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Virginia Career Pathways IET Blueprint

Standards-based Academic

Instructional Modules

Tier 3 https://pathwaystiers.wordpress.com/

Tier 3 Modules 1

https://pathwaystiers.wordpress.com/

Table of Contents

Introduction to Tier 3

How to Use the Modules

The Modules:

College and Career Readiness Standards (CCRS), Levels D & E

Reading

Writing

Speaking and Listening

Language Strand

Mathematics

English Language Proficiency Standards (ELPs), Levels 4 & 5

Virginia ESOL Standards, High Intermediate and Advanced

Speaking

Listening

Reading

Writing

Crosswalk: CCRS, GED Assessment Targets, and Virginia Placement Test (VPT) competencies

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Introduction to Tier 3

Learners in Tier 3 should be able to focus on and persist through academic standards (i.e., reading, writing, mathematics, and English language) at the highest two CCRS and ELP levels, Levels D and E, while simultaneously participating in vocational training. Integrating the academic and English language modules of instruction in this document with digital literacy skills, workplace readiness skills, twenty-first century skills, in alignment with vocational training objectives, will result in a robust and contextualized integrated instructional plan for an IET program.

Competency Lists For each instructional unit, combining standards competencies from each section of the competency list to develop a program of integrated instruction contextualized to a targeted industry will create a single cohesive set of course objectives. Using elements from each competency list will ensure that all aspects of integrated instruction (i.e., math, reading, writing, English language instruction (if needed), workplace readiness, digital literacy, twenty-first century skills and vocational content) are included. Additional optional competencies related to other kinds of literacies (financial, health, and family) are provided as resources to better meet unique course needs and interests. Academic Modules The Virginia Career Pathways IET Blueprint emphasizes the use of shortened modules of instruction to better facilitate the Key Shifts in the College and Career Readiness Standards. The modularization of instruction into shorter-term units

● Enables easier entry and exit points along a career pathways program; ● Allows for more frequent acknowledgement of progress and achievement; ● Permits both instructors and learners to focus more deeply into a narrow set of concepts and skills;

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● Encourages flexibility in adult learners’ schedules with shorter chunks of time commitments; ● Allows students to adjust learning goals more readily and customize their learning plans to their own

progress and needs; ● Can more readily align to short-term vocational training programs; ● And may increase retention and motivation through regular short-term goal achievements that lead to

longer-term goals.

The following shifts in particular represent a focus on depth and focus, narrowing the scope of instruction to more thoroughly explore and master important concepts and skills. Modularization of instruction into shorter-term units provides instructors and learners better opportunities to devote units to a fewer number of complex concepts and skills, allowing for repeated practice and increased rigor.

English Language Arts and Literacy (p. 9): Shift 1, Complexity: Regular practice with complex text and its academic language

Mathematics (pps. 44 – 45):

Shift 1, Focus: Focus strongly where the standards focus. Shift 2, Coherence: Designing learning around coherent progressions level to level Shift 3, Rigor: Pursuing perceptual understanding, procedural skill and fluency, all with equal

intensity

How to Use the Modules

These modules, in combination with the other competency lists (digital literacy, workplace readiness, and twenty-first century skills, and vocational training objectives, represent suggested units of instruction. Each module is presented with a suggested duration in weeks and hours/week, and each comes with instructional resources and ideas for content integration. Below is a template for combining academic skills, competencies, and vocational training objectives into a single set of measurable student outcomes.

Course Objectives A single set of integrated objectives

Academic Skills: ● CCRS ● ELPs ● Virginia ESOL Standards

Occupational Training: ● Vocational competencies ● Simultaneous training and

work experience ● Credentialing

Workplace Readiness Skills: ● Professional soft skills ● Digital literacy skills ● Job search skills ● 21st-century skills ● Financial literacy* ● Health literacy* ● Family literacy*

Projects and inquiry-based activities that integrate all content

● Optional additional literacies

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College and Career Readiness Standards

Levels D & E

Tier 3: CCRS Modules Suggested duration: 2 to 4 weeks for each module; ~4 hours/week = 8 - 16 total instructional hours

The IET Blueprint uses the College and Career Readiness Standards (CCRS) and the English Language 1

Proficiency (ELP) Standards as its anchors. Modules and suggested resources are standards-aligned to aid in 2

making determinations regarding skill levels and workforce alignment.

The CCRS below are from Levels D and E and are divided into short instructional modules ranging from two to four weeks. Working with a vocational training partner, align vocational competencies with one or more of the below academic modules, as well as competencies from the workplace readiness lists, to develop a course curriculum guide. Once compiled, select the skills and competencies that are most important and relevant to the vocational training needs and then work to create integrated activities, assignments, and projects that integrate all content in an applied context.

Contents of the CCRS section

● Reading Modules, Levels D & E

● Writing Modules, Levels D & E

● Speaking and Listening Modules, Levels D & E

● Language Strand Modules, Levels D & E

● Mathematics Modules, Levels D & E

1College and Career Readiness Standards, 2013, https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf 2 English Language Proficiency Standards, 2016, https://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf

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https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf

https://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf

Tier 3 Reading Standards, Levels D & E, pages 13 - 22

Key RI: Reading Informational Text RL: Reading Literature

RH: Reading Historical / Social Studies Text RST: Reading Scientific and Technical Text

Tier 2, Level D, Reading Analyzing Texts for Inferences, Ideas, and Themes 4 weeks CCR Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

● Level D: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL.7.1)

○ Application: cite specific textual evidence to support analysis of primary and secondary sources. (RH.6-8.1)

○ Application: cite specific textual evidence to support analysis of science and technical texts. (RST.6-8.1)

CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

● Level D: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (RI/RL.6.2)

○ Application: determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (RST.6-8.2)

CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

● Level D: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (RST.6-8.3)

CCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

● Level D: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (RI/RL.6.4)

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Tier 3, Reading, Level E Analyzing Texts for Inferences, Ideas, and Themes 4 weeks CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Level E: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL.9-10.1)

CCR Anchor 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Level E: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RI/RL.9-10.2) Level E: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (RST.11- 12.2)

CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Level E: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (RI.11-12.3) Level E: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. (RH.9-10.3) Level E: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (RST.9-10.3)

CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Level E: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (RI/RL.9-10.4)

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Tier 2, Level D, Reading Analyzing Organization and Point of View in Writing 4 weeks CCR Anchor 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

● Level D: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (RI.6.5)

● Level D: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (RI.7.5)

CCR Anchor 6: Assess how point of view or purpose shapes the content and style of a text.

● Level D: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6)

● Level D: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). (RH.6-8.6)

CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

● Level D: Integrate information presented in different media or formats (e.g., in charts, graphs, photographs, videos, or maps) as well as in words to develop a coherent understanding of a topic or issue. (RI.6.7)

● Level D: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table) (RST.6-8.7)

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Tier 3, Reading, Level E Analyzing Organization and Point of View in Writing 4 weeks CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Level E: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (RI.9-10.5) Level E: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (RI.11-12.5)

CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Level E: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (RI.9-10.6) Level E: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (RL.11-12.6) Level E: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. (RH.9-10.6)

CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Level E: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (RH.9-10.7) Level E: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (RST.9-10.7) Level E: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (RI.11-12.7)

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Tier 2, Level D, Reading Identifying and Evaluating Evidence in Complex Texts 4 weeks CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

● Level D: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (RI.8.8)

CCR Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

● Level D: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (RI.8.9)

CCR Anchor 10: Read and comprehend complex literary and informational texts independently and proficiently.

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Tier 3, Reading, Level E Identifying and Evaluating Evidence in Complex Texts 3 weeks CCR Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Level E: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (RI.9-10.8)

CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Level E: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. (RI.9-10.9) Level E: Analyze seventeenth-, eighteenth-, and nineteenth century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. (RI.11-12.9) Level E: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. (RST.9-10.9) Level E: Application: compare and contrast treatments of the same topic in several primary and secondary sources. (RH.9-10.9)

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Tier 3 Writing Standards, CCRS, Levels D & E, pages 22 - 28

Tier 2, Level D, Writing Writing Arguments: Focus on Organization and Revision 4 weeks CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

● Level D: Write arguments to support claims with clear reasons and relevant evidence. ○ a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the

reasons and evidence logically. ○ b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text. ○ c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence. ○ d. Establish and maintain a formal style. ○ e. Provide a concluding statement or section that follows from and supports the

argument presented. (W.7.1) CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Level D: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W/WHST.6-8.4)

CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Level D: With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.) (W/WHST.6- 8.5)

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Tier 3, Level E, Writing Writing Arguments: Focus on Organization and Revision 4 weeks CCR Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

Level E: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. (W/WHST.9-10.1)

CCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Level E: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W/WHST.11-12.4)

CCR Anchor 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Level E: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.) (W.11-12.5)

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Tier 2, Level D, Writing Writing Narrative and Informative Texts: Focus on Clarity 4 weeks CCR Anchor 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

● Level D: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [This includes the narration of historical events, scientific procedures/experiments, or technical processes.]

○ a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

○ b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

○ c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

○ d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

○ e. Establish and maintain a formal style. ○ f. Provide a concluding statement or section that follows from and supports the

information or explanation presented. (W/WHST.6-8.2) CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Note: Students’ narrative skills continue to grow in these levels [Levels A and B directly below] as students work to incorporate narrative elements effectively into their arguments and informative/explanatory texts.

Level A: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (W.1.3) Level B: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (W.2.3)

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Tier 3, Writing, Level E Writing Narrative and Informative Texts: Focus on Clarity 3 weeks CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Level E: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [This includes the narration of historical events, scientific procedures/experiments, or technical processes.]

a. Introduce a topic and organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (W/WHST.9-10.2f)

CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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Tier 2, Level D, Writing Writing and Publishing Short Research Projects Using Multiple Sources, Including Technology 4 weeks CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Level D: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (W.7.6)

CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Level D: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (W.7.7)

CCR Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Level D: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W/WHST.6-8.8]

CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Level D: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply Reading standards from this level to literature (e.g., “Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments”). b. Apply Reading standards from this level to literary nonfiction (e.g., “Analyze how a text makes connections among and distinctions between individuals’ ideas or events”). (W/WHST.6-8.9)

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Tier 3, Writing, Level E Writing and Publishing Short Research Projects Using Multiple Sources, Including Technology 4 weeks CCR Anchor 6: Assess how point of view or purpose shapes the content and style of a text.

Level E: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (W.9-10.6)

CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Level E: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (W/WHST.11-12.7)

CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Level E: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (W/WHST.9-10.8)

CCR Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Level E: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply Reading standards from this level to literature (e.g., “Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone”). b. Apply Reading standards from this level to literary nonfiction (e.g., “Integrate quantitative or technical analysis with qualitative analysis in print or digital text”). (W/WHST.11-12.9)

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Tier 3, Speaking and Listening Strand, Levels D & E, pages 29 - 32 Key: SL: Speaking and Listening

Tier 2, Level D, Speaking and Listening Formal and Informal Oral Communication Projects 4 weeks CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Level D: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Post questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (SL.8.1)

CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Level D: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. (SL.8.2)

CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Level D: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (SL.8.3)

CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning, and the organization, development, and style are appropriate to task, purpose, and audience.

Level D: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (SL.8.4)

CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Level D: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (SL.8.5)

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CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Level D: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Language Standards 1 and 3 for specific expectations.) (SL.8.6)

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Tier 3, Speaking and Listening, Level E Formal and Informal Oral Communication Projects 4 weeks CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Level E: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (SL.9-10.1)

CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Level E: Integrate multiple sources of information presented in diverse formats and media (e.g.., visually quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (SL.11-12.2)

CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Level E: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (SL.11-12.3)

CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning, and the organization, development, and style are appropriate to task, purpose, and audience.

Level E: Present information, findings, supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (SL.9-10.4)

CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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Level E: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (SL.11-12.5)

CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Level E: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Language Standards 1 and 3 for specific expectations.) (SL.11-12.6)

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Tier 3, Language Strand, Levels D & E, pages 33 - 39

Tier 2, Level D, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Grammar and Punctuation 4 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Level D: Demonstrate command of the conventions of standard English grammar usage when writing or speaking.

a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns. c. Recognize and correct inappropriate shifts in pronoun number and person. d. Recognize and correct vague or unclear pronouns. e. Recognize variations from standard English in their own and others’ writing and

speaking, and identify and use strategies to improve expression in conventional language.

f. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

g. Form and use verbs in the active and passive voice. h. Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood. i. Recognize and correct inappropriate shifts in verb voice and mood. j. Explain the function of phrases and clauses in general and their function in specific

sentences. k. Choose among simple, compound, complex, and compound-complex sentences to signal

differing relationships among ideas. l. Place phrases and clauses within a sentence, recognizing and correcting misplaced and

dangling modifiers. (L.6.1 through 8.1 merge) CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Level D: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (commas, parentheses, ellipses, dashes) to set off nonrestrictive/parenthetical elements.

b. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt.)

c. Use an ellipsis to indicate an omission. d. Spell correctly. (L.6.2 and 8.2 merge)

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Tier 3, Level E, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Grammar and Punctuation 4 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Level E: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,

absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (L.9 - 10.1)

CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Level E: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation. c. Spell correctly. (L.9-10.2)

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Tier 2, Level D, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Structure and Style 2 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Level D: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. c. Choose language that expresses ideas precisely and concisely, recognizing and

eliminating wordiness and redundancy. (L.6.3 and 7.3 merge)

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Tier 2, Level D, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Word Choice: Meaning, Style, Register, Vocabulary and Context 4 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Level D: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in the context or in a dictionary). (L.6.4)

CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Level D: None CCR Anchor 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.

Level D: Acquire and use accurately level-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.8.6)

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Tier 3, Level E, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Word Choice: Meaning, Style, Register, Vocabulary and Context 4 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCR Anchor 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Level E: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology or its standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (L.11-12.4)

CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCR Anchor 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.

Level E: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.11-12.6)

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Tier 3, Mathematics, Levels D & E, pages 79 - 84

Tier 2, Level D, Mathematics The Number System, Ratios, Equations, and Functions 4 weeks The Number System

● Apply and extend previous understandings of numbers to the system of rational numbers. ● Apply and extend previous understandings of operations with fractions to add, subtract,

multiply, and divide rational numbers. ● Know that there are numbers that are not rational, and approximate them by rational numbers. ● Understand ratio concepts and use ratio reasoning to solve problems. ● Analyze proportional relationships and use them to solve real-world and mathematical

problems. Expressions and Equations

● Use properties of operations to generate equivalent expressions. ● Solve real-life and mathematical problems using numerical and algebraic expressions and

equations. ● Work with radicals and integer exponents. ● Understand the connections between proportional relationships, lines, and linear equations. ● Analyze and solve linear equations and pairs of simultaneous linear equations.

Functions

● Define, evaluate, and compare functions. ● Use functions to model relationships between quantities.

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Tier 3, Mathematics, Level E Number and Quantity 2 weeks Number and Quantity: The Real Number System

Extend the properties of exponents to rational exponents.

Number and Quantity: Quantities

Reason quantitatively and use units to solve problems.

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Tier 3, Mathematics, Level E Algebra and Expressions 2 weeks Algebra: Seeing Structure in Expressions

Interpret the structure of expressions.

Write expressions in equivalent forms to solve problems.

Algebra: Arithmetic with Polynomials and Rational Expressions

Perform arithmetic operations on polynomials.

Rewrite rational expressions.

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Tier 3, Mathematics, Level E Algebra and Equations 2 weeks Algebra: Creating Equations

Create equations that describe numbers or relationships.

Algebra: Reasoning with Equations and Inequalities

Understand solving equations as a process of reasoning and explain the reasoning.

Solve equations and inequalities in one variable.

Solve systems of equations.

Represent and solve equations and inequalities graphically.

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Tier 3, Mathematics, Level E Functions 3 weeks Functions: Interpreting Functions

Understand the concept of a function and use function notation.

Interpret functions that arise in applications in terms of the context.

Analyze functions using different representations.

Functions: Building Functions

Build a function that models a relationship between two quantities.

Functions: Linear, Quadratic, and Exponential Models

Construct and compare linear, quadratic, and exponential models and solve problems.

Interpret expressions for functions in terms of the situation they model.

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Tier 2, Level D, Mathematics Geometry 3 weeks Geometry

● Draw, construct, and describe geometrical figures and describe the relationships between them. ● Solve real-life and mathematical problems involving angle, measure, area, surface area, and

volume. ● Understand congruence and similarity using physical models, transparencies, or geometry

software. ● Understand and apply the Pythagorean Theorem.

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Tier 3, Mathematics, Level E Geometry 3 weeks Geometry: Congruence

Experiment with transformations in the plane.

Geometry: Similarity, Right Triangles, and Trigonometry

Prove theorems involving similarity.

Geometry: Geometric Measurement and Dimension

Explain volume formulas and use them to solve problems.

Geometry: Modeling with Geometry

Apply geometric concepts in modeling situations.

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Tier 2, Level D, Mathematics Statistics and Probability 3 weeks Statistics and Probability

● Summarize and describe distributions. ● Use random sampling to draw inferences about a population. ● Draw informal comparative inferences about two populations. ● Investigate chance processes and develop, use, and evaluate probability models. ● Investigate patterns of association in bivariate data.

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Tier 3, Mathematics, Level E Statistics and Probability 3 weeks Statistics and Probability: Interpreting CAtegorical and Quantitative Data

Summarize, represent, and interpret data on a single count or measurable variable.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Interpret linear models.

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English Language Proficiency Standards for Adult Education With Correspondences to College and Career Readiness Standards

Tier 3

*Note: For Literacy level activities, and curriculum support,

see the Virginia ESOL Standards, beginning on page….

The ELP Standards for AE are intended to address the urgent need for educational equity, access, rigor for adult English language learners (ELLs). The standards are essential to ensuring adult ELLs receive the focused and effective instruction they need to access states’ academic content standards for college and career readiness. To that end, the ELP standards for AE emphasize the academic language needed by adult ELLs to engage with and meet state-adopted content standards. When the language demands inherent in state-adopted academic content standards are better understood, we can deliver more effective instruction to our adult ELLs. The ELP Standards for AE were identified to help ensure that all adult ELLs can obtain the knowledge and skills necessary for employment and self-sufficiency. The ELP level descriptors describe what a learner should be able to do at completion of the instructional unit. In this section are level descriptors for all ten ELP standards at levels 4 and 5. → Integrated with vocational competencies, use these standards, in combination with their CCRS anchors and the Virginia ESOL Standards, to design short instructional modules ranging from two to four weeks.

There are 10 adult ELP Standards, and each is presented as a table with 5 level descriptors and its CCRS-aligned anchors. An example of an ELP Standard is below. Below is ELP Standard 7, An ELL can adapt language choices to purpose, task, and audience when speaking and writing. Progressing in complexity from Level 1 to Level 5, the level descriptors describe what learners should be able to do at the completion of each level.

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ELP Standard 1 Level Descriptors, Levels 4 & 5

ELP Standard 1 Level 4 Level 5

An ELL can...construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing.

By the end of English language proficiency level 4, an ELL can… Use an increasing range of strategies to:

● Determine a central idea or theme in oral presentations and spoken and written texts

● Analyze the development of the themes/ideas

● Cite specific details and evidence from texts to support the analysis

● Summarize a text.

By the end of English language proficiency level 5, an ELL can… Use a wide range of strategies to:

● Determine central ideas or themes in oral presentations and spoken and written texts

● Analyze the development of the themes/ideas

● Cite specific details and evidence from texts to support the analysis

● Summarize a text.

Corresponding CCRS Standards

Content-specific: MP1. Make sense of problems and persevere in solving them. SP1. Ask questions and define problems.

Reading CCR Anchor 1 CCR Anchor 2 CCR Anchor 3 CCR Anchor 7

Speaking and Listening CCR Anchor 2

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ELP Standard 2 Level Descriptors, Levels 4 and 5


An ELL can… Participate in level-appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions.

By the end of English language proficiency level 4, and ELL can…

● Participate in conversations, discussions, and written exchanges about a range of topics, texts, and issues

● Build on the ideas of others ● Express his or her own

ideas ● Clearly support points with

specific and relevant evidence

● Ask and answer questions to clarify ideas and conclusions

● Summarize the key points discussed.

By the end of English language proficiency level 5, and ELL can…

● Participate in conversations, extended discussions, and written exchanges about a range of substantive topics, texts, and issues

● Build on the ideas of others ● Express his or her own

ideas clearly and persuasively

● Refer to specific and relevant evidence from texts or research to support his or her ideas

● Ask and answer questions that probe reasoning and claims

● Summarize the key points and evidence discussed.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP6. Attend to precision. SP1. Ask questions and define problems. SP4. Analyze and interpret data. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Speaking and Listening: CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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An ELL can... Speak and write about level-appropriate complex literary and informational texts and topics.

By the end of English language proficiency level 4, an ELL can..

● Deliver oral presentations ● Compose written

informational texts ● Develop the topic with

some relevant details, concepts, examples, and information

● Integrate graphics or multimedia when useful

About a variety of texts, topics, or events.

By the end of English language proficiency level 5, an ELL can…

● Deliver oral presentations ● Compose written

informational texts ● Fully develop the topic

with relevant details, concepts, examples, and information

● Integrate graphics or multimedia when useful

About a variety of texts, topics, or events.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP6. Attend to precision. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 2: Write informative /explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content. CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Speaking and Listening: CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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ELP Standard 4 Level Descriptors, Levels 4 & 5


An ELL can… Construct level-appropriate oral and written claims and support them with reasoning and evidence.


● Construct a claim about a variety of topics

● Introduce the topic ● Provide logically ordered

reasons or facts that effectively support the claim

● Provide a concluding statement.


● Construct a substantive claim about a variety of topics

● Introduce the claim ● Distinguish it from a

counter-claim ● Provide logically ordered

and relevant reasons and evidence to support the claim and to refute the counter-claim

● Provide a conclusion that summarizes the argument presented.


Content-specific: MP3. Construct viable arguments and critique the reasoning of others. MP6. Attend to precision. SP4. Analyze and interpret data. SP7. Engage in argument from evidence. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Speaking and Listening: CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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An ELL can… Conduct research and evaluate and communicate findings to answer questions or solve problems.


● Carry out both short and more sustained research projects to answer a question

● Gather information from multiple print and digital sources

● Evaluate the reliability of each source

● Use search terms effectively

● Integrate information into an organized oral or written report

● Include illustrations, diagrams, or other graphics as appropriate

● Cite sources appropriately.


● Carry out both short and more sustained research projects to answer a question or solve a problem

● Gather information from multiple print and digital sources

● Evaluate the reliability of each source

● Use advanced search terms effectively

● Synthesize information from multiple print and digital sources

● Analyze and integrate information into clearly organized spoken and written texts

● Include illustrations, diagrams, or other graphics as appropriate

● Cite sources appropriately.


Content-specific: MP1. Make sense of problems and persevere in solving them. SP3. Plan and carry out investigations. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCR Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening: CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understandings of presentations.

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An ELL can.. Analyze and critique the arguments of others orally and in writing.


● Analyze the reasoning in persuasive spoken and written texts

● Determine whether the evidence is sufficient to support the claim

● Cite textual evidence to support the analysis.


● Analyze and evaluate the reasoning in persuasive spoken and written texts

● Determine whether the evidence is sufficient to support the claim

● Cite specific textual evidence to thoroughly support the analysis.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP3. Construct viable arguments and critique the reasoning of others. SP1. Ask questions and define problems. SP6. Construct explanations and design solutions. SP7. Engage in argument from evidence. SP8. Obtain, evaluate, and communicate information.

Reading: CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Writing: CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Speaking and Listening: CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

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An ELL can… Adapt language choices to purpose, task, and audience when speaking and writing.


● Adapt language choices and style according to purpose, task, and audience in various social and academic contexts.

● Use a wider range of complex general academic and content-specific words and phrases

● Adopt and maintain a formal and informal style and tone in spoken and written texts, as appropriate..


● Adapt language choices and style according to purpose, task, and audience with ease in various social and academic contexts

● Use a wide variety of complex general academic and content-specific words and phrases

● Employ both formal and more informal styles and tones effectively in spoken and written texts, as appropriate.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP6. Attend to precision. SP1. Ask questions and define problems. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach. Speaking and Listening: CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Language: CCR Anchor 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.

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An ELL can… Determine the meaning of words and phrases in oral presentations and literary and informational text.


● Recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure

● Introduce and develop an informational topic with facts, details, and evidence

● Use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas


● Recount a complex and detailed sequence of events or steps i a process with an effective sequential or chronological order

● Introduce and effectively develop an informational topic with facts, details, and evidence

● Use complex and varied transitions to link the major sections of speech and text and to clarify relationships among events and ideas

● Provide a concluding section or statement.


Content-specific: MP1. Make sense of problems and persevere in solving them. SP1. Ask questions and define problems. SP8. Obtain, evaluate, and communicate information.

Reading: CCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Language: CCR Anchor 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate. CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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ELP Standard 9



An ELL can… Demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing.


● Use increasingly complex phrases

● Use increasingly complex clauses

● Produce and expand simple, compound, and complex sentences.


● Use complex phrases and clauses

● Produce and expand simple, compound, and complex sentences.


Content-specific: MP6. Attend to precision. SP1. Ask questions and define problems. SP8. Obtain, evaluate, and communicate information.

Language: CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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Virginia Adult Content Standards for English for Speakers of Other Languages (ESOL) Instruction

http://valrc.org/leadership/content/index.html The Adult Education Content Standards for English for Speakers of Other Languages Instruction are organized by levels of proficiency described by the National Reporting System (NRS). These levels are further organized by language skills: speaking, listening, reading, and writing. Within each language skill, benchmarks and progress indicators describe what a learner should know and be able to do in order to exit to the next level. Teacher resources for implementing the standards are provided at each level of proficiency and skill. These include suggestions for classroom activities and examples of student performance for each progress indicator. Helpful checklists for both teachers and students are, also, provided. (See the Instructional Resources here: http://valrc.org/leadership/content/index.html )

For the IET Blueprint, the Virginia ESOL Content Standards are divided into 3 tiers to be used in conjunction with the English Language Proficiency Standards and vocational training. ESOL levels are repeated between the tiers to indicate the transitional and fluid nature of the tiered system.

Tier 1 Tier 2 Tier 3

Speaking Beginning Literacy Low Beginning High Beginning Low Intermediate

Low Intermediate High Intermediate

High Intermediate Advanced

Listening Beginning Literacy Low Beginning High Beginning Low Intermediate



Reading Beginning Literacy Low Beginning High Beginning Low Intermediate



Writing Beginning Literacy Low Beginning High Beginning Low Intermediate



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http://valrc.org/leadership/content/index.html

http://valrc.org/leadership/content/index.html

Speaking Standards

Speaking skills that are acquired at lower levels of instruction become part of a student’s oral language ability at higher levels of instruction, and oral language production becomes more complex as students become active partners in conversation. From the beginning literacy to advanced levels, there should be a progression in the following areas:

· familiar to less familiar contexts (e.g., from classroom settings to the community), · more controlled to more spontaneous and independent speech with emerging degrees of fluency, · lower to higher levels of intelligibility, and · smaller to greater variety of vocabulary and complexity of language structures.

Organization of Speaking Benchmarks

There are four general areas around which the benchmarks and indicators are organized: • 1: Purpose and context (benchmarks indicated with .1): Purpose is the reason for participation in

communication. Context is the situation and register in which the communication occurs. • 2: Audience (benchmarks indicated with .2): the receiver(s) of spoken communication in

formal and informal settings • 3: Accuracy (benchmarks indicated with .3): grammar/grammatical structure, appropriateness,

word choice, and pronunciation as they relate to speaking • 4: Discourse (benchmarks indicated with .4): elaboration/fluency, organization, cohesion, and length

of speech in oral communication ESOL Speaking Standard: Adult English language learners communicate in spoken English for a range of purposes, contexts, and audiences using appropriate levels of fluency and accuracy to participate actively in discourse relevant to their life roles.

Exit Benchmarks

ESL High Intermediate Exit Benchmarks - To exit this level, learners will be able to:

S5.1 Converse on familiar topics in life role interactions in person and/or by phone. a) Initiate, sustain, and conclude an oral exchange about a familiar topic in both informal and simple formal situations. b) Request and relay specific information (e.g., services, orders, appointments). c) Report pertinent information (e.g., regarding an event, accident, change in procedure). d) State facts and opinions (e.g., weather, politics).

S5.2 Speak easily with common general communication strategies and vocabulary on everyday topics to be understood by a listener not familiar with non-native English speakers. a) Produce speech that is usually understood by the general listener (e.g., service worker, employer). b) Use appropriate language in informal situations and simple formal situations (e.g., sports event, wedding reception).

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S5.3 Control basic grammar, some complex grammatical structures, word choice, and some basic pronunciation features. a) Control present, past (most irregular verbs), future, present and past progressive, and present perfect tenses. b) Use compound and some complex grammatical structures (e.g., coordinators, causal phrases, and adverbial time clauses). c) Use rhythm, word stress, and intonation; pause between phrases in semi- controlled speaking situations. d) Contrast, produce, and distinguish between consonant sounds and clusters (e.g., rock/lock; think/sink; pay/play). e) Use vocabulary for targeted topics (e.g., health, own child’s education).

S5.4 Express and support ideas with some organization and cohesiveness using examples, explanations, and descriptions; use strategies to monitor and enhance communication. a) Elaborate with details and anecdotes from personal experience. b) Extend conversation by asking questions and expressing ideas/feelings. c) Demonstrate basic conversation-management techniques (e.g., turn taking, politely interrupting speech, asking targeted questions to confirm listener comprehension).

ESL Advanced Exit Benchmarks - To exit this level, learners will be able to:

S6.1 Converse effectively in life role interactions.

a) Initiate, sustain, and conclude an oral exchange in person or by phone (e.g., addressing a passerby, requesting an explanation for an issue with a bill). b) Give multi-step directions (e.g., training an employee, orienting a new neighbor). c) Provide appropriate and complete responses to interview questions (e.g., workplace, hospital). d) Express opinions and elaborate on various topics (e.g., religion, immigration).

S6.2 Speak fluently with common general communication strategies and vocabulary on a wide variety of topics to be understood by a listener not familiar with non- native English speakers.

a) Adjust formal and informal register appropriate to the situation (e.g., protocol- driven events, meeting friends at a restaurant). b) Apply appropriate nonverbal communication strategies (e.g., eye contact, distance between speakers).

S6.3 Control complex grammatical structures and pronunciation features.

a) Control an increasing variety of verbs, modals, and tenses. b) Use complex grammatical structures (e.g., adverbial, conditional, and relative clauses). c) Apply appropriate rhythm, word stress, and intonation.

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d) Phrase words in chunks and pause between phrases in spontaneous situations. e) Use idiomatic and slang expressions in appropriate settings.

S6.4 Develop and support ideas using examples, explanations, and descriptions that are often organized and cohesive; use multiple strategies to monitor and enhance communication.

a) Interject and/or respond to a prompt and/or a conversation with appropriate and extensive elaboration. b) Organize, summarize, paraphrase, and explain for clarification (e.g., review/report on cultural event and/or newscast, talk show). c) Demonstrate effective conversation-management techniques (e.g., monitoring through self-correction, rephrasing).

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Listening Standards

Teachers will need to select listening tasks based on their context (e.g., workplace, family, community, correctional) and the expressed needs of each learner. Teachers and administrators should also keep in mind that the listening standard, benchmark, and indicators describe a student’s ability upon exiting a particular level.

There are four general areas around which the benchmarks and indicators are organized: 1. General comprehension: Comprehend spoken language from a variety of sources (e.g.,

face-to-face, radio broadcast) with a variety in degree of complexity (e.g., familiar or unfamiliar vocabulary) and at different rates of speech.

2. Main idea: Comprehend directions, instructions, questions, and commands as well as, at a higher level, identify topic and purpose from streams of speech. Identify the gist of a conversation.

3. Detail: Listen with a purpose for specific information. Listen for specific details such as the status of a flight over an airport loudspeaker.

4. Listening strategies: Use strategies to overcome barriers to communication (e.g., recognize tone, register, appropriateness) and use clarification phrases.

ESOL Listening Standard: Adult English language learners understand English spoken at normal speed, enabling them to function effectively in everyday life, social, and workplace situations relevant to their needs.

Exit Benchmarks

ESL High Intermediate Exit Benchmarks - To exit this level, learners will be able to:

L5.1 Demonstrate comprehension of English with some unfamiliar vocabulary spoken at a slower speed in everyday life, social, and workplace situations.

a) Recognize some common idiomatic expressions. b) Respond appropriately to statements, questions, directions, and commands in a variety of familiar situations. c) Demonstrate comprehension of complex information on simple topics (e.g., a news report, movie). d) Comprehend conversations in a variety of contexts (e.g., in person, on the telephone, in announcements).

L5.2 Identify topic and purpose in simple conversations and short connected oral discourse in familiar situations.

a) Follow three- and four-step directions, instructions, and commands. b) Identify the topic in simple conversations and short connected oral discourse

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(e.g., academic lectures). c) Identify purpose (e.g., praise, criticism, suggestion) in simple conversations and short connected oral discourse.

L5.3 Identify specific information relevant to the learner’s needs in simple conversations and short connected discourse.

a) Distinguish between facts and opinion in conversations on familiar topics. b) Identify some details in short connected oral discourse (e.g., presentation on workplace benefits). c) Listen with a purpose for specific information in familiar and unfamiliar contexts.

L5.4 Use a variety of listening strategies to effectively overcome barriers to communication.

a) Distinguish tone (e.g., anger, humor) in a variety of situations. b) Restate in response to targeted requests for clarification (e.g., “You want to do what?”). c) Recognize and respond appropriately to requests for more information (e.g., “Compare the educational system in your country to the one in Virginia.”). d) Discriminate between essential and non-essential information in simple conversations and short connected discourse.

ESL Advanced Exit Benchmarks - To exit this level, learners will be able to:

L6.1 Demonstrate comprehension of English spoken at normal speed from a variety of sources in everyday life, social, and workplace situations. a) Comprehend extensive vocabulary on a wide range of topics. b) Demonstrate comprehension of information from various sources (e.g., telephone, speeches, broadcasts, presentations) on complex topics (e.g., politics, current events). c) Respond appropriately to complex polite expressions (e.g., “Would you mind…?”, “I was wondering if…”). d) Respond appropriately during extended conversations (e.g., interviews, job reviews, evaluations, committee meetings).

L6.2 Identify main idea, topic, and purpose in conversations and connected oral discourse in familiar and some unfamiliar situations. a) Follow multi-step directions, instructions, and commands.

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b) Identify the topic and main idea of conversations and connected oral discourse. c) Establish the purpose (e.g., inform or persuade) of conversations and connected oral discourse. L6.3 Identify specific information in conversations and connected discourse. a) Ascertain specific information in conversations (e.g., post-surgical instructions). b) Obtain detailed information from connected discourse (e.g., listening to a traffic report, network news reports). c) Select appropriate responses from a choice of items in unfamiliar contexts (e.g., telephone menu). d) Recognize common slang and colloquialisms (e.g., “tags” is commonly used in Virginia for “license plates”).

L6.4 Use a wide variety of listening strategies to effectively and consistently overcome barriers to communication in everyday life, social, and workplace situations. a) Recognize more complex requests for opinion versus factual information (e.g., “That was a great movie, wasn’t it?”). b) Comprehend transitional phrases (e.g., “by the way,” “on the other hand”). c) Determine when it is appropriate to interject or respond in a conversation (e.g., “I agree, but…”, “I don’t mean to interrupt, but…”). d) Recognize how to show interest in a conversation by using verbal and nonverbal prompts (e.g., nodding of the head, “Oh really?”, “Unh-huh”). Virginia ESOL Reading Standards

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Organization of Benchmarks/Indicators

There are three general areas around which the benchmarks and indicators are organized: General comprehension: Comprehend text on familiar and unfamiliar topics that present new vocabulary or material related to everyday life. Vocabulary and syntax: Understand and, at higher levels, interpret text with emerging understanding of English vocabulary, syntax, sentence pattern, and purpose (e.g., narrative, descriptive, rhetorical). Main idea/details: Identify key vocabulary, main ideas, and supporting details in reading materials.

High Intermediate ESL Exit Benchmarks—To exit this level, learners will be able to:

R5.1 Comprehend most authentic materials on everyday topics related to life roles.

a) Understand the content of an authentic text sufficiently to distinguish what is important and construct the meaning of a narrative or descriptive text (e.g., passages from newspapers, periodicals, reference materials such as websites). b) Comprehend texts (e.g., charts, graphs, dictionaries) for problem-solving tasks.

R5.2 Interpret simplified connected text employing some higher-order rhetorical structures on familiar topics.

a) Comprehend short narratives and descriptions (e.g., passages from simplified newspapers like Easy English News and level-appropriate texts). b) Comprehend simplified connected text that addresses multiple aspects of a topic (e.g., an article on childcare that discusses costs, safety, and discipline issues). c) Identify the main ideas and supporting details in text using the rhetorical structures of cause and effect or comparison and contrast (e.g., a reading on global warming that discusses its causes and effect or a reading on the same topic that compares global changes in climate over eras [comparison and contrast]). R5.3 Use linguistic context and real-world knowledge to identify vocabulary, main ideas, and supporting details and to make inferences from familiar materials.

a) Use morphological linguistic context (affixes, root words) to identify new vocabulary in texts (e.g., identify > identification; hope > hopeless; connect > disconnect).

b) Use syntactical linguistic context (e.g., verb tense, clauses, pronoun references) to identify main ideas and supporting details in texts (e.g., first paragraph in past tense, second paragraph in present tense signaling change in ideas; a topic sentence introduces a subject, the next sentence begins with “this,” and the reader associates “this” with the idea in the topic sentence). c) Use linguistic context (e.g., “In my opinion, some people think that . . .”) and real-world knowledge to identify new meaning for vocabulary, main ideas, and supporting details in texts.

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d)Distinguish and discern fact from opinion (e.g., “Mr. X. has said that he wants change. I second that.”; “First and foremost is the idea that change must come. Everything else is irrelevant.”). Advanced ESL Exit Benchmarks—To exit this level, learners will be able to:

R6.1 Comprehend authentic materials on everyday topics related to life roles.

a) Understand the content of an authentic text (e.g., warranties, how-to manuals, song lyrics, reading materials related to personal interests such as short novels, biographies, or magazine articles) sufficiently to distinguish what is important. b) Evaluate text (e.g., junk mail, simple periodical advertisements, electronic “pop- up” ads) to differentiate factual statements from non-factual claims, exaggerations, or opinions.

R6.2 Interpret connected text on familiar topics consistently and fully.

a) Evaluate texts (e.g., reading materials related to personal interests and level- appropriate texts) to agree/disagree, argue for/against, and relate to personal experience and knowledge. b) Recognize the rhetorical structure of problem/solution and employ it to analyze text to identify the main ideas and supporting details (e.g., an article on how to eradicate polio). c) Make inferences about an author’s point of view (e.g., letters to the editor, movie reviews).

R6.3 Use linguistic context and real-world knowledge to make sensible guesses about unfamiliar materials.

a) Use linguistic clues (e.g., shift in verb tense, cohesive words or phrases) to understand a text that employs the rhetorical structure of problem/solution (e.g., an article on how to eradicate polio). b) Recognize figurative language (e.g., idioms, analogies, similes, metaphors, personification) to determine the meaning of unfamiliar vocabulary or text. Virginia ESOL Writing Standards

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The writing benchmarks represent the writing skills and abilities that learners need to master to move to the next highest level. The benchmarks reflect a progression from:

· more familiar to less familiar contexts; · less to more confidence, ease, and independence; · less to more control of English structure; · fewer to more complex language structures; and, · a greater to a smaller number of mechanical errors.

In addition, adult English language learners at higher levels will write more extensively and develop the ability to know when and how to use a range of strategies to accomplish varied writing purposes.

Organization of Benchmarks

The writing team identified four general areas four general areas around which the benchmarks and indicators are organized:

1. Purposes, contexts, and audiences: the range of contexts (e.g., familiar, unfamiliar, family, school, academic) and audiences (familiar or unfamiliar) that a writer is able to address.

2. Organization and development: the extent to which the writer is able to organize and develop types of text

3. Mechanics: the degree of control that the writer displays vis-à-vis spelling, punctuation, and structure 4. Planning, editing, and revising: the extent to which the writer can plan, edit, and revise writing

ESOL Writing Standard: Adult English language learners write to communicate for a range of purposes, contexts, and audiences using appropriate organization, development, structure, and mechanics.

High Intermediate Exit Benchmarks - To exit this level, learners will be able to:

W5.1 Write at length to communicate ideas for a range of purposes in less familiar contexts to an intended audience.

a) Write for a variety of purposes: · Inform, describe, and persuade (e.g., compare and contrast customs, personal life and community experiences; job applications, simple cover letter, resumé; job, education, and life goals). · Summarize and evaluate (e.g. articles, books, films). · Express self (e.g., poetry, journals). · Complete work, social, or community functions, with a directed model (e.g., e-mail, memo, business letter).

b) Write in varied contexts (e.g., work, family, school, social, community, civic) with growing independence and emerging personal style.

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c) Tailor writing to a specific audience with support such as an instructional model (i.e., example for learners to follow; e.g., notes to a child’s teacher, thank-you letters, personal or business letters to an employer or local government officials).

W5.2 Organize and develop writing to address a range of written tasks, with support.

a) Write well-developed and sequenced paragraphs with introductory and concluding sentences. b) Connect sentences and ideas with transitions and connectors (e.g., “first,” “next,” “then,” “as a result,” “in addition”) and connectors (e.g., “and,” “but,” “if,” “because”). c) Develop clarity and style through vocabulary choice and self-expression (e.g., poetry, journaling).

W5.3 Use a variety of English language structures and mechanics with few errors.

a) Use a variety of syntactic structures and verb tenses, including passive voice (e.g., “I was asked to submit a report.”) and present tenses (e.g., “I have been here for 10 years.”). b) Use punctuation for a variety of syntactic structures (e.g., compound and complex sentences, transition phrases).

W5.4 Select and use planning, revising, and editing strategies, with support.

a) Develop an outline, brainstorm ideas, and connect ideas with transition words and phrases (e.g. “however,” “therefore,” “on the other hand”). b) Revise with teacher guidance at the word, sentence, and basic paragraph levels (e.g., main idea and topic sentences are supported; paragraphs and sentences are connected.). c) Independently use a multi-item editing checklist (e.g., check verb tenses, subject- verb agreement, singular and plural nouns, capitalization, punctuation, and spelling using a computer-based spelling and grammar check, a dictionary, or a bilingual dictionary).

Advanced Exit Benchmarks - To exit this level, learners will be able to:

W6.1 Write to communicate ideas effectively and authoritatively for a wide range of purposes in less familiar and more formal contexts, tailored to the intended audience.

a) Write for a variety of purposes:

· Inform, describe, and persuade (e.g., formal resumé and cover letter, personal statements for college and job applications, opinion letter). · Compare and contrast (e.g., research about current events or a debate). · Summarize and evaluate (e.g., current events; police, accident, or insurance report). · Express self (e.g., autobiography, creative writing)

b) Write in multiple contexts (e.g., work, civic, and academic—higher education, GED®, vocational education). c) Engage multiple audiences (e.g., elected officials, civic authorities, health care providers, academic authorities, employers).

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W6.2 Organize clear, well-developed texts.

a) Write multi-paragraph texts with clear introduction, sequential and logical development of ideas, and appropriate conclusion. b) Develop a resumé according to current conventions. c) Use a wide range of word choices including synonyms, antonyms, and idiomatic/slang expressions appropriate to the text.

W6.3 Use syntactic variety with few or no grammatical errors and appropriate mechanics, including basic source citations.

a) Use syntactic structures and verb tenses as appropriate to the text and task. b) Use basic source citations (e.g. MLA).

W6.4 Select and use appropriate strategies to plan, revise, and edit writing.

a) Use process writing steps—plan, draft, review, revise, and edit. b) Use multiple planning strategies (e.g., research, idea webs, outlining, brainstorming). c) Revise writing to enhance meaning, clarity, and consistency using peer and teacher feedback. d) With guidance, review peer texts and provide feedback. e) Use a variety of tools (e.g., English-English dictionaries, thesaurus, grammar guides, multi-item editing checklists) to edit writing.

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