Florida Department of Education
Adult General Education
Curriculum Framework

	                         ADULT BASIC EDUCATION-READING	
Program Title	Adult English for Speakers of Other Languages (ESOL)	
Program Number 	9900040	
Course Title	Adult English for Speakers of Other Languages (ESOL)	
Course Number	9900040	
CIP Number	1532019900	
Grade Level	30, 31	
Standard Length	Varies (see Program Length section)	

PURPOSE
The purpose of the Adult ESOL program is to “assist immigrants and other individuals who are English language learners in: improving their reading, writing, speaking, listening, and comprehension skills in English, mathematics and an understanding of the American system of government, individual freedom, and the responsibilities of citizenship.” In addition, the Adult ESOL program is “designed to lead to attainment of a secondary school diploma or its recognized equivalent and transition to postsecondary education and training; or employment.” Adult Education and Family Literacy Act (AEFLA), Title II, Section 202, Workforce Investment and Opportunity Act (WIOA), 2014.

STUDENTS
Students eligible to enroll in the Adult ESOL program are those who:
•	Are age 16 years or older and not enrolled in the K12 system
•	Score below the exit score of NRS ESL Level 6 as measured by FDOE-approved assessments
•	May have secondary or postsecondary degree(s) and/or credential(s) from another country or the U.S.
•	Are not simultaneously enrolled in the English Literacy for Career and Technical Education (ELCATE) course

Students enrolling in the Adult ESOL course should demonstrate the ability to read and write in their native language, at a minimum. If a student scores below the accurate range on the lowest level pre-test, the program should administer the FDOE Native Language Screening (NLS) to the student. The NLS is available on the FDOE website at http://www.fldoe.org/academics/career-adult-edu/adult-edu/index.stml. The purpose of the NLS is to determine reading and writing skills in the student’s native language. If the scores from the NLS indicate the student is pre-literate, non-literate, or semi-literate, the program should enroll the student in the Literacy Skills course (9900300), in place of the Adult ESOL course. 

CURRICULUM FRAMEWORK 
The Adult ESOL curriculum framework is a guide for local programs to design an in-house curriculum that meets the needs of their students. The framework provides local programs with a broad outline of the knowledge and skills that students should learn. Local programs are encouraged to provide instructors with a curriculum comprised of the following elements: 

•	Educational outcomes that students will be expected to have achieved upon completion of the course
•	A description of the content to be covered in the course (the Academic Content Standards, English Language Proficiency Standards, Life and Work Competencies and other content created or collected by instructors)
•	A description of learning activities that may be used when teaching the course
•	A description of the types of vocabulary words and supporting grammar students will need to know
•	A list of textbooks, workbooks, websites and online learning platforms, films, dictionaries, etc., that may be used

The Adult ESOL Course addresses the following NRS Educational Functioning Levels:

FDOE Adult ESOL Levels	NRS ESL* Educational Functioning Levels 	
1 	Foundations	ESL Level 1	
2 	Low Beginning	ESL Level 2	
3 	High Beginning	ESL Level 3	
4 	Low Intermediate	ESL Level 4	
5 	High Intermediate	ESL Level 5	
6 	Advanced	ESL Level 6	
* ESL stands for English as a Second Language. It is synonymous with ESOL.	

The Adult ESOL curriculum framework consists of three components:
1.	Reasoning through Language Arts (RLA) Standards for Adult General Education Programs
2.	English Language Proficiency (ELP) Standards for Adult General Education Programs
3.	The FDOE Life and Work Competencies for Adult General Education Programs

The first section of the Adult ESOL curriculum framework presents the RLA Standards. Section two presents the ELP standards and the final section presents the Life and Work Competencies. It is not intended that students will progress through the standards sequentially. The instructor may present topic-centered and/or project-based lessons that integrate all three components of the ESOL curriculum framework. Lesson plans and classroom instruction will benefit students most when the RLA Standards and ELP Standards are used in combination with a theme based on the Life and Work Competencies.

REASONING THROUGH LANGUAGE ARTS STANDARDS
The RLA standards represent what students are able to do upon completion of each level and cover the essential oral and written English communication skills students need for real-world applications. They are the end goal of all adult education students, including ESOL, as the students advance toward their long-term personal and career goals. 

The RLA standards are separated into four strands: Foundations, Reading, Communication, and Vocabulary. There is also an overarching set of Expectations that run through every component of language arts. The table below illustrates the numbering used to indicate the RLA subjects, levels, strands, standards, and benchmarks. 

Subject	RLA Level	Strand	Standard	Benchmark	
RLA	L1	R	2	1	
RLA.L1.R.2.1
Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to predict and confirm the topic as well as demonstrate understanding of texts.	

ENGLISH LANGUAGE PROFICIENCY STANDARDS
The ELP Standards reflect three key instructional advances:
1.	Complex text: The standards provide regular practice with complex text and academic language. 
2.	Evidence from text: The standards prioritize students’ ability to cite evidence from literary and informational text across the domains of reading, writing, speaking, and listening.
3.	Content-rich text: The standards focus not only on English language skills but also on literacy across disciplines of science, social studies, and technical subjects, and on students’ ability to build knowledge through comprehension of content-rich informational text.

The ELP Standards have the following roles in relation to adult English language learners:
•	Support implementation of the RLA Standards in all programs statewide
•	Provide guidance to teachers of adult ESOL students at different levels access the RLA standards
•	Make recommendations on the types of linguistic supports that adult ESOL students may need

Each of the ten ELP Anchor Standards have five level standards that cover all six of the Adult ESOL levels. By the end of each of the five level standards, an adult ESOL student should be able to do the skills described therein.

The ELP Anchor Standards encompass the following skills: Receptive, Productive, Interactive and Interpretive.
•	Anchor Standards 1 and 8: Receptive and Interpretive skills used in listening and reading
•	Anchor Standards 3, 4, 7: Productive skills used in speaking and writing
•	Anchor Standards 2, 5, 6: Interactive skills requiring collaborative use of both receptive and productive skills
•	Anchor Standards 8, 9 and 10: Micro-linguistic features such as determining the meaning of words and using appropriate speech and conventions of Standard English.

ELP Anchor Standards 1 – 7 highlight the language skills required for ELLs to engage in content-specific practices necessary for full engagement in English language arts and literacy, mathematics, and science. Standards 8–10 highlight the linguistic skills needed to support ELP Anchor Standards 1–7. For example, ELP Anchor Standard 8 (determine the meaning of words and phrases in oral presentations and literary and informational text) is necessary in order for ELLs to engage with ELP Standard 1 (construct meaning from oral presentations and literary and informational text through level appropriate listening, reading, and viewing).

LIFE AND WORK COMPETENCIES
The final section of the framework provides instructors with a comprehensive list of Life and Work Competencies. The RLA and ELP Standards should be taught contextually by building lessons around the life and work competencies that relate to students’ personal and career goals. Many of the competencies can be taught across the full range of the Adult ESOL levels, while some are more applicable to beginning levels and others to advanced levels. 

The FDOE Life and Work Competencies cover the following nine subject areas:
1.	Communication
2.	Employment
3.	Community 
4.	Consumer Education
5.	Health
6.	Civics
7.	Environment
8.	Mathematics
9.	Learning and Thinking

ASSESSMENTS
Assessments approved by FDOE (see Rule 6A‐6.014, FAC.) and USDOE measure the completion of EFLs. The following tests (online and paper versions) have been approved for use in Adult ESOL: BEST Plus 2.0 and BEST Literacy, CASAS (Life and Work 80 Reading Series and 980 Listening Series), and TABE CLAS-E. For additional information, see http://www.fldoe.org/academics/career-adult-edu/adult-edu/technical-assistance-papers.stml.

ACCOMMODATIONS
Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Adult students with disabilities must self-identify and request such services. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology, and special communication systems.

ADULT EDUCATION INSTRUCTOR CERTIFICATION REQUIREMENTS 
As per section 1012.39 (1)(b), F.S., each school district shall establish the minimal qualifications for part-time and full-time teachers in adult education programs.

INTEGRATED EDUCATION AND TRAINING (IET)
The Division of Career and Adult Education promotes the planning, development and implementation of an integrated education and training (IET) service approach that provides concurrent and contextualized adult education and literacy activities in combination with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement. 

The IET service approach provides all levels of adult education students the opportunity to acquire the skills needed to:
•	Transition to and complete postsecondary education and training programs;
•	Obtain and advance in employment leading to economic self-sufficiency; and  
•	Exercise the rights and responsibilities of citizenship. 

All IET programs must include the following three components:
•	Adult education and literacy activities (§463.30);
•	Workforce preparation activities (§463.34); and 
•	Workforce training for a specific occupation or occupation cluster which can be any one of the training services defined in section 134(c)(3)(D), of WIOA. 

In order to meet the “integrated” requirement of IET, all services must include the following:
•	Adult education and literacy activities run concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement;
•	Activities are of sufficient intensity and quality, and based on the most rigorous research available, particularly with respect to improving reading, writing, mathematics, and English proficiency of eligible individuals; 
•	Occur simultaneously; and 
•	Use occupational relevant instructional materials. 

The integrated education and training program must have a single set of learning objectives that identifies specific adult education content, workforce preparation activities, and workforce training competencies, and the program activities function cooperatively. 

REASONING THROUGH LANGUAGE ARTS (RLA) EXPECTATIONS
The RLA Expectations are those overarching skills that run through every component of language arts. These are skills that students should be using throughout the strands. The standards themselves are divided into four strands: Foundations, Reading, Communication, and Vocabulary.

RLA EXPECTATIONS
RLA.K12.EE.1.1	Cite evidence to explain and justify reasoning.	
RLA.K12.EE.2.1	Read and comprehend grade-level complex texts proficiently.	
RLA.K12.EE.3.1	Make inferences to support comprehension.	
RLA.K12.EE.4.1	Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.	
RLA.K12.EE.5.1	Use the accepted rules governing a specific format to create quality work.	
RLA.K12.EE.6.1	Use appropriate voice and tone when speaking or writing.	

FOUNDATIONS STRAND
Foundational Skills are the building block skills for students functioning within RLA Levels 1-4.  These skills increase a student’s understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English reading and writing systems. They are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Teachers can integrate these standards into instruction as needed for students that may not be proficient in these skills.

The Foundations (F) strand includes 1 standard and 4 benchmarks.

STANDARD	BENCHMARK	CODE	
Learning and Applying Foundational Reading Skills	Print Concepts	F.1.1	
	Phonological Awareness	F.1.2	
	Phonics and Word Analysis	F.1.3	
	Fluency	F.1.4	

Strand: Foundations (F)
Standard: Learning and Applying Foundational Reading Skills 	
ESOL Level	RLA Code	Print Concepts Benchmark F.1.1	
1-3	RLA.L1.F.1.1	Demonstrate knowledge of the basic concepts of print.
a.	Locate a printed word on a page.
b.	Distinguish letters from words within sentences.
c.	Match print to speech to demonstrate that language is represented by print.
d.	Identify parts of a book (front cover, back cover, title page).
e.	Locate the title, table of contents, names of author(s) and illustrator(s), and glossary of books.
f.	Move top to bottom and left to right on the printed page; returning to the beginning of the next line.
g.	Identify all upper- and lowercase letters of the alphabet.
h.	Recognize that print conveys specific meaning and pictures may support meaning.	
4	N/A	None for this level.	
5	N/A	None for this level.	
6	N/A	None for this level.	
ESOL Level	RLA Code	Phonological Awareness Benchmark F.1.2	
1-3	RLA.L1.F.1.2	Phonological Awareness: Demonstrate phonological awareness.
a.	Identify and produce alliterative and rhyming words.
b.	Add or delete phonemes at the beginning or end of a spoken word and say the resulting word.
c.	Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends, and trigraphs.
d.	Orally blend initial, medial, and final phonemes together to produce a single-syllable word that includes digraphs, blends, or trigraphs.
e.	Blend single-syllable spoken words with at least five phonemes.
f.	Segment single-syllable spoken words with at least five phonemes.
g.	Segment and blend phonemes in multi-syllable spoken words.	
4	N/A	None for this level.	
5	N/A	None for this level.	
6	N/A	None for this level.	
ESOL Level	RLA Code	Phonics and Word Analysis Benchmark F.1.3	
1-3	RLA.L1.F.1.3	Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.
a.	Demonstrate knowledge of the most frequent sound for each consonant.
b.	Demonstrate knowledge of the short and long sounds for the five major vowels.
c.	Decode and encode consonant-vowel-consonant (CVC) words.
d.	Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends.
e.	Decode simple words with r-controlled vowels.
f.	Decode and encode regularly spelled one-syllable words.
g.	Decode words with inflectional endings.
h.	Decode two-syllable words with regular patterns by breaking the words into syllables.
i.	Decode words that use final –e and vowel teams to make long vowel sounds.	
4	RLA.L2.F.1.3	Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
a.	Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow).
b.	Decode regularly spelled two-syllable words with long and short vowels.
c.	Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble).
d.	Decode words with common prefixes and suffixes.
e.	Decode words with silent letter combinations (e.g., knight, comb, island, ghost).
f.	Decode words with common Greek and Latin roots and affixes. (See 3.V.1.2)
g.	Decode words with common derivational suffixes and describe how they turn words into different parts of speech (e.g., -ful, - less, -est).
h.	Decode multisyllabic words.	
5	RLA.L3.F.1.3	Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
a.	Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read, comprehend, and write unfamiliar single-syllable and multisyllabic words in and out of context.	
6	RLA.L4.F.1.3	Know and apply phonics and word analysis skills in decoding and encoding words.
a.	Use an array of strategies to decode single-syllable and multisyllabic words.
b.	Use an array of strategies to accurately encode single-syllable and multisyllabic words.
c.	Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.	
ESOL Level	RLA Code	Fluency Benchmark F.1.4	
1-3	RLA.L1.F.1.4	Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
a.	Recognize and read with automaticity the grade-level sight words.	
4	RLA.L2.F.1.4	Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression to support comprehension.	
5	RLA.L3.F.1.4	Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression to support comprehension.	
6	RLA.L4.F.1.4	Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression to support comprehension.	

READING STRAND
To become college and career ready, students need to grapple with a variety of reading materials that span across genres, subject areas, cultures, and centuries. By engaging students with increasingly complex readings, students gain the ability to evaluate, analyze, and synthesize arguments and challenges posed by complex text.

The Reading (R) strand includes 2 standards and 8 benchmarks.

STANDARD	BENCHMARK	CODE	
Reading Informational Text	Structure	R.2.1	
	Central Idea 	R.2.2	
	Purpose and Perspective 	R.2.3	
	Argument	R.2.4	
Reading Across Genres	Interpreting Figurative Language	R.3.1	
	Paraphrasing and Summarizing 	R.3.2	
	Comparative Reading 	R.3.3	
	Understanding Rhetoric 	R.3.4	

Strand: Reading (R)
Standard: Reading Informational Text	
ESOL Level	RLA Code	Structure Benchmark R.2.1	
1-3	RLA.L1.R.2.1	Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to predict and confirm the topic as well as demonstrate understanding of texts.	
4	RLA.L1.R.2.1	Explain how text features (print and digital) contribute to meaning and identify the text structures of chronology, comparison, and cause/effect in texts.	
5	RLA.L3.R.2.1	Explain how text features (including charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) contribute to the overall meaning and identify the text structures of problem/solution, sequence, and description in texts.	
6	RLA.L4.R.2.1	Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.	
ESOL Level	RLA Code	Central Idea Benchmark R.2.2	
1-3	RLA.L1.R.2.2	Identify the topic of and relevant details in a text.	
4	RLA.L2.R.2.2	Identify the central idea and explain how relevant details support that idea in a text.	
5	RLA.L3.R.2.2	Explain how relevant details support the central idea(s), implied or explicit.	
6	RLA.L4.R.2.2	Analyze two or more central ideas, implied or explicit, and their development throughout a text.	
ESOL Level	RLA Code	Purpose and Perspective Benchmark R.2.3	
1-3	N/A	None for this level.	
4	RLA.L2.R.2.3	Explain an author’s purpose and its development in an informational text.	
5	RLA.L3.R.2.3	Analyze an author’s purpose and/or perspective in an informational text.
a.	Analyze authors’ purpose(s) in multiple accounts of the same event or topic.	
6	RLA.L4.R.2.3	Explain how an author establishes and achieves purpose(s) through diction, syntax, rhetorical appeals and/or figurative language.	
ESOL Level	RLA Code	Argument Benchmark R.2.4	
1-3	RLA.L1.R.2.4	Identify and explain an author’s opinion(s) and supporting evidence.	
4	RLA.L2.R.2.4	Identify and explain an author’s claim and the reasons and evidence used to support the claim.	
5	RLA.L3.R.2.4	Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.	
6	RLA.L4.R.2.4	Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.	
ESOL Level	RLA Code	Connecting Ideas Benchmark R.3.5	
1-3	RLA.L1.R.2.5	Describe the connection between two individuals, events, ideas, or pieces of information in a text.	
4	RLA.L2.R.2.5	Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.	
5	RLA.L3.R.2.5	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.	
6	RLA.L4.R.2.5	Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).	

Strand: Reading (R)
Standard: Reading Across Genres	
ESOL Level	RLA Code	Interpreting Figurative Language Benchmark R.3.1	
1-3	RLA.L1.R.3.1	Identify and explain descriptive words and phrases, in text(s) and how people use them to communicate.	
4	RLA.L2.R.3.1	Identify and explain similes, idioms, alliteration, metaphors, personification, and hyperbole in text(s).	
5	RLA.L3.R.3.1	Analyze and explain how figurative language contributes to meaning in text(s).	
6	RLA.L4.R.3.1	Analyze how figurative language contributes to tone and meaning and explain examples of allusions and symbolism in text(s).	
ESOL Level	RLA Code	Paraphrasing and Summarizing Benchmark R.3.2	
1-3	RLA.L1.R.3.2	Retell a text in oral or written form to enhance comprehension (use topic and relevant details for an informational text).	
4	RLA.L2.R.3.2	Retell a text to enhance comprehension (use the central idea and relevant details for an informational text).	
5	RLA.L3.R.3.2	Summarize a text to enhance comprehension (include the central idea and relevant details for an informational text).	
6	RLA.L4.R.3.2	Summarize a text to enhance comprehension; paraphrase content from grade-level texts.	
ESOL Level	RLA Code	Comparative Reading Benchmark R.3.2	
1-3	RLA.L1.R.3.3	Compare and contrast two texts on the same topic.	
4	RLA.L2.R.3.3	Compare and contrast how two authors present information on the same topic or theme.
a.	Compare and contrast how authors from different time periods and address the same or related topics.	
5	RLA.L3.R.3.3	Compare and contrast primary and secondary sources related to the same topic or event.	
6	RLA.L4.R.3.3	Compare and contrast how authors with differing perspectives address the same or related topics or themes.	
ESOL Level	RLA Code	Understanding Rhetoric Benchmark R.3.4	
1-3	N/A	None for this level.	
4	N/A	None for this level.	
5	N/A	None for this level.	
6	RLA.L4.R.3.4	Identify rhetorical appeals in a text; explain how an author uses rhetorical devices to support or advance an appeal.	

COMMUNICATION STRAND
The Communication Standards cover the development of critical writing skills (including narrative, argumentative, and expository writing) as well as skills in presentation, research and use of multimedia and technology. Interwoven in the standards are benchmarks that address the writing process as well as grammar and conventions.

The Communication (C) strand includes 5 standards and 10 benchmarks.

STANDARD	BENCHMARK	CODE	
Communicating Through Writing	Handwriting 	C.1.1	
	Narrative Writing 	C.1.2	
	Argumentative Writing 	C.1.3	
	Expository Writing 	C.1.4	
	Improving Writing 	C.1.5	
Communicating Orally 	Oral Presentation	C.2.1	
Following Conventions 	Conventions	C.3.1	
Researching 	Researching and Using Information 	C.4.1	
Creating and Collaborating 	Multimedia 	C.5.1	
	Technology in Communication 	C.5.2	

Strand: Communication (C)
Standard: Communicating Through Writing	
ESOL Level	RLA Code	Handwriting Benchmark C.1.1	
1-3	RLA.L1.C.1.1	Print all upper- and lowercase letters legibly.	
4	RLA.L2.C.1.1	Write in cursive all upper- and lowercase letters, including fluently joining letters to create words. Include fluency of joining letters to create words and sentences here.	
5	RLA.L3.C.1.1	Demonstrate fluent and legible cursive writing skills.	
6	N/A	None for this level.	
ESOL Level	RLA Code	Narrative Writing Benchmark C.1.2	
1-3	RLA.L1.C.1.2	Write narratives that retell two or more appropriately sequenced events, including relevant details and a sense of closure.	
4	RLA.L2.C.1.2	Write personal or fictional narratives using a logical sequence of events, appropriate descriptions, dialogue, a variety of transitional words or phrases, and an ending.	
5	RLA.L3.C.1.2	Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.	
6	RLA.L4.C.1.2	Write personal or fictional narratives using narrative techniques, varied transitions, precise words and phrases, figurative language, and a clearly established point of view.	
ESOL Level	RLA Code	Argumentative Writing Benchmark C.1.3	
1-3	RLA.L1.C.1.3	Write opinions about a topic or text with at least one supporting reason from a source and a sense of closure.	
4	RLA.L2.C.1.3	Write opinions about a topic or text, include reasons supported by details from one or more sources, use transitions, and provide a conclusion.	
5	RLA.L3.C.1.3	Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.	
6	RLA.L4.C.1.3	Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from multiple sources, elaboration, and using a logical organizational structure with varied transitions.	
ESOL Level	RLA Code	Expository Writing Benchmark C.1.4	
1-3	RLA.L1.C.1.4	Write expository texts about a topic, using a source, providing facts and a sense of closure.	
4	RLA.L2.C.1.4	Write expository texts about a topic, using one or more sources, providing an introduction, facts and details, some elaboration, transitions, and a conclusion.	
5	RLA.L3.C.1.4	Write expository texts about a topic using multiple sources and including an introduction, organizational structure, relevant elaboration, varied transitions, precise language and domain-specific vocabulary, and a conclusion.	
6	RLA.L4.C.1.4	Write expository texts to explain and analyze information from multiple sources, using an introduction, relevant supporting details, logical organization, varied purposeful transitions, precise language and domain-specific vocabulary, a formal style, and a conclusion.	
ESOL Level	RLA Code	Improving Writing Benchmark C.1.5	
1-3	RLA.L1.C.1.5	With guidance and support from adults, improve writing, as needed, by planning, revising, and editing.	
4	RLA.L2.C.1.5	Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers.	
5	RLA.L3.C.1.5	Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.	
6	RLA.L4.C.1.5	Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity, cohesiveness, purpose, and audience.	

Strand: Communication (C)
Standard: Communicating Orally	
ESOL Level	RLA Code	Oral Presentation Benchmark C.2.1	
1-3	RLA.L1.C.2.1	Present information orally using complete sentences and appropriate volume.	
4	RLA.L2.C.2.1	Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.	
5	RLA.L3.C.2.1	Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.	
6	RLA.L4.C.2.1	Present information orally, in a logical sequence, supporting the central idea with credible evidence, using formal English, nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.	

Strand: Communication (C)
Standard: Following Conventions	
ESOL Level	RLA Code	Conventions Benchmark C.3.1	
1-3	RLA.L1.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.	
4	RLA.L2.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.	
5	RLA.L3.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.	
6	RLA.L4.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.	

Strand: Communication (C)
Standard: Researching	
ESOL Level	RLA Code	Researching and Using Information Benchmark C.4.1	
1-3	RLA.L1.C.4.1	Recall information or participate in research to gather information to answer a question about a single topic.	
4	RLA.L2.C.4.1	Conduct research to answer a question, organizing information about the topic from multiple print and digital sources.	
5	RLA.L3.C.4.1	Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid (print and digital) sources.	
6	RLA.L4.C.4.1	Conduct research to answer a question, drawing on multiple reliable and valid (print and digital) sources, refocusing the inquiry when appropriate, and generating additional questions for further research.	

Strand: Communication (C)
Standard: Creating and Collaborating	
ESOL Level	RLA Code	Multimedia Benchmark C.5.1	
1-3	RLA.L1.C.5.1	Use a multimedia element to enhance oral or written tasks.	
4	RLA.L2.C.5.1	Use two or more multimedia elements to enhance oral or written tasks.	
5	RLA.L3.C.5.1	Arrange multimedia elements to create emphasis and/or clarity in oral or written tasks.	
6	RLA.L4.C.5.1	Integrate diverse digital media to enhance audience engagement, build cohesion, and emphasize the relevance of a topic or idea in oral or written tasks.	
ESOL Level	RLA Code	Technology in Communication Benchmark C.5.2	
1-3	RLA.L1.C.5.2	Identify and use a variety of technology and digital tools to produce and publish writing individually or with peers and with support from adults.	
4	RLA.L2.C.5.2	Use digital writing tools individually or collaboratively to plan, draft, and revise writing.	
5	RLA.L3.C.5.2	Use digital writing tools individually or collaboratively to plan, draft, and revise writing.	
6	RLA.L4.C.5.2	Use a variety of digital tools to produce and collaborate with others to produce writing.	

VOCABULARY STRAND
The vocabulary standards focus on understanding words and phrases and their nuances and relationships, and on acquiring new vocabulary particularly general academic words and phrases.

The Vocabulary (V) Strand has 1 standard and 3 benchmarks.

STANDARD	BENCHMARK	CODE	
Finding Meaning	Academic Vocabulary 	V.1.1	
	Morphology 	V.1.2	
	Context and Connotation 	V.1.3	

Strand: Vocabulary (V)
Standard: Finding Meaning	
ESOL Level	RLA Code	Academic Vocabulary Benchmark (V.1.1)	
1-3	RLA.L1.V.1.1	Use grade-level academic vocabulary appropriately in speaking and writing.	
4	RLA.L2.V.1.1	Use grade-level academic vocabulary appropriately in speaking and writing.	
5	RLA.L3.V.1.1	Use grade-level academic vocabulary appropriately in speaking and writing.	
6	RLA.L4.V.1.1	Integrate academic vocabulary appropriate to grade level in speaking and writing.	
ESOL Level	RLA Code	Morphology Benchmark (V.1.2)	
1-3	RLA.L1.V.1.2	Identify and use base words and affixes to determine the meaning of unfamiliar words in grade-level content.	
4	RLA.L2.V.1.2	Identify and apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.	
5	RLA.L3.V.1.2	Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.	
6	RLA.L4.V.1.2	Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.	
ESOL Level	RLA Code	Context and Connotation Benchmark (V.1.3)	
1-3	RLA.L1.V.1.3	Identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.	
4	RLA.L2.V.1.3	Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.	
5	RLA.L3.V.1.3	Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.	
6	RLA.L4.V.1.3	Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.	

ENGLISH LANGUAGE PROFICIENCY STANDARDS	
ELP Anchor Standard 1	Construct meaning from oral presentations and literary and informational text through level appropriate listening, reading, and viewing.	
ELP Anchor Standard 2	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.	
ELP Anchor Standard 3	Speak and write about level-appropriate complex literary and informational texts and topics.	
ELP Anchor Standard 4	Construct level-appropriate oral and written claims and support them with reasoning and evidence.	
ELP Anchor Standard 5	Conduct research and evaluate and communicate findings to answer questions or solve problems.	
ELP Anchor Standard 6	Analyze and critique the arguments of others orally and in writing.	
ELP Anchor Standard 7	Adapt language choices to purpose, task, and audience when speaking and writing.	
ELP Anchor Standard 8	Determine the meaning of words and phrases in oral presentations and literary and informational text.	
ELP Anchor Standard 9	Create clear and coherent level-appropriate speech and text.	
ELP Anchor Standard 10	Demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing.	

English Language Proficiency Anchor Standard	ESOL Level	English Language Proficiency Level-Specific Standard
	
		By the end of the ELP level standard, an ELL can:	
Anchor Standard 1
Construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing.	1-2	Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple spoken and written texts.	
	3	Use an emerging set of strategies to:
•	Identify the main topic in oral presentations and simple spoken and written texts.
•	Retell a few key details.	
	4	Use a developing set of strategies to:
•	Determine a central idea or theme in oral presentations and spoken and written texts 
•	Retell key details.
•	Answer questions about key details.
•	Explain how the theme is developed by specific details in texts.
•	Summarize part of a text.	
	5	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.	
	6	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.	
Anchor Standard 2
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	1-2	•	Actively listen to others.
•	Participate in short conversations and written exchanges about familiar topics and in familiar contexts.
•	Present simple information.
•	Respond to simple yes/no questions and some wh- questions.	
	3	•	Participate in short conversations and written exchanges about familiar topics and texts.
•	Present information and ideas.
•	Appropriately take turns in interactions with others.
•	Respond to simple questions and wh- questions.	
	4	•	Participate in conversations, discussions, and written exchanges about familiar topics, texts, and issues.
•	Build on the ideas of others.
•	Express his or her own ideas.
•	Ask and answer relevant questions.
•	Add relevant information and evidence.
•	Restate some of the key ideas expressed.
•	Follow rules for discussion.
•	Ask questions to gain information or clarify understanding.	
	5	•	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 expressed.	
	6	•	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.	
Anchor Standard 3
Speak and write about level-appropriate complex literary and informational texts and topics.	1-2	With support,
•	Communicate information and feelings about familiar texts, topics, and experiences.	
	3	With support,
•	Deliver short oral presentations.
•	Compose simple written narratives or informational texts about familiar texts, topics, experiences, or events.	
	4	With support,
•	Deliver short oral presentations,
•	Compose written informational texts.
•	Develop the topic with a few details about familiar texts, topics, or events.	
	5	•	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. 	
	6	•	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.	
Anchor Standard 4
Construct level-appropriate oral and written claims and support them with reasoning and evidence. 	1-2	•	Express an opinion about a familiar topic, experience or event.
•	Give a reason for the opinion.	
	3	•	Construct a claim about familiar topics, experiences, or events.
•	Introduce the topic, experience, or event.
•	Give a reason to support the claim.
•	Provide a concluding statement.	
	4	•	Construct a claim about familiar topics 
•	Introduce the topic.
•	Provide sufficient reasons or facts to support the claim.
•	Provide a concluding statement.	
	5	•	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.	
	6	•	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 counterclaim.
•	Provide a conclusion that summarizes the argument presented.	
Anchor Standard 5
Conduct research and evaluate and communicate findings to answer questions or solve problems. 	1-2	With support,
•	Carry out short, shared research projects.
•	Gather information from a few provided print and digital sources.
•	Label collected information, experiences, or events.
•	Recall information from experience or from a provided source.	
	3	With support,
•	Carry out short individual or shared research projects.
•	Gather information from provided print and digital sources.
•	Record information in simple notes.
•	Summarize data and information.	
	4	With support,
•	Carry out short research projects to answer a question.
•	Gather information from multiple provided.
•	Print and digital sources.
•	Paraphrase key information in a short written or oral report.
•	Include illustrations, diagrams, or other graphics as appropriate.
•	Provide a list of sources.	
	5	•	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.
•	Synthesize information from multiple print and digital sources.
•	Integrate information into an organized oral or written report.
•	Include illustrations, diagrams, or other graphics as appropriate.
•	Cite sources appropriately.	
	6	•	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.	
Anchor Standard 6 Analyze and critique the arguments of others orally and in writing.	1-2	With support,
•	Identify a point an author or a speaker makes.	
	3	With support,
•	Identify the main argument an author or speaker makes.
•	Identify one reason an author or a speaker gives to support the argument.	
	4	With support,
•	Explain the reasons an author or a speaker gives to support a claim.
•	Identify one or two reasons an author or a speaker gives to support the main point.	
	5	•	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.	
	6	•	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.	
Anchor Standard 7
Adapt language choices to purpose, task, and audience when speaking and writing	1-2	•	Show emerging awareness of differences between informal and formal language use.
•	Recognize the meaning of some words learned through conversations, reading, and being read to.	
	3	•	Show increasing awareness of differences between informal and formal language use.
•	Adapt language choices to task and audience with emerging control in various social and academic contexts.
•	Begin to use some frequently occurring general academic and content-specific words.	
	4	•	Adapt language choices and style according to purpose, task, and audience with developing ease in various social and academic contexts.
•	Use an increasing number of general academic and content-specific words and expressions in spoken and written texts.
•	Show developing control of style and tone in spoken and written texts.	
	5	•	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.	
	6	•	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.	
Anchor Standard 8
Determine the meaning of words and phrases in oral presentations and literary and informational text.	1-2	Relying heavily on context, questioning, and knowledge of morphology in their native language(s),
•	Recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in spoken and written texts about familiar topics, experiences, or events.	
	3	Using context, questioning, and knowledge of morphology in their native language(s),
•	Determine the meaning of frequently occurring words, phrases, and expressions in spoken and written texts about familiar topics, experiences, or events.	
	4	Using context, questioning, and a developing knowledge of English and their native language(s)' morphology.
•	Determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in spoken and written texts about familiar topics, experiences, or events.	
	5	Using context, questioning, and an increasing knowledge of English morphology,
•	Determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events.	
	6	Using context, questioning, and consistent knowledge of English morphology,
•	Determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events.	
Anchor Standard 9 Create clear and coherent level-appropriate speech and text. 	1-2	With support,
•	Communicate basic information about an event or topic.
•	Use a narrow range of vocabulary and syntactically simple sentences.	
	3	With support,
•	Recount a short sequence of events in order.
•	Introduce an informational topic.
•	Provide one or two facts about the topic.
•	Use common linking words to connect events and ideas.	
	4	With support,
•	Recount a sequence of events, with a beginning, middle, and end.
•	Introduce and develop an informational topic with facts and details.
•	Use common transitional words and phrases to connect events, ideas, and opinions.
•	Provide a conclusion.	
	5	•	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.
•	Provide a concluding section or statement.	
	6	•	Recount a complex and detailed sequence of events or steps in 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.	
Anchor Standard 10
Demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing. 	1-2	With support,
•	Recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions.
•	Understand and respond to simple questions.	
	3	With support,
•	Use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions.
•	Produce simple and compound sentences.	
	4	With support,
•	Use simple phrases.
•	Use simple clauses.
•	Produce and expand simple, compound, and a few complex sentences.	
	5	•	Use increasingly complex phrases.
•	Use increasingly complex clauses.
•	Produce and expand simple, compound, and complex sentences.	
	6	•	Use complex phrases and clauses.
•	Produce and expand simple, compound, and complex sentences.	

LIFE AND WORK COMPETENCIES	
		
	Subject Areas	
1	Communication	
2	Employment	
3	Community 	
4	Consumer Economics	
5	Health	
6	Civics	
7	Environment	
8	Mathematics	
9	Learning and Thinking	
1	Communication	
1.1	Interact with others effectively in the classroom.	
1.2	Respond appropriately to common information questions (name, address, family members, and country).	
1.3	Identify or use appropriate non-verbal behavior (e.g., handshaking).	
1.4	Converse about daily and leisure activities, every day topics, and personal interests.	
1.5	Identify family members and their relationships.	
1.6	Complete a personal information form.	
1.7	Use a telephone or similar device to make and receive calls and for other functions.	
1.8	Interpret or write a personal note, invitation, or letter.	
1.9	Identify the months of the year and the days of the week.	
1.10	Understand, follow, or give instructions, including commands and polite request (e.g., Do this; Will you do this?).	
1.11	Understand or use appropriate language to clarify or request clarification.	
1.12	Understand or use appropriate language for informational purpose (e.g., to identify, describe, ask for information, state needs, agree or disagree).	
1.13	Understand or use appropriate language to influence or persuade (e.g., to caution, to advise, to persuade, and to negotiate).	
1.14	Understand or use appropriate language in general social situations (e.g., to greet, introduce, thank, apologize.	
1.15	Understand or use appropriate language to express emotions and states of being (e.g., happy, hungry, upset).	
2	Employment	
	Obtaining Employment	
2.1	Identify and use sources of information about job opportunities such as job descriptions.	
2.2	Identify procedures involved in interviewing for a job, such as arranging for an interview, acting and dressing appropriately, and selecting appropriate questions and responses.	
2.3	Follow procedures for applying for a job, including interpreting and completing job applications, resumes, and letters of application.	
2.4	Identify and use information about training opportunities.	
2.5	Identify common occupations and the skills and education required for them.	
2.6	Identify procedures for career planning, including self-assessment.	
2.7	Identify appropriate skills and education for keeping a job and getting a promotion.	
2.8	Interpret job responsibilities and performance reviews.	
2.9	Identify job training needs and set learning goals.	
2.10	Identify/interpret appropriate behaviors, attire, attitudes, and interpersonal interactions in the workplace.	
	Wages	
2.11	Interpret information about wages, deductions, pay statements, and timekeeping forms.	
2.12	Interpret employee handbooks, personnel policies, employee benefits, and job manuals.	
2.13	Interpret information about legal rights of employees, including issues such as discrimination and sexual harassment.	
	Workplace Safety	
2.15	Identify/interpret safety signs and manuals, safe work procedures, and ergonomic requirements in the workplace.	
2.16	Identify common safety equipment and safe work attire.	
2.17	Identify/interpret unsafe conditions and accidents in the workplace and procedures for reporting them.	
	Workplace Tools and Technology	
2.18	Demonstrate use of common business machines.	
2.19	Demonstrate the ability to use a computer in performing work tasks.	
2.20	Identify tools, equipment, and machines in the workplace.	
2.21	Interpret work-related technical service manuals.	
2.22	Identify/interpret procedures to troubleshoot/resolve problems with machines, and maintain them.	
	Workplace Communication	
2.23	Interpret general work-related vocabulary (e.g., supervisor, shift).	
2.24	Interpret job-related signs, charts, diagrams, forms, and procedures, and record information on forms charts, checklists, etc.	
2.25	Follow, clarify, give, or provide feedback to instructions; give and respond appropriately to criticism.	
2.26	Demonstrate ability to select, set up, and apply appropriate technology for a given task.	
2.27	Demonstrate ability to work cooperatively with others as a member of a team, contributing to team efforts, maximizing the strengths of team members, promoting effective group interaction, and taking personal responsibility for accomplishing goals.	
2.28	Demonstrate effective communication skills in working with customers and clients.	
2.29	Demonstrate initiative and resourcefulness in meeting the needs and solving the problems of customers.	
2.30	Assess the operation of a system or organization and make recommendations for improvement, including development of new systems.	
2.31	Interpret and write work-related correspondence, including notes, memos, letters, and e-mail.	
2.32	Interpret written workplace announcements and notices.	
2.33	Report progress on activities, status of assigned tasks, and problems and other situations affecting job completion.	
2.34	Select and analyze work-related information for a given purpose and communicate it to others orally or in writing.	
2.35	Identify or demonstrate effective management of material resources, including acquisition, storage, and distribution.	
2.36	Identify or demonstrate effective management of human resources, including assessing skills, making appropriate work assignments, and monitoring performance.	
	Workplace Resource Management	
2.37	Identify, secure, evaluate, process, and/or store information needed to perform tasks or keep records.	
2.38	Demonstrate ability to use a filing system or other ordered system (e.g., coded or numbered).	
3	Community 	
3.1	Ask for, give, follow, or clarify directions to a place or location, including reading signs.	
3.2	Identify/interpret signs related to public transportation.	
3.3	Identify/interpret different types of transportation in the community, and interpret traffic information.	
3.4	Identify/interpret maps relating to travel needs, including internet-based map systems.	
3.5	Interpret information about weather conditions (e.g., hurricanes, tornadoes, lightning).	
3.6	Locate and utilize services of agencies that provide emergency help.	
3.7	Identify governmental social services (e.g., Social Security, Medicare, welfare programs).	
3.8	Interpret the types of community services available through community organizations.	
3.9	Locate and interpret information related to classes and schedules.	
3.10	Interpret school-related registration and application forms.	
3.11	Interpret information about social issues.	
4	Consumer Economics	
	Measurement and Money	
4.1	Interpret recipes.	
4.2	Interpret, use and compute measurement for consumer-related purposes.	
4.3	Count, convert, and use coins and currency, and recognize symbols such as ($) and (.).	
4.4	Interpret advertisements, labels, charts, and price tags in selecting goods and services.	
	Purchasing Goods and Services	
4.5	Compare price, quality, and product information to determine the best buys for goods and services.	
4.6	Identify common food items.	
4.7	Identify common articles of clothing.	
4.8	Identify, compare and use methods for purchasing goods and services, including online purchasing.	
4.9	Make returns, exchanges, and customer service requests.	
4.10	Use automated devices (e.g., ticket machines, self-checkout) to make purchases and payments.	
4.11	Identify common articles of clothing.	
	Consumer Protection	
4.12	Identify consumer protection resources concerning business practices and solicitations.	
4.13	Identify procedures the consumer can follow if merchandise or service is unsatisfactory.	
4.14	Interpret product guarantees and warranties.	
4.15	Interpret operating instructions, directions, or labels for consumer products.	
4.16	Interpret information to obtain repairs.	
	Financial Literacy	
4.17	Interpret information about personal and family budgets.	
4.18	Consider need, affordability, and long-term implications in making purchases.	
4.19	Interpret different types of bills (e.g., medical, utilities, and credit card).	
4.20	Demonstrate ability to use and manage banking services such as ATMs, direct deposit, debit card purchasing, and online banking.	
4.21	Interpret information about the types of loans available through lending institutions.	
4.23	Interpret information about credit and debt, including interest rates, payment terms and credit reports.	
	Housing	
4.24	Identify different kinds of housing, areas of the home, and common household items.	
4.25	Select appropriate housing by reading ads, signs, and other information, and by making inquiries.	
4.26	Interpret lease and rental documents.	
4.27	Interpret information about tenant and landlord rights and obligations.	
4.28	Interpret information about housing loans and homeowner insurance.	
4.29	Communicate maintenance needs and housing problems to a landlord or property manager.	
4.30	Recognize home theft and fire prevention measures.	
	Transportation	
4.31	Interpret highway and traffic signs and signals, including parking information.	
4.32	Identify driving regulations and procedures to obtain a driver’s license.	
4.33	Compute mileage and gasoline consumption.	
4.34	Interpret maps related to driving.	
4.35	Interpret information related to the selection and purchase of a car.	
4.36	Interpret information related to automobile maintenance.	
4.37	Identify types of vehicles and basic car parts and features, including safety equipment.	
5	Health	
	Basic Health and Medical Information	
5.1	Identify parts of the body.	
5.2	Identify information necessary to make or keep medical and dental appointments.	
5.3	Identify and use health care services and facilities, including interacting with staff.	
5.4	Identify and access counseling services.	
5.5	Interpret information about health care plans, insurance, and benefits.	
5.6	Fill out medical health history forms.	
5.7	Interpret medical bills.	
5.8	Identify and use appropriate medications, including prescription, over-the-counter, and generic.	
5.9	Interpret medicine labels.	
5.10	Interpret product labels, including directions and warnings.	
5.11	Identify safety measures that can prevent accidents and injuries.	
5.12	Interpret procedures for first-aid.	
5.13	Interpret information about AIDS and other sexually transmitted diseases.	
5.14	Recognize problems related to drugs, tobacco, and alcohol, and identify where treatment may be obtained.	
5.15	Interpret immunization requirements.	
5.16	Interpret health and danger alerts.	
5.17	Interpret medical-related vocabulary (e.g., X-ray, blood test).	
	Maintaining Health	
5.18	Interpret information about nutrition, including food labels.	
5.19	Identify/interpret information about a healthy diet.	
5.20	Identify how to handle, prepare and store food safely.	
5.21	Identify practices that promote dental health.	
5.22	Identify practices to maintain health such as regular checkups, exercise, and disease prevention measures.	
5.23	Interpret information about illnesses, diseases, and health conditions, and their symptoms.	
5.24	Communicate with medical personnel regarding condition, diagnosis, treatment, concerns, and instructions.	
5.25	Interpret information on the development, care, and health and safety concerns of children.	
6	Civics	
	Voting and Civic Engagement	
6.1	Identify/interpret voter qualifications and registration forms.	
6.2	Interpret a ballot.	
6.3	Interpret information about electoral politics, political parties, and candidates.	
6.4	Identify, interpret, and express opinions on political and other public issues.	
6.5	Identify how to contact public officials about issues and concerns.	
	U.S. History	
6.6	Identify the U.S. flag, other national symbols, and principal monuments.	
6.7	Interpret information about U.S. history.	
6.8	Identify/interpret U.S. historical documents.	
6.9	Interpret information about U.S. states, cities, geographical features, and points of interest.	
	Legal Rights and Responsibilities	
6.10	Interpret laws and ordinances, and legal forms and documents.	
6.11	Identify individual legal and civil rights and procedures for obtaining legal advice.	
6.12	Interpret basic court procedures.	
6.13	Interpret information or identify requirements for establishing residency and/or obtaining citizenship.	
6.14	Identify common infractions, crimes, legal consequences.	
6.15	Identify procedures for reporting a crime.	
6.16	Identify legal obligations in domestic relationships and how to report problems.	
	Functions of Government	
6.17	Interpret information about the legislative, judicial, and executive branches and their activities.	
6.18	Interpret information about the military and law enforcement.	
6.19	Identify local, state and federal government officials and their roles.	
	Civic Activities	
6.20	Identify ways to communicate with and interact with local, state and federal government officials.	
6.21	Identify civic responsibilities, e.g., voting, jury duty, and paying taxes.	
6.22	Interpret information about civic organizations and public service groups.	
6.23	Interpret information about neighborhood or community problems and their solutions.	
	Economics	
6.24	Identify trends in the economy related to wages and employment.	
6.25	Identify trends in the economy related to prices of goods and services.	
6.26	Interpret information on economic issues that are part of current events.	
7	Environment	
7.1	Identify the principal components of the weather and Earth’s climate system.	
7.2	Interpret information related to the way the principal components of the weather and Earth’s climate system interact.	
7.3	Identify the principal elements of climate change.	
7.4	Interpret information related to the way climate change impacts on environmental, biological, and social systems.	
7.5	Identify ways to use energy efficiently.	
7.6	Interpret information related to energy issues.	
7.7	Interpret information about issues related to natural sciences, such as biology.	
7.8	Interpret information related to uses of technology to conserve and protect the natural environment.	
7.9	Identify ways of conserving resources, including recycling.	
8	Mathematics 	
	Note: Instructors may use the FDOE ABE Mathematics Standards to complement instruction in mathematics.	
8.1	Count to 100 by ones and by tens.	
8.2	Identify and classify numeric symbols.	
8.3	Tell and write time in hours and half-hours using analog and digital clocks.	
8.4	Compare two numbers between 1 and 10 presented as written numerals.	
8.5	Count and associate numbers with quantities, including recognizing correct number sequencing.	
8.6	Solve addition and subtraction word problems, and add and subtract within 10.	
8.7	Using drawings or objects, find the number between 1-9 that makes 10 when added to the given number.	
8.8	Identify information needed to solve a given problem.	
8.9	Use the four operations to compute using whole numbers.	
8.10	Convert common or mixed fractions to decimal fractions or percents.	
8.11	Use the four operations to compute with percents, rate, ratio, and proportion.	
8.12	Apply a percent to determine amount of discount.	
8.13	Apply a percent in a context not involving money.	
8.14	Recognize and evaluate simple consumer formulas.	
8.15	Convert units of U.S. standard measurement and metric system.	
8.16	Recognize, use, and measure linear dimensions, geometric shapes, or angles.	
8.17	Measure area and volume of geometric shapes.	
8.18	Use or interpret measurement instruments, such as rulers, scales, gauges, and dials.	
8.19	Interpret diagrams, illustrations, and scale drawings.	
8.20	Calculate with units of time.	
8.21	Interpret data from graphs.	
8.22	Compute averages, medians, or modes.	
8.23	Interpret statistical information used in news reports and articles.	
8.24	Interpret statements of probability.	
9	Learning and Thinking	
9.1	Identify and prioritize personal, educational, and workplace goals.	
9.2	Identify and paraphrase pertinent information.	
9.3	Analyze a situation, statement, or process, identifying component elements and casual and part/whole relationships.	
9.4	Make comparisons, differentiating among, sorting, and classifying items, information, or ideas.	
9.5	Identify or make inferences through inductive and deductive reasoning to hypothesize, predict, conclude, and synthesize.	
9.6	Identify a problem and its possible causes.	
9.7	Generate ideas using various approaches, such as brainstorming.	
9.8	Devise and implement a solution to an identified problem.	
9.9	Evaluate the outcome of a solution and suggest modifications to it as needed.	
9.10	Take notes or write a summary or an outline.	
9.11	Use an index or table of contents.	
9.12	Identify/interpret test-taking skills and strategies.	
9.13	Interpret visual representations, e.g., symbols, blueprints, flowcharts, and schematics.	
9.14	Distinguish fact from opinion, fiction from non-fiction, and point of view in media messages and presentations.