How to Use the Content Standards : An Introductory Training Module

Maryland Department of Labor, Licensing and Regulation Adult ESL/ESOL Workgroup

Maryland Adult ESL/ESOL Workgroup Coordinator: Peggy SeufertModule Design: Michelle Wichman, Frederick County Adult

Education

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Caroline County Frederick County Howard Community College Montgomery County Prince George’s County University of Maryland Baltimore County Washington County Wicomico County

DLLR Program ESL StandardsI Program Management and LeadershipII Recruitment, Orientation, IntakeIII Assessment, Curriculum, InstructionIV Retention, Transition, Support ServiceV Professional Development

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What do they mean for programs and instructors?

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Think, Pair, Share

A framework that serves as the foundation for developing curriculum, lessons, and individualization.

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What are the top five reasons for content standards?

Think-Write-Pair-Share

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Top Five

Ensure consistency Assist in meeting state performance

measures Link assessment to curriculum and

instruction Orient new instructors Serve as reference for experienced

teachers

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Level Descriptions

Language Skills

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◦Listening ◦Speaking◦Pronunciation◦Reading◦Writing◦Grammar

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ESL Literacy Low Beginning ESL High Beginning ESL Low Intermediate ESL High Intermediate

ESL Advanced ESL

Literacy

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Paints a picture of learner’s skills in the workplace and in social settings

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Competencies Cultural Notes

Workplace Skills

Technology Skills

Metacognitive Skills

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CurriculumCurriculum

AssessmentAssessment

InstructionInstructionInstructionInstruction

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Let’s take a closer look!

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Assessment

CurriculumCurriculum

AssessmentAssessment

InstructionInstructionInstructionInstruction

Formal Assessment Class ProfileNeeds Assessment

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CurriculumCurriculum

AssessmentAssessment InstructionInstructionInstructionInstruction

Unit Plans•Informal and Formal Assessments•Goals and Objectives•Learning Activities and Resources•Assessment

Lesson Plans•Motivation •Presentation•Practice •Application•Assessment

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WholeWhole group group

Small groupSmall group

One-on-oneOne-on-one

CurriculumCurriculum AssessmentAssessment

InstructionInstructionInstructionInstruction

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Learner’s Level Learner’s Goal Language Skills

Low Beginner Personal Information ListeningSpeakingReadingWritingPronunciationGrammar

High Intermediate Personal Information ListeningSpeakingReadingWritingPronunciationGrammar

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From Content Standards to Instruction...

Context: sharing personal information

At the low beginning level: Produce simple statements in

familiar situations. (l&s) Complete short, simplified

forms…(w) Recognize alternate forms of

basic information words…(r)

At the high intermediate level: Ask and answer questions(l&s) Complete authentic forms…(w) Follow specific written directions

to perform an activity. (r)

What is the learner’s goal?

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Lorena B. In the U.S. for one month Practiced law in Mexico Has a seven-year-old child High Beginning CASAS (L51) score: 196 Reading/writing skills are

higher than listening/speaking

Goals (long term): attend college in the U.S.(short term): deal with child’s teachers, school work

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Jose S. In the U.S. for one year Employed at Pizza Mart Completed 7th grade in Mexico Has a two-year-old child High Intermediate CASAS (L55) score: 219 Listening/speaking skills are

higher than reading/writing Goals (long term): take the GED

test, employment advancement(short term): communicate better at work

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Topic Competency

Language Skill

Activity

Lesson Idea Comparison

Lesson Ideas

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Topic Competency Language Skill

Activity

Consumer economics

Understand consumer protection measures

Write simple letters

Write a complaint letter

Education Family

responsibilities

Write a simple note

Write a school note

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Defining Standards and Putting the Standards into Action

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A Closer Look at the Standards

Standard Concept/Content

Skill Thinking Level

Activity Level

Write simple letters

Letters Writing

Creating Low Beg Low Int

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Remember: Recognizing, Recalling

Understand: Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining

Apply: Executing, implementing

Analyze: Differentiating, organizing, attributing

Evaluate: checking, critiquing

Create: generating, planning, producing24

A Closer Look at the Standards

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ongoing

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Introductory Training Module

Content Standards by Level

Content Standards by Skill

Content Areas◦ Competencies◦ Cultural Notes◦ Workplace Skills◦ Technology Skills◦ Metacognitive Skills

Instructional Resources

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