Also,

the goal setting worksheet is practical and relevant for the student, instructor, and administrator

because it helps everyone understand student goals, and it potentially tracks progress if reviewed

quarterly. Further, it is reliable to the point where students are consistently and accurately

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reporting progress. Additionally, the BEST Literacy test is a reliable source for proficiency

progress, and relevant for beginning literacy students because it addresses English proficiency in

a variety of contexts. Finally, even though the teacher observation is the most subjective tool, it

is valuable because it supplements information from the other analysis tools.

Focus and Ideology

The focus for this curriculum should be narrow in order to meet the needs of the beginning

literacy English language students because the attrition-rate is likely to be higher if learning

needs are not recognized and addressed soon after arrival in class. Students often enter the

classroom with certain beliefs and expectations about what and how they will learn. The tools

used in the needs analysis will allow instructors to make optimal instructional decisions for

beginning literacy students that will help them learn effectively in the multi-level environment.

Principles of Curriculum Development

In regard to principles, one important content and sequencing principle for beginning

literacy adult English language learners may be that “a language course should provide the best

possible coverage of language in use through the inclusion of items that occur frequently in the

language, so that learners get the best return for their learning effort” (Nation & Macalister,

2010, p.40). With this in mind, beginning literacy adult English language learners need to learn

specific language items that commonly occur in the context of their community, workplace, or

educational setting. In many cases, these students may be refugees who need to adapt quickly to

their new home-country’s language and culture in order to find a job, housing, and obtain a

driver’s license. This principle has been used to guide this curriculum development by

identifying the most important language items and contexts that students will encounter during

their first few months in the United States.

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Next, course goals should be designed to help students become proficient in English in

the context of daily language encounters like greetings, sharing personal information, paying

bills, shopping, banking, and workplace interactions. Relatedly, sequencing can be adjusted

according to each student’s alphabetics and phonetic awareness levels, although greetings and

personal information will remain an essential starting point. Systematic feedback and assessment

is essential at this level as well, therefore, checklists (see Appendix D) will be used to inform

students and instructors of continued progress.

An essential principle related to format and presentation would be that “a course should

include a roughly even balance of the four strands of meaning-focused input, language-focused

learning, meaning-focused output, and fluency activities” (Nation & Macalister, 2010, p.51).

This is important for beginning literacy ELL’s because daily language encounters occur in

specific contexts that require combinations of listening/speaking or reading/writing skills that

need to be addressed instructionally. In order to ensure a four strands approach, the curriculum

scope and sequence will reflect reading/writing and listening/speaking skills. Further, the lesson

activity planning worksheet (Appendix C) and the lesson plan (Appendix E) will be formatted in

a similar manner, denoting meaning-focused input, meaning-focused output, fluency, and

language- focus sections. Assessment will reflect a four strands approach in that students will be

evaluated from a variety of communication needs and contexts in all four categories. Program

effectiveness assessment will also reflect a four strands approach in that instructors will be asked

to identify strands and learning conditions as they evaluate lesson activities (see Appendix F).

Finally, an essential principle of monitoring and assessment would be “the selection,

graduation, presentation, and assessment of the material in a language course should be based on

a careful consideration of the learners and their needs, the teaching conditions, and the time and

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resources available” (Nation & Macalister, 2010, p.65). All of these variables in this principle are

important in regard to adult ESL students. To address this principle, learning styles inventories

and needs assessments are to be used to provide essential information that informs the instructor

on how to effectively proceed with content, sequencing, presentation, activities, and assessment.

Since the classes are generally in constant flux related to student enrollment, quarterly reviews

of assessments regarding this principle will be essential.

Units of Progression and Sequencing

The primary unit of progression will be based on language functions related to imparting

and seeking basic and personal information, socializing, getting things done, and expressing and

finding out attitudes within personal, social, career, and educational contexts (Nation &

Macalister, 2010, p.75). This pathway of learning will help students to focus on English language

functions used in daily spoken and written contexts. Relative to other units of progression, if the

students have no knowledge of English, modules throughout the course will offer basic language

components like letters, sounds, and beginning-level vocabulary and phrases. Essentially, this

would be a combination of function and vocabulary units of progression. This is necessary

because beginning literacy students often enter the program with varied proficiencies in

speaking, reading, writing, and listening. Consequently, each student needs to show proficiency

with letter recognition and sounds, letter formation, and basic phonetic awareness in order to

move on to filling out forms, and/or providing personal information in a variety of contexts.

Brown’s (1995, pp.8-10) discussion of situational and functional syllabuses helped to determine

that language functions would be the priority with inclusion of situational details as well. For

example, students will learn how to:

Introduce themselves (function) to their neighbors, business owners, and potential

employers (situation)

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Use greetings/farewells (function) in a variety of contexts (situation)

Provide written and spoken personal information (function) to landlords, bankers,

merchants, school district officials etc... (situation)

Use polite requests/refusals (function) with neighbors, business people, or friends

(situation)

Make appointments (function) with friends, businesses, doctors, or teachers (situation)

Give/receive directions (function) for travel or task completion (situation)

Buying/ordering (function) food, clothing, shoes, books etc… (situation)

Money/banking/paying bills (function) for rent, groceries, utilities etc… (situation)

All of these functions require particular language items that will be detailed throughout the

curriculum, specifically so in the scope and sequence.

As for sequencing, due to the nature of managed open-enrollment, the course will take a

modular approach. As mentioned before, the range of English language proficiency among

beginning literacy students can vary, thus, the modular arrangement will allow students to begin

in the module most appropriate for their literacy level. For example, if a student needs to learn

the alphabet, then they will begin in that module. If a student is ready for simple words or simple

tasks like filling out a library card application, then that module will be the start point. It is

important to mention that students who enter the class several months into the semester can

participate in the activities of the multi-level class, but also may use small group time to begin to

work in the module that best addresses their language needs. Readiness to effectively instruct

beginning literacy students is the primary reason for developing this course.

Format and Presentation

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A balance of the four strands approach should be applied in this adult ESL course.

According to Cunningham- Florez & Terrill (2003), adult English literacy learners are faced in

real life with language tasks that involve the integration of language skills related to reading,

writing, listening, and speaking. With this in mind, it is reasonable to base activities on meaning-

focused input (listening and reading), meaning-focused output (speaking and writing), fluency

development (all four language skills) along with language-focused learning (grammar,

vocabulary, spelling, pronunciation, discourse). This will be reflected in the scope and sequence

chart, lesson plan format, and the activity observation assessment form.

In order to ensure a four strand balance as mentioned in Nation and Macalister (2010, pp.

90-94), each lesson plan format will include an activity section for each strand. For example,

meaning-focused input activity (listening and reading) could be listening to a level-appropriate

radio add or reading a sales flier. A meaning-focused output activity (speaking and writing)

might include calling 411 about a business location or contact information, and writing down the

address and phone number. Fluency development (may include all four skills) could include

reading baking directions on packaging aloud or listening for direction details. Finally, language-

focused (grammar, vocabulary, spelling, pronunciation, discourse) activities might encompass

writing and speaking exercises related to personal information sharing like birthdate, education

history, or family description. In essence, English language skill integration that applies a

language and fluency focus would be an optimal approach.

Ultimately, this course would not follow a set format since it will be utilized by six

different instructors at five separate locations. Although the overall program goals remain the

standard, the path each instructor may take to accomplish these goals may vary. Even though a

set format might enhance a balanced approach that could be easily accounted for, not all

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instructors prefer a prescribed format. This might be due to a flux in attendance; fluidity of

student needs/expectations; a difference in instructional hours for each site; and teaching styles.

Thus, a set format would not be optimal

Realistically, the course will reflect neither the block approach nor the thread approach

due to no activities running through a series of lessons (Nation & Macalister, 2010, p. 98) nor a

set format, as the block schedule reflects. Consequently, lesson planning is likely to be more

focused on each module and include a variety of activities directly related to key topics and

language functions within specific language contexts. Since lesson planning is to be done by

each instructor, prescribed blocks or activity threads are not realistic for this program.

A guided approach will be used throughout this course because it is designed for adult,

beginning literacy English language learners in a multi-level class who need small group or

individual instruction. This approach will include activities and materials that will be relevant

and interesting (Nation & Macalister; 2010, p.50); provide an even balance of the four strands

(Nation & Macalister, 2010, p.51); include substantial quantities of reading and listening

activities (Nation & Macalister, 2010, p.52); and the use of activities that increase fluency

(Nation & Macalister, 2010, p.54). Relevancy of materials and activity interest will be influential

in keeping students engaged and motivated during their small group time.

As suggested before, the four strands approach should support real-life language

interaction skills and is necessary for developing integrated language proficiency. With this in

mind, this curriculum should support meaning-focused input, meaning-focused output, a

language focus, and related fluency activities that mirror daily-life. These daily-life language

interactions might include conversing with neighbors or employers, reading and filling out a

library card application, or calling for an oil change appointment and recording time, day, and

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directions. Condelli’s (n.d., p.27) findings from a study on “what works” in regard to instructing

adult ESL literacy students shows support for using materials and interactions from everyday

life. In fact, Condelli (n.d., p.27) states that:

“One of the key findings of the study was that connecting literacy teaching to

everyday life made a significant difference in reading basic skills development.

To implement this strategy, teachers used materials from daily life that contained

information that students wanted to know about or with which they had some

experience.”

This may include the use of store fliers or ads, applications for rewards cards, store maps,

business hours signs, bill boards, or newspaper articles that can strengthen literacy in

contexts that students encounter daily. With this in mind, the Language in Context

activities that support daily language interactions support this approach and can be

viewed in the Scope and Sequence in appendix A.

Monitoring and Assessment

Monitoring and assessment for this adult ESL beginning literacy course should include

tools that can be easily utilized by either instructor or tutor. Each category of assessment will be

discussed throughout the remainder of this paper.

Formal Placement Assessment

The formal placement assessment will be the BEST Literacy test (form C) and should

occur after they have had six contact hours in class. The Best Literacy is approved for program

use by the Ohio Board of Regents along with the BEST Plus and CASAS for the ABE programs.

Approved for the adult ESL program, the BEST Literacy covers reading and writing assessment

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of basic literacy skills. As discussed earlier, this is to be administered upon student entry to the

program.

Informal Placement Assessment

In addition to the formal placement assessment, students should also be asked during

registration to use listening and speaking skills to provide their name, address, phone number

along with questions about how long they have been in the United States and how long they are

planning to stay. Sample items from this assessment would be “What is your last name?” and

“How do you spell that?” Other sample items might include county of residence, employer,

spouses’ name, and emergency contact information, all of which can be communicated in both

written and spoken form upon request. Clarification questions can also provide a more detailed

assessment as well. Overall, this informal assessment is both practical and efficient because

instructors and tutors can naturally interact with students during registration. Also, this

assessment approach is reliable in that skills sets are repeated throughout both assessments, and

validity is supported by the task itself: providing basic personal information in a way that

requires reading, writing, listening, and speaking skills.

Observation Assessment

The observation assessment applies to assessment of course activities, and should be brief

and easy to use by either instructor or tutor during any learning activity. Ideally, it should occur

once per module to consistently assess course effectiveness. Although subjective, this assessment

is to be used systematically by the instructor or tutor facilitating the beginning literacy

curriculum to reliably determine the effectiveness of activities throughout the course. Validity is

supported by including assessment items on the four strands approach; the learning

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goals/objectives; and observation of learning conditions that support each activity. See Appendix

F for details on this assessment.

Optimal conditions for observation should include a clear understanding of the learning

objective for each activity and well-defined learning conditions necessary for each activity to be

successful. For example, according to CAELA (n.d., p.5), “… research has focused on incidental

vocabulary, new words that are learned when one is focused on a meaningful task, such as

hearing or reading a story, rather than specifically on learning new words. However, researchers

like Laufer (1997) have found that a word bank of 3000 words must exist for students to use

context to understand incidental vocabulary meaning effectively (CAELA, n.d., p.5). With this in

mind, this curriculum supports beginning literacy activities that approach vocabulary

development using themes of related words, as suggested by other research as well. Theme-

based activities could be an optimal learning condition recorded in the observation assessment. If

tutors are unfamiliar with optimal learning conditions and are reluctant to perform observation

assessments, then the assessments can be modeled by the instructor to help the tutor become

more aware of conditions that promote learning in their small groups.

Short-term Achievement Assessments

The short-term achievement assessments will occur at the conclusion of each module.

They will reflect beginning literacy skills, language knowledge, and language-use in real life

contexts. A checklist of tasks will be used to track student progress. The checklists will be used

throughout the course after every module to reliably assess student progress. Validity of checklist

use is supported in that course goals are reflected in the assessments for each module and can be

found in the scope and sequence section. See Appendix D for skill checklists for each module.

Diagnostic Assessment

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A diagnostic assessment can also be conducted during the class registration process as

students fill out forms with basic personal information. This adult English language program has

a registration form that includes a written request for name, address, phone number, social

security number, employment information, citizenship status, residency status, and family

information. Interaction with students during this process allows the instructor to informally

assess language proficiency related to specific reading, writing, listening, and speaking tasks. It

is reliable when combined with the BEST Literacy results to determine specific areas of need.

This approach to assessment supports validity due to the relevancy of language items and context

related to the course goals.

The achievement assessment should be the BEST Literacy, form D, and is recommended

to occur after the student has had at least sixty instructional hours. In this program, students are

required to be tested yearly upon entrance and exit. Although the composite score is recorded at

the administrative level, the instructor is able to determine progress related to specific language

items and skills by reviewing the itemized grading sheet. Student test booklets and corresponding

grading sheets are available for instructor review to determine which language items and in

which language contexts students show achievement.

Proficiency Assessment

Relative to proficiency, the BEST Literacy is a test that is used for both placement (form

C) and proficiency (form D). It is practical and cost-effective as well as a reliable tool as it is

used systematically to determine progress related to language proficiency. Validity is supported

by the fact that items on the test mirror basic language skills that are woven into course goals.

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Evaluation

The course evaluation for this beginning literacy adult ESL curriculum will be a formative

evaluation in that the purpose will be to improve the course. There are no other courses like it in

the program and it is essential that it become a fine tuned, easy to use, and effective course for

beginning literacy adult ESL students. Instructor and tutor input will be foundational to this

evaluation because their valuation of ease of use and effectiveness of this curriculum is

foundational to improving it.

In addition to the ESL coordinator observation of small group time, the instructor and tutor input

regarding how, to what degree, and why the curriculum has helped or not helped students learn

English at their level, is essential. In effect, the instructor will not be the focus as much as the

curriculum will be, particularly during small group time. It is important to determine if the

curriculum is working for instructors, tutors, and students at all the sites.

The evaluation will cost in terms of hourly wages that may include up to twelve hours.

Essentially, the ESL coordinator would have to arrange time away from her teaching schedule to

visit the other sites. The time spent on-site would include one hour of observation of the small

group time and thirty minutes of dialoging with the instructor about their perspectives on the

course. Also, the director of ABLE would have to approve and support the evaluation for it to be

done effectively, especially since on-site visits need to be formally arranged.

Evaluation information to be gathered will include:

The amount of learning to be determined by the skills checklists discussed in the

assessment section.

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The quality of learning to be determined by the BEST Literacy, form D as also discussed

in the assessment section.

The quality of curriculum design using a course evaluation checklist to be completed by

instructors.

Teacher satisfaction of the curriculum design will be determined by a self-report scale.

The observation portion of the evaluation will include:

An observation form for small group time

A post-observation instructor interview

Results regarding the amount and quality of learning as determined by the skills checklists and

the BEST Literacy; the quality of curriculum design checklists; teacher satisfaction report scales;

and information gathered during the observations would be presented to the ESL coordinator in a

meeting. Discussion about successes and concerns regarding curriculum design and delivery as

well as considerations for any changes will be discussed at that time.

This evaluation is practical because it provides instructors the opportunity to offer input via a

brief checklist and self-report scale while also utilizing assessment tools already in place like the

BEST Literacy and skill checklists. Budgetary considerations for this evaluation are reasonable

in that it involves only six teachers at five sites with an estimated ninety minutes of paid time per

staff member plus ESL coordinator observations reflecting an estimated twelve hours. The

potential for positive impact of this curriculum on the program in relation to grant-funding may

well exceed the cost of this evaluation over time.

Supporting change

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Nation (2010, p.177) describes three change strategies and suggests that they “should be seen as

supporting each other rather than as alternatives to choose from…” In a sense, the change will

probably have to begin at the administrative level due to a tendency for instructors in the

program to remain in instructional patterns that are most familiar, but not necessarily most

effective. This is also true for tutors that have been volunteering for many years. However, I

believe that the normative-re-educative kind of change may be most effective at the instructor

level as discussions about the needs of beginning literacy students emerge. Candid, realistic

discussions among instructors are more likely to produce a healthy concern about instruction for

beginning literacy adult ESL students, which likely may lead to a greater receptivity to helpful

solutions, such as a new curriculum. Since the curriculum is designed to be a tool in the hands of

instructors, implementation will also be shaped by the instructor. This kind of flexibility will lead

to a greater assurance that the suggested curriculum will be accepted and implemented as a

beneficial tool for students, instructors, and tutors.

Conclusion

In conclusion, a beginning literacy program that can be administered during small groups

in an adult ESL multi-level classroom setting would potentially strengthen language learning

opportunities for students whose needs might otherwise remain overlooked. These beginning

literacy students can benefit from small group instruction that focuses on language items and

contexts that address their specific level and daily communication needs. The strength of this

curriculum is that it provides both instructors and tutors with a structured approach to beginning

literacy instruction while allowing the flexibility to choose among a variety of resources to

address other specified language items and contexts. In effect, with the environmental factors;

assessment considerations; curriculum design strategies and principles; and plans for evaluation

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discussed in detail to ensure realistic implementation, this curriculum is likely to strengthen

language learning opportunities for the beginning literacy student.

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References

Brown, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development

CAELA. (n.d.) English Language and Literacy Learning: Research to Practice. Topics in Adult ESL Education and Family Literacy: Part IV. Retrieved on November 16, 2013 from http://www.cal.org/caela/tools/program_development/elltoolkit/Part4-1EnglishLanguage&LiteracyLearning.pdf

Condelli, L. (n.d.). Effective Instruction for Adult ESL Literacy Students: Findings from the What Works Study. Retrieved on December 2, 2013, from http://www.nrdc.org.uk/uploads/documents/doc_54.pdf

Cunningham Florez, M. & Terril, L. (2003). Working With Literacy-Level Adult English Language Learners. Retrieved on October 24, 2013, from http://www.cal.org/caela/esl_resources/digests/litQA.html

Kruidenier, J. (2002). Research-based Principles for Adult Basic Education Reading Instruction. Washington, DC: National Institute for Literacy. Retrieved February 8, 2005, from http://lincs.ed.gov/publications/pdf/adult_ed_02.pdf

Nation, I.S.P. & Macalister, J. (2010). Language Curriculum Design. New York: Routlege.

Schwarzer, D. (2009). Best Practices for Teaching the Whole Adult ESL Learner. New Directions for Adult & Continuing Education, 121:25-33.

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http://lincs.ed.gov/publications/pdf/adult_ed_02.pdf

http://www.cal.org/caela/esl_resources/digests/litQA.html

http://www.nrdc.org.uk/uploads/documents/doc_54.pdf

http://www.cal.org/caela/tools/program_development/elltoolkit/Part4-1EnglishLanguage&LiteracyLearning.pdf

http://www.cal.org/caela/tools/program_development/elltoolkit/Part4-1EnglishLanguage&LiteracyLearning.pdf


Appendix A-Scope and SequenceModule Key Topics Listening/Speaking Functions Reading/Writing Functions Vocabulary & Related Phrases Online Resources Print Resources/ Other Resources

Module 1 Alphabet Say letters/identify spoken letters Identify and write letters capital, lower-case http://www.youtube.com/watch?v=d4VEsx4ERqE Foundations: p.2, Side by Side Pl us 1: p.1, Phonics Monster 1, pp. 1-60

Language & Literacy Spell name Spell name aloud Write first and last name last, first, middle http://www.eslvideo.com/esl_video_quiz_beginning.php?id=7083 Foundations: pp.4-7, Side by Side Plus 1: p 2., Oxford Picture Dictionary p. 4

Numbers 1-10 Say numbers/recognize spoken numbers Write numbers in address My address i s___. http://www.youtube.com/watch?v=tCV4UsDfn0E&list=PLqFo1Kt081vloglvoC5UT927AVVxywC4i Foundations: p. 10, Side by Side Plus 1: pp. 2-3., Oxford Picture Dictionary p. 4

Module 2 Telephone number Say phone number aloud upon request Write phone number My phone number is___. http://www.youtube.com/watch?v=LzqMU4SbGiM Foundations: pp. 8-9, Side by Side Plus 1: p. 4, Oxford Picture Dictionary p. 4

Personal Information Address Say address aloud upon request Write address My address i s___. http://www.youtube.com/watch?v=6RqSs5JfQTU Foundations: p. 11. , Side by Side Plus 1: pp. 5-6 , Oxford Picture Dictionary p. 4

Introductions Introduce yourself Recognize written name/address My name is___. http://www.youtube.com/watch?v=qt-2dmcEbJ4 Foundations: pp. 11 , Side by Side Plus 1: pp 6a-d. . , Oxford Picture Dictionary pp. 2-3

Language in Context Supermarket Ask clerk for a rewards card application Fill out form May I get a rewards card? https://www.cvs.com/account/s ignup.jsp?passedTransactionType=null&flow=flow&medication=null https://account.panerabread.com/Catering/CateringRegistration.action

Library Ask for a l ibrary card application Fill out form/provide drivers l icense May I get a l ibrary card? http://www.mcdl.info/index.php?option=com_content&vi ew=article&id=385&Itemid=60 Local l ibrary card application

Module 3 Greetings Greet a friend, neighbor, or teacher Read nametags of classmates Hel lo, my name is ________. http://www.youtube.com/watch?v=cQnD3qJiJPo Foundations: p. 15 , Side by Side Plus 1: pp . 3 , Oxford Picture Dictionary pp. 2-3

Personal Encounters Farewells Say goodbye to friend, neighbor, teacher Read/write farewell phrases Goodbye, see you later, bye… http://www.youtube.com/watch?v=we3I26DjDE0

Sharing personal info Share name, address, phone #, email etc… Write your name, address, phone # How do you spell that? http://www.youtube.com/watch?v=d4xHaGUx3c0 Foundations: p. 16 , Side by Side Plus 1: pp . 6c-d , Oxford Picture Dictionary p. 4

Making requests Request name, address, phone #, email etc.. Write other's name, address, phone # Could you repeat that? http://www.youtube.com/watch?v=8ou6DDG5e7I&list=PLJqawIJeqAgSOuH9yhR8f50HfmDbvk07h Foundations: p. 6 , Side by Side Plus : pp . 6 b

Saying thank you Say thanks to a friend, neighbor, or teacher Format a thank you note. Thank you for____. Dear, sincerely http://www.youtube.com/watch?v=vzX3bKgx_IU

Clarifying information Ask a clarifying question/listen for answer. Write spelling of street Did you say__? Can you spell that? http://www.youtube.com/watch?v=MkXcNZckW28 http://www.usingenglish.com/articles/how-to-teach-checking-clarifying.html

Pol ite refusals Pol itely refuse/ pol itly accept refusal Write a polite refusal. No, thank you. No, thanks. http://www.eslgold.com/speaking/accepting_refusing.html http://www.eslpoint.com/handouts/grammar_hd_offers.html

Language in Context ESL class Greet classmates, repeat their names Write names of classmates Hel lo, I am ____. What is your name? http://www.youtube.com/watch?v=oWP9Riq-ZB http://www.youtube.com/watch?v=C0eu8OQ-cfQ

Neighbor/store clerk Greet neighbor/store clerk using first name Write their name/read nametag Good morning, afternoon, evening http://www.youtube.com/watch?v=3QZGQPpoT9k

Neighbor/store clerk Say farewell to neighbor, store clerk Recognize correct farewell phrases It was nice to meet you. Goodbye. http://www.englishpond.com/speaking/Communication%20and%20daily%20English/goodbyes/

Module 4 Pronunciation Listen to/say short a,e,i word lists Read short a, e, i word lists aloud Which vowel is in the word ______? http://www.stickyball.net/esl-phonics-printables.html Phonics Monster: Short Vowels, pp. 1-28

Language & Literacy Rhymes Listen to/repeat a, e, i rhyme words Read short a, e, i word lists aloud The letter __ sounds like___. http://www.stickyball.net/esl-phonics-printables.html?id=133 http://www.theschoolhouse.us/l essons/lesson5.html

Sentences Listen to short stories with a, e, i words Write sentences using short a, e, i This is a __________. It is _____________. http://stickyball.net/esl-phonics-printables .html?id=598 http://www.really-learn-english.com/english-short-stories-level-01-story-01.html

Dolche sight words Listen to/repeat sight words Read sight words a, and, away, big, blue, can, come, down http://www.quiz-tree.com/sight-words-lis t-PrePrimer.html

Module 5 Days of week Recognize recite days of week Read/write days of week in sequence Mon.Tues…weekday, weekend, humpday http://www.youtube.com/watch?v=n9zdtuOJAEM Foundations: p. 53,

Time Months of the year Recognize recite months of year Read/write months of year in sequenceJanuary is the first month… February is http://www.youtube.com/watch?v=Whotv_XohAI Foundations: pp. 47, 56-57

Numbers 1-31 Recognize/say numbers 1-31 Write number 1-31 1, 1st, 2, 2nd, 3, 3rd, 4, 4th, 5, 5th etc… http://www.youtube.com/watch?v=SDyTa6rO0E0 Foundations: p. 46

Dates Say date: month, day, year Read/write date: month, day, year October 22, 2013=10/22/13 http://www.youtube.com/watch?v=D4EBbD34KHM Foundations: pp. 54-55

Time of day Say time of day: including am, pm Read clock, write time of day 2:45, quarter til , 15 minutes til etc… http://www.youtube.com/watch?v=zEKLqgvUSDM Foundations: pp. 50-51

"When" Say/listen for indication of when Look for/write about "when" Today, yesterday, next week, now, later http://www.youtube.com/watch?v=pHkzORLjWd4 Foundations: p. 52

Language in Context Schedule Cal l movie theatre for movie days/times Write information When is the ______________________? Hickory Ridge Cinemas1055 Pearl Road, Brunswick, OH 44212, (330)220-0110 Cinemark Strongsville17450 Southpark Center, Strongsvil le, OH 44136

Store hours Cal l any store for days/hours of operation Write down days/times When is your store open? Kmart Brunswick, Ohio (330) 225-0700 Walmart Supercenter (440) 826-0004 - 8585 Pearl Rd, Strongsville, OH

Meeting with people Cal l a friend to get together Write down date and time. What days are open?

Module 6 Pronunciation Listen to/say short o, u word lists Read short o, u word li sts aloud Repeat after me. http://www.stickyball.net/esl-phonics-printables.html?id=149 Phonics Monster: Short Vowels, pp. 29-46

Language & Literacy Rhymes Listen to/repeat o,u rhyme words Read short o, u rhyme lists aloud Listen for the rhyme in ____&_____. http://www.stickyball.net/esl-phonics-printables.html?id=146 Phonics Monster: Short Vowels pp. 31-32, 41-42

Sentences Listen to short stories with short vowels Write sentences using short o, u The sun is hot. He is not fun. http://www.stickyball.net/esl-phonics-printables.html?id=151 Phonics Monster: Short Vowels pp. 34, 44

Dolche sight words Listen to/repeat sight words Read sight words all, am, are , at, ate, be, black, brown http://www.quiz-tree.com/sight-words-lis t-Primer.html

Module 7 Street addresses Ask for for/repeating numbers Recognize/write street/house #'s What i s the street name? http://www.eslpod.com/website/show_podcast.php?issue_id=3420594# Foundations: pp. 10-11, Side by Side Plus 1: pp 6b-6c., Oxford Picture Dictionary p. 4

Going places Street names Ask for/asking for spel ling of streets Recognize/write street names What i s the street/house number? Foundations: pp.15-16

Kinds of streets Say names of kinds of streets Recognize variety of street types Rd.. St. Circle, Ct., Ln, Blvd.,Way etc… http://www.usingenglish.com/forum/ask-teacher/137875-defining-street-road-avenue-boulevard.html http://en.wikipedia.org/wiki/Street_or_road_name

Language in Context Finding addresses Cal l 411, call a business for directions Use Whitepages: phonebook/online Name of city/state/business https://maps.google.com/

Clarifying information Listen for/repeat street number/name Write/read back street number/name Is that___? Did you say___? B as in boy. http://www.whitepages.com/

Module 8 Money System Recognize/name paper/coin value Read/write dollars and cents $, decimal point, dime, nickel, quarter http://www.youtube.com/watch?v=abuAXaYWCig

Daily Business Paying Bills Discuss due date, amount due Write a check, make online account To___, number words, signature, memo http://www.youtube.com/watch?v=QNSCfoV0IIs

Purchases Ask for price, product, location in store Read lables on food/cl othing Do you have___? Where is the__? Isle http://www.youtube.com/watch?v=J2UyPAwiEz0 http://www.qualitytime-esl.com/IMG/mp3/Essential_English_06-Please_Thank_You.mp3

Consumer Skills Listen for/discuss advertisements Read store ads/write a shopping list Sale, __% off, clearance, BOGO, layaway http://www.youtube.com/watch?v=enzkdcCE8s4

Language in Context Pricing products Ask store clerk for a price Locate and record product prices $1.99, .69, retai l, bulk, barcode, item # http://www.youtube.com/watch?v=TvXVAWqun8M

Sales/price per unit Estimate price using ounces, , lb, quantity Read/understand lables Ounce, pound, half, quarter, gallon http://www.youtube.com/watch?v=KYTg9uBnHeA Oxford Picture Dictionary; p. 75

Module 9 Short vowel review Listen to/say short vowel words Read short vowel sentences tan, bit, cup, got, hem, jam, kid, luck http://www.stickyball.net/esl-phonics-printables.html?id=149 Phonics Monster: Short Vowels, pp. 48-56

Language & Literacy Pronunciation Listen to/say long a words/sentences Read long a words/sentences aloud hai l, same, day, ate, make, say, sake http://www.stickyball.net/esl-phonics-printables.html?id=343 Phonics Monster: Long Vowels, pp. 1-4

Short a and long a Listen to/say short and long a words Read long a and short a words aloud hat/hate, bat/bait. lack/lake, tap/tape http://www.stickyball.net/esl-phonics-printables.html?id=134 Phonics Monster: Long Vowels, pp. 5-6

Comparing sounds Listen to/say short a, short e, long a words Read short a, short e, long a sentences man/men/mane, fad/fade/fed http://www.stickyball.net/esl-phonics-printables.html?id=353 Phonics Monster: Long Vowels, pp. 7-8

Words in context Listen to long a story, rhyming Read long a story aloud Fay and Jane like to play at the lake. http://www.stickyball.net/esl-phonics-printables.html?id=347 Phonics Monster: Long Vowels, p. 9

Dolche sight words Listen to/say sight words Read sight words aloud after, again, an, any, as, ask, by, could http://www.quiz-tree.com/sight-words-lis t-First-Grade.html

Module 10 Food categories Recognize/name food categories Read/create shopping list by category fruit, vegetables, grain, dairy, meat http://www.youtube.com/watch?v=TvXVAWqun8M Foundations: pp. 104-106, 109, Side by Side Plus 1: p 164a, Oxford Picture Dictionary: pp. 68-71

Food Food names Recognize/name food i tems Read store map/items per isl e beef, chicken, fish, rice, potato etc… http://www.walmart.com/storeLocator/ca_storefinder_details_short.do?edit_object_id=1939 Foundations: p. 108, Side by Side Plus 1: 164a, Oxford Picture Dictionary: 72-73

Food shopping Ask location for certain foods items Use store map to locate food isle, shelf, perimeter, deli , bakery Foundations: p. 108, Side by Side Plus 1: 164a, Oxford Picture Dictionary:

Food preparation Recognize/say general cooking terms Read directions: heating/preparation Preheat, bake, broil, boil, stir, simmer http://www.wikihow.com/Make-Popcorn Oxford Picture Dictionary; pp. 76-77

Recipes Listen to/repeat ingredients & measurement Read/write ingredients/measurement T, tsp, cup, 1/2, 1/4. 3/4, pinch, heaping http://www.youtube.com/watch?v=KYTg9uBnHeA Oxford Picture Dictionary; p. 75

Language in Context Grocery store Using store ad pictures, name food items Read store ad to look for bargains. double coupons, 2 for___. bargain www.gianteagle.com Target at http://weeklyad.target.com/elyria-oh-44035/homepage

Share favorites Talk about favorite foods/recipes Create shopping list with prices check off items, herbs, spices, vanilla http://www.walmart.com/shoppinglists/Main.do Family Dollar at http://www.familydollar.com/pages/hotitems.aspx

Share a recipe Explain ingredients in a favorite dish Write recipe on card for friend recipe card, ingredients, mix, blend http://www.tasteofhome.com/

Module 11 Pronunciation Listen to/say long e words/sentences Read long e words/sentences aloud feed, meat, Pete, key, thief, seek, team http://www.stickyball.net/esl-phonics-printables.html?id=342 Phonics Monster: Long Vowels, pp. 11-12

Language & Literacy Comparing sounds Listen to/say short e, long e words Read/write short e, long e words bet/beat, pet/seat, dell /deal, led/lead http://www.stickyball.net/esl-phonics-printables.html?id=135 Phonics Monster: Long Vowels, p. 13

Words in context Listen to long e story Read long e story aloud Steve, monkey, looked, book, read, Eve http://www.stickyball.net/esl-phonics-printables.html?id=348 Phonics Monsters: Long Vowels, p. 14

Comparing sounds Listen to/say short i, long e words Read short I, long e words aloud bit/beat, sin/seen, dil l/deal, bean/been http://www.stickyball.net/esl-phonics-printables.html?id=148 Phonics Monster: Long Vowels, pp. 15-16

Dolche sight words Listen to/say sight words Read sight words aloud always, around, because, been, before http://www.quiz-tree.com/Sight-Words_Second-Grade_1_funWords.html

Module 12 My schedule Listen to/answer questions about schedule Write appointments for each day What are you doing this week? Today? http://www.englishmedialab.com/begi nnervideos/time/time.html Foundations: p. 34, Side by Side Plus 1: pp. 87-88, Oxford Picture Dictionary: pp, 38-39

Daily Activities Activities Talk about what you do every day. List activities for the week Today I will…, This week I will ….. http://www.youtube.com/watch?v=nL7-sKHM1mA Foundations: pp. 32-39, Side by Side Plus 1: p. 87, Oxford Picture Dictionary: pp. 38-39

Ordinal numbers Talk about the order of activities Read activity with date and time first, second.. On May 21 at 4:30… http://www.youtube.com/watch?v=l3wCkZvftB8 Foundations: pp. 32-39, Side by Side Plus 1: p. 87, Oxford Picture Dictionary: pp. 38-39

Scheduling appointment Listen to an appointment conversation Read dialogue on making appt aloud problem, concern, check-up, available http://www.eslfast.com/robot/topics/health/health16.htm Foundations: pp. 52-53, Side by Side Plus 1: pp. 127-129, Oxford Picture Dictionary: pp. 20-21

Language in Context Cal l for oil change appt. Explain what you need done and when. Write down appt information maintanence, tire rotation, mileage http://northgatewaytire.com/ Meineke at http://www.meineke.com/

Cal l for reservation Eplain dates, times & respond to Q's Write down reservation information rate, hourly, daily, l iability, rental Days Inn at http://www.daysinn.com/ Enterprise at http://www.enterprise.com/car_rental/home.do

Check flights online Enter dates, times, detination

Module 13 Pronunciation Listen to/say long o words Read/write long o words/sentences hope, boat, nose, foam, moan, mope http://www.stickyball.net/esl-phonics-printables.html?id=345 Phonics Monster: Long Vowels, pp. 29-32

Language & Literacy Comparing sounds Listen to/say short o & long o words Read short o/long o words aloud bot/boat, cod/code, dot/dote http://www.stickyball.net/esl-phonics-printables.html?id=137 Phonics Monster: Long Vowels, pp. 33-34

Words in context Listen to long o story Read long o story aloud jokes, note, boat, hope, Joan http://www.stickyball.net/esl-phonics-printables.html?id=350 Phonics Monster: Long Vowels, p. 36

Pronunciation Listen to/say long u words Read/write long u words/sentences flew, noon, moon, tube, cool, dune http://www.stickyball.net/esl-phonics-printables.html?id=346 Phonics Monster: Long Vowels, pp. 39-42

Comparing sounds Listen to/say short u/long u words Read long u/short u words aloud cub/cube, bun/boon, cut/cute http://www.stickyball.net/esl-phonics-printables.html?id=355 Phonics Monster: Long Vowels, pp. 43-44

Words in context Listen to long u story, rhymes Read long u story aloud jukebox, Luke, tunes, rude, http://www.stickyball.net/esl-phonics-printables.html?id=351 Phonics Monster: Long Vowels, p. 55

Review of vowels Listen to/say short/long vowel words Read short/long vowel sentences aloudhat/hate, bet/beat, bit/bite, got/goat http://www.stickyball.net/esl-phonics-printables.html?id=138 Phonics Monster: Long Vowels, pp. 47-55

Dolche sight words Listen to/say sight words Read sight words aloud any, better, both, bring, what, when http://www.english-zone.com/reading/dolch.html

24


Appendix B: Syllabus

SYLLABUSBeginning Literacy English for Adults

Tuesday and Thursday, 9:30-11:30

INSTRUCTIONAL GOALS

Beginning literacy adult English language students will gain foundational knowledge about alphabetics, phonemic awareness, basic literacy, and basic conversational skills in the daily language contexts of home, the community, educational settings, and workplace environments.

At the end of this course, you will

Identify names and sounds associated with letters of the alphabet Decode three and four letter words using phonemic understanding Understand and respond to greetings and simple requests for personal information in both

spoken and written form. Form capital and lower case letters Write read and write simple words Understand, respond to, and form simple clarifying questions Identify and use numbers 1-100 for business transactions, money exchanges, dates,

times, personal information, contact information, directions, shopping, measurements, food preparation, and for ordinal use.

Recognize Dolche sight words Understand, respond to, and form polite refusals, requests for directions, expressions of

gratitude, departure expressions and requests for appointments, services, or referrals. Decode words in short stories Read and write simple sentences

NEEDS AND RESOURCES

To successfully complete this course, you must Attend class regularly Spend time outside of class reviewing and practicing English (at least 4 hours per week) Complete all assigned homework Be prepared to participate in small groups

Suggested Materials

To successfully complete this course, it is suggested that you obtain your own copy of: Adelson-Goldstein, J. & Shapiro, N. (2008). Oxford Picture Dictionary. New York: Oxford

University Press. Spigarelli, J. (2008). Oxford Picture Dictionary: Low Beginning Workbook. New York:

Oxford University Press.

25


Additional Print Resources

Giles, B.& Ruger, J. (2009) Phonics Monster - Book 2: Short Vowels. Lexington, KY: CreateSpace Independent Publishing Platform

Giles, B.& Ruger, J. (2009) Phonics Monster - Book 3: Long Vowels. Lexington, KY: CreateSpace Independent Publishing Platform

Molinsky, S. & Bliss, B. (2008). Side by Side Plus 1: Life Skills, Standards, & Test Prep (3rd Ed). New York: Pearson Education ESL.

Molinsky, S. & Bliss, B. (2006). Foundations (2nd Ed). New York: Pearson Education ESL.

Online Resources http://www.stickyball.net/phonics-monster.html www.sbaldwin.net

POLICIES AND PROCEDURES

General Rules:

Be on time Email the instructor on days that you are unable to attend class Be sure to bring any technology to class that will help you learn English. Please, no texting in class

Testing Policies:

All students are required to take an entrance and exit exam. The BEST Literacy or BEST Plus will be given once per student entering the program and once per student upon exiting the program. It is the student’s responsibility to inform the instructor two weeks prior to exit date to schedule a test date.

ADDITIONAL INFORMATION

Please check the Polaris website for holiday closure schedules at http://www.polaris.edu/adult-education/able-ged/learn-to-speak-english/esl-holiday-break-schedule/

COURSE SCHEDULE

Beginning Literacy English Weekly Schedule

Week 1 Alphabet, name, numbers 1-10 Phonics Monster, Book 1 pp. 1-60Foundations, pp. 2, 4-7, 10Oxford Picture Dictionary, pp. 4Side by Side, Plus 1, pp. 1-3

26

http://www.polaris.edu/adult-education/able-ged/learn-to-speak-english/esl-holiday-break-schedule/

http://www.polaris.edu/adult-education/able-ged/learn-to-speak-english/esl-holiday-break-schedule/

http://www.sbaldwin.net/

http://www.stickyball.net/phonics-monster.html


Week 2 Personal Information, telephone number, address, introductions

Side by Side, Plus 1, pp. 4-6Foundations, pp. 8-11Oxford Picture Dictionary, pp. 2-3, 4Review Phonics Monster, Book 1, pp. 1-60

Week 3 Greetings, farewells, sharing personal information, making requests, saying thank you, clarifying, polite refusals

Foundations, pp.6, 15-16Oxford Picture Dictionary, pp. 4Side by Side, pp. 4-6

Week 4 Short a, e, i words, sentences, stories, Dolche sight words

Phonics Monsters, Short Vowels, pp. 1-28

Week 5 Days of the week, months of the year, numbers 1-31, dates, time, learning to use phrases about when something will happen.

Foundations, pp. 46-47, 50-57

Week 6 Short o, u words, sentences, stories, Dolche sight words

Phonics Monsters, Short Vowels, pp. 29-46, 31-32, 41-42, 34,44

Week 7Street Addresses, street names, kinds of streets

Foundations, pp. 10-11Oxford Picture Dictionary, pp. 4Side by Side, Plus 1, pp. 6b-6c

Week 8Money system, paying bills, purchases, consumer skills

Foundations, p 132Local store ads for food items & prices, food items labels

Week 9 Short vowel review, long a, long e words, sentences, stories, Dolche sight words

Phonics Monsters, Short Vowels, pp. 48-56 Phonics Monsters ,Long Vowels, pp. 1-9

Week 10Food categories, food names, food shopping, food preparation, recipes

Foundations, pp. 104-109Oxford Picture Dictionary, pp. 72-77Side by Side, Plus 1, p. 164a

Week 11 Long e words, sentences, stories, Dolche sight words

Phonics Monsters, Long Vowels, pp. 11-16

Week 12 Daily & Weekly schedule, daily activities, ordinal expressions, scheduling appointments

Foundations, pp. 32-39, 52-53Oxford Picture Dictionary, pp. 20-21, 28-29Side by Side, Plus 1, p. 87-88, 127-129

Week 13 Long o, long u words, sentences, stories

Phonics Monsters, Long Vowels, pp. 29-55

27


Appendix C- Four Strand Activity Plan Worksheet

Lesson Activities Class: Date:

Meaning-focused Input Meaning-focused Output (Listening & reading) (Speaking & writing)

a

Topic

T TopiT

Fluency Language Focus (Speed & accuracy) (Grammar, spelling, punctuation)

28


Appendix D-Checklist of Skills

Beginning Literacy ELL Checklist

Module 1 √ Date Comments

Say letters in the alphabet

Identify letters in the alphabet

Write letters in the alphabet

Write first and last name

Say first and last name

Spell name aloud

Recognize spoken letters

Say numbers 1-10

Identify numbers 1-10

Write numbers 1-10

Recognize spoken numbers

Say address

Write address


Introduce self to classmate

Say phone number upon request

Say address upon request

Fill out form with name, address, and phone number.

29




Greet teacher/classmates

Read nametags of classmates during greeting time

Share personal information with classmates: name, address, phone number, email by speaking

Share personal information with classmates: name, address, phone number, email in writing

Make a request for personal information of classmates

Write personal information of classmates

Ask for spelling of name, street, city, email

Ask for clarification of pronunciation, spelling, and accuracy

Say farewell (in person, on phone)

Write a goodbye note

Say thank you in conversation

Write a short thank you note

30


Use polite refusals in conversation



Pronounce short a words

Read short a words aloud

Pronounce short e words

Read short e words aloud

Pronounce short i words

Read short i words aloud

Read short a sentences aloud

Read short e sentences aloud

Read short i sentences aloud

Write short a words sentences

Write short e words in sentences

Write short i words in sentences

Read Dolche sight words aloud- list 1

Read story with short a, short e, and short I words.

31




Say days of the week

Recognize names/ days of week

Write names of days of week

Say months of year

Recognize months of year

Write months of year

Say numbers 1-31

Recognize numbers 1-31

Write numbers 1-31

Recognize ordinals in dates

Say ordinals in dates

Read dates: month, day, year

Say dates: month, day, year

Recognize numbers on clock

32


Say time phrases: quarter til, half past, 5:15, 25 til etc…

Say time of day including am, pm

Listen for “when” – in one hour, tomorrow, on the 23rd, next Tuesday, yesterday, next week, now etc…

Ask a friend to go to lunch including day, time, place (role play)



Pronounce short o words

Read short o words aloud

Pronounce short u words

Read short u words aloud

Recognize short o rhyme words

Read short u rhyme words

Read short o words in sentences

Read short u words in sentences

Discriminate between short o and short u words- listen for & write words

33


Read Dolche sight words- list 1

Read short story with short vowel words



Ask for numbers in street address

Listen for and write numbers in street address

Ask for street name

Ask for spelling of street name

Recognize street names

Recognize variety of street types

Find an address on white pages

34


Read and copy address of business

Listen for number, street name, city, state, zip code in address.

Write number, street name, city, state, zip code in address.



Recognize names and values of money- coin and paper

Read prices in advertisements

Write down prices ex.$ 1.69, .09 with proper use of decimal point

Read a bill and identify amount, due date,

35


Identify components of a check: name, date, dollar amount, written dollar amount, memo, signature

Write a check

Identify the price and description of an item in a store advertisement in print.

Identify the price and description of an item in from a store commercial or radio ad.

Recognize numbers 1-100



Pronounce long a words

Read long a words aloud

Discriminate between long a and short a words

Discriminate between long a, short a, and short e words

36


Recognize long a rhyme words

Read long a rhyme words

Read long a word sentences

Write long a words

Write long a words in sentences

Listen for and write long a words

Read Dolche sight word aloud- list 2

Read story with long a words.



Recognize food categories

Say food categories aloud

Write food categories

Recognize food names

Say food names aloud

Write food names

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Use store map and identify location of food items

Identify store sections: produce, deli, pharmacy, dairy, meats

Recognize general food preparation terms

Say general food prep terms

Recognize recipe format

Identify recipe ingredients

Identify recipe measurements

Listen for and write names of ingredients

Read recipe ingredients and measurements.

Recognize foods in advertisements

Write food names and prices

Recognize coupons/values



Pronounce long e words

Read long e words aloud

Pronounce long i words

Read short long i aloud

Read long e words in sentences

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Read long i words in sentences

Discriminate between short e and long e words- listen for & write words

Discriminate between short i and long i words- listen for & write words

Read short story with long vowel words

Read Dolche sight words- list 1



Recognize concept of schedule, days, dates, and times by explaining schedule for the week

Talk about daily activities

Use ordinal expressions to talk about order of schedule.

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Role-play the scheduling of an appointment in person

Practice an online reservation for an airline reservation or car rental



Pronounce long o words

Read long o words aloud

Discriminate between long o and short o words

Read long on words aloud in a short story

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Recognize long o rhyme words

Read long u words aloud

Read long u word sentences

Write long o and long u words

Write long o and long u words in sentences

Listen for and write long o and long u words

Read story with long a words

Read Dolche sight word aloud- list 3

Appendix E- Lesson Plan

Instructor: Baldwin Class: Adult ESL, Brunswick Date: December 11, 2013

Lesson Plan

Theme/Topic: Days of the week/Months of the year. Time: One hour

Objective(s): -Students will be able to show their ability to recognize and say the days of the week by identifying days in order and saying them.

-Students will be able to show their ability to recognize and say the

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months of the year by identifying written months in order and saying them.

Materials: Foundations, pp. 47, 53, 56-57, calendar,

Introduction: Students will be asked if they have any type of calendar in their wallets, purses, or on their ipads, tablets, or cells phones. They will identify how many months are in the year. (5min)

Presentation: (10 min)1. Students will be asked to look at their own calendar or p. 56 of Foundations.2. Students will be asked to recite the months of the year aloud.3. Students will be asked to look at the days of the week on their calendar or on p. 47 of Foundations

and recite them aloud.

Four strands activities: (25 min)

Meaning-focusedoutput

-Students will introduce themselves in small group and share the month in which they were born.-Student will be asked to say one day of the week and one thing they will do on that day.

Meaning-Focused input

-Students will listen to other students speaking in small group about the month of their birth and write down their name and the month of their birth.-Students will listen to the emphasis on syllables for the days and months and mark the syllable emphasized.

Fluency-focus -Students will be asked to read names of days and months using correct emphasis on syllables.-Students will be asked to identify written names of months and days by listening to the instructor say the name, and then point to the correct notecard with the name of month or day.

Language-focus -Students will use phrases like:I was born in _________________. (month of year)On _________________(day of week), I will _________________ (activity).

Evaluation: (15 min)

Students will use notecards, each with a month of the year, place them in order and say

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them aloud. Students will use notecards, each with a day of the week, place them in order, and say

them aloud.

Closure: (5 min) Explain that months can be expressed using their full name, an abbreviation, or a number. For homework, have students write list the 12 months in their journal, write the abbreviation, and note the number that represents each month. For example, January- Jan.-1, February-Feb.-2…..

Notes: Next lesson will cover numbers 1-31, writing dates like 12/11/13, time, expressions of “when”, and scheduling appointments.

Post-lesson notes:

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Appendix F- Activity Observation Assessment

Circle all that apply.

1. Which strand(s) did this activity support?

Meaning-focused output Meaning-focused input Grammar-focus Fluency

2. Students participated:

Always Often Sometimes Rarely Never

3. The activity provided opportunity for students to ___________________________________.Learning goal/outcome*


4. Evidence of learning conditions* such as ______________________________________ and

______________________________________________________________________occurred:


5. I would use this activity again:


*Learning outcomes and learning conditions should be listed as a part of the assessment.

Resources that help identify optimal learning conditions for beginning literacy adult ELLs’:

AMEP Research Centere. (2007). Course Planning for Preliterate and Low-literacy Learners. Retrieved on December 4, 2013, from http://www.ameprc.mq.edu.au/docs/fact_sheets/Teaching_Issues_Fact_Sheet_10.pdf

Tindall, E.& Nisbet, D. (2010). Exploring the Essential Components of Reading. Journal of Adult Education, 39:1. Retrieved on December 4, 2013, from http://files.eric.ed.gov/fulltext/EJ891080.pdf

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http://files.eric.ed.gov/fulltext/EJ891080.pdf

http://www.ameprc.mq.edu.au/docs/fact_sheets/Teaching_Issues_Fact_Sheet_10.pdf


Appendix G- Beginning Literacy Curriculum Evaluation for Teachers/Tutors

Scope and Sequence

Check one box Yes No N/A Comments

Key topics were relevant and useful to students

Functions and order of functions effectively supported literacy development

Vocabulary and related phrases were relevant and useful to students

Online resources were relevant and useful for instruction

Print resources were available and useful for instruction

Use of Curriculum


Curriculum was easy to use.

Curriculum was helpful in addressing the needs of beginning literacy students.

Tutors were able to use curriculum with ease in small group settings.

Curriculum supported lesson planning efforts for beginning literacy students.

The four strands activities structure was helpful and practical

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Student Participation and Progress


Overall, student participation was satisfactory during small groups.

Overall, students were motivated and actively contributed to group interaction.

Overall, student progress was satisfactory.

Student progress was easy to track.

Recommendations

I would recommend this curriculum to other instructors of beginning level students.

I would use this curriculum again.

This curriculum could be improved.

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Appendix H- Resources Available for Course

Adelson-Goldstein, J. & Shapiro, N. (2008). Oxford Picture Dictionary. New York: Oxford University Press.

Spigarelli, J. (2008). Oxford Picture Dictionary: Low Beginning Workbook. New York: Oxford University Press.

Baldwin, S. (2013). ESL Brunswick. Retrieved on October 25, 2013, from www.sbaldwin.net

ESL Phonics. Retrieved on October 25, 2013, from http://www.stickyball.net/esl-phonics-printables.html

Friend, D. (2013) Learning English in Ohio. Retrieved on October 25, 2013, from http://denisefriend.blogspot.com/

Molinsky, S. & Bliss, B. (2008). Side by Side Plus 1: Life Skills, Standards, & Test Prep (3rd Ed). New York: Pearson Education ESL.

Molinsky, S. & Bliss, B. (2006). Foundations (2nd Ed). New York: Pearson Education ESL.

Heyer, S. (2007). All New Very Easy True Stories: A Picture-based First Reader. New York: Pearson PTR Interactive.

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