Effective July, 2017

Florida Department of Education
Adult General Education-ESOL
Curriculum Framework

ADULT ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)	
Program/Course Title 	Adult English for Speakers of Other Languages	
Program/Course Number	9900040	
CIP Number	1532.010300	
Grade Level	30, 31	
Recommended  Length*	Varies	
 *Recommended Length:  A maximum of 1300 hours may be funded (state) per each reportable year for an adult education student.  However, this should not prevent students from receiving instruction beyond the 1300 hours if needed.  For example, you may report 1500 instructional hours but only 1300 hours will be used in the funding calculation.

PURPOSE
The purpose of the Adult ESOL program is to help adult English language learners (ELLs) achieve competence in reading, writing, speaking, and comprehension of the English language that leads to attainment of a secondary school diploma or its recognized equivalent, to transition to postsecondary education and training or employment and to participate fully in the civic life in the United States. The program is designed for ELLs who are able to read and write in their native language or another language.  ELLs who hold a postsecondary degree or other credential may enroll in the Adult ESOL Program if their placement test score is below the top score for exiting the program.

PROGRAM STRUCTURE 
The Adult ESOL Curriculum Framework has six levels which correlate to the Educational Functioning Levels (EFLs) of the National Reporting System (NRS). The first five levels provide a list of Life and Work Competencies in addition to the Conventions of Standard English Grammar. Both are presented in a matrix format to show the progression of levels. Level six (Advanced) is presented in a list format that integrates the Life and Work Competencies with the Adult Education College and Career Readiness Content Standards, Level D. The CCR Standards address the following skill areas: Reading, Listening, Speaking, Writing and Language.

FDOE Adult ESOL Levels	NRS  EFLs	
1 Foundations	1 Beginning Literacy	
2 Low Beginning	2 Low Beginning	
3 High Beginning	3 High Beginning	
4 Low Intermediate	4 Low Intermediate	
5 High Intermediate	5 High Intermediate	
6 Advanced	6 Advanced	

Completion of EFLs must be measured by approved assessments in accordance with Rule 6A‐6.014, FAC.  The following tests have been approved by the state for use with students enrolled in Adult ESOL: CASAS Life and Work Series 80 Reading and 980 Listening, TABE CLAS-E Reading and Writing. See http://www.fldoe.org/academics/career-adult-edu/adult-edu/technical-assistance-papers.stml for additional information on assessment procedures. 

The Curriculum Framework is meant to be a guide to teachers for planning daily lessons. The Language Standards and the Life and Work Competencies may be taught in any sequence.  In preparing daily lesson plans, instructors will find it useful to integrate Academic Standards and Life and Work Competencies that complement each other. The Life and Work Competencies marked with an italicized “C” meet the requirements for English Literacy and Civics Education instruction.

Students at EFL 5 or 6 cannot be enrolled in Adult ESOL and ELCATE at the same time. Students who have a goal to enter a CTE program may be enrolled in ELCATE. Students who do not have a goal of enrolling in CTE may remain in Adult ESOL. Students who are new to the program and test into EFL 5 or 6 may be enrolled in Adult ESOL or ELCATE, depending on their goals. 

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.

Career and Education Planning 
The following career development standards are designed to be integrated into the ABE frameworks to assist students with career exploration and planning.  Students can access Florida’s career information delivery system or a comparable system for career exploration and development of a career plan.  
 
CP Standards:
CP.01 	Develop skills to locate, evaluate, and interpret career information.
CP.02 	Identify interests, skills, and personal preferences that influence career and education choices.
CP.03	Identify career cluster and related pathways that match career and education goals.
CP.04 	Develop and manage a career and education plan.  

Digital Literacy (Technology)
Computer skills have become essential in today’s world.  Students use a variety of technology tools such as calculators, cell phones, and computers for multiple uses; communicate with friends and family, apply for work, classroom instruction, testing, and in the workplace.  Technology standards are designed to be integrated into the ESOL Frameworks.

DL Standards:    
DL.01	Develop basic keyboarding and numerical keypad skills.
DL.02	Produce a variety of documents such as research papers, resumes, charts, and tables using word processing programs.
DL.03	Use Internet search engines such as Google, Bing, or Yahoo to collect data and information.
DL.04	Practice safe, legal, and responsible sharing of information, data, and opinions online. 

Workforce Preparation Activities 
The term “workforce preparation activities” means activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment. (Workforce Innovation and Opportunity Act (WIOA), 2014).  

The following activities should be integrated into the classroom instruction: 

Critical Thinking 
All students will make decisions and solve problems by specifying goals, identifying resources and constraints, generating alternatives, considering impacts, choosing appropriate alternatives, implementing plans of action, and evaluating results.

Teamwork
All students will learn to work cooperatively with people with diverse backgrounds and abilities.  Students will identify with the group’s goals and values, learn to exercise leadership, teach others new skills, serve clients or customers, and contribute with ideas, suggestions, and work efforts.

Employment 
All students will develop job search skills for employment such as completing an application, resume, cover letter, thank you letter, and interviewing techniques.

Self-Management
All students should display personal qualities such as responsibility, self-management, self-confidence, ethical behavior, and respect for self and others.

Utilizing Resources
All students will learn to identify, organize, plan, and allocate resources (such as time, money, material, and human resources) efficiently and effectively.

Using Information
All students will acquire, organize, interpret, and evaluate information in post-secondary, training, or work situations.

Understanding Systems
All students will learn to understand, monitor, and improve complex systems, including social, technical, and mechanical systems, and work with and maintain a variety of technologies.

. Communication Standard	
Demonstrate the English skills necessary to communicate effectively. 	
Communication Competencies	
Foundations 
(Level 1)	Low Beginning 
(Level 2)	High Beginning (Level 3)	Low Intermediate (Level 4)	High Intermediate (Level 5)	
1.01.01 Use greetings and farewells appropriate to audience. 	2.01.01 Converse in general social situations to express joy, appreciation and/or satisfaction.	3.01.01 Converse in social situations to express sorrow, apology, and/or regret. 	4.01.01 Participate in collaborative discussions with peers.	5.01.01 Engage in a range of collaborative discussions with diverse partners.	
1.01.02 Engage in a simple dialog with another person about daily and/or leisure activities. 	2.01.02 Engage in a conversation with another person about daily and/or leisure activities. 	3.01.02 Participate in short discussions with peers.	4.01.02 Engage in conversation with another person about interests and/or hobbies. 	5.01.02 Express personal opinions, satisfaction and dissatisfaction.	
1.01.03 Respond to yes/no questions about personal likes and dislikes.	2.01.03 Identify a persons, places and objects.	3.01.03 Identify daily activities and/or leisure activities that you like/dislike. 	4.01.03 Interpret personal likes and dislikes with those of someone else.	5.01.03 Interpret future outcomes based upon information shared.	
1.01.04 Introduce yourself to others.	2.01.04 Ask others for their name. 	3.01.04 Ask about a common everyday topic, such as the weather. 	4.01.04 Conduct and interview with someone and restate the information they provide.	5.01.04 Interpret biases, prejudices and stereotypes in oral and written messages.
	
1.01.05 Identify days of the week and months of the year using words, abbreviations and numeric form.	2.01.05 Write dates in number and/or word formats.	3.01.05 Interpret information about weather and seasons.	4.01.05 Create a calendar/agenda for school, home and/or work purposes.	5.01.05 Interpret holidays celebrated in the United States.	
1.01.06 Identify emergencies when 911 should be called.	2.01.06 Identify information needed by dispatchers when calling 911.				
2. Civics, Environment, and Family in the U.S. Standard	
Demonstrate the English skills necessary to understand issues related to civics, environment and family in the U.S.	
Civics, Environment, and Family in the U.S. Competencies	
Foundations 
(Level 1)	Low Beginning 
(Level 2)	High Beginning (Level 3)	Low Intermediate (Level 4)	High Intermediate (Level 5)	
1.02.01 Identify major U.S. holidays. C	2.02.01 Identify supportive service agencies in the local area. C	3.02.01Identify public recreational, entertainment facilities in the community. C	4.02.01 Interpret services available in the community for immigrants and refugees. C	5.02.01 interpret current events that impact on the local community. C	
1.02.02 Identify the current U.S. President. C	2.02.02 Identify holidays in the U.S. and another country. C	3.02.02 Identify historical origins of US holidays. C	4.02.02 Interpret traditional holidays from your country of origin or another country. C	5.02.02 Compare US holidays with those of other nations. C	
1.02.03 Identify local government officials. C	2.02.03 Identify the current U.S. President, Vice President and Florida Governor. C	3.02.03 Identify basic steps of the US election process. C	4.02.03 Interpret civic duties, such as voting, jury duty, and taxes. C	5.02.03 Interpret legal rights and responsibilities of U.S. residents and citizens. C	
1.02.04 Identify the four seasons and common weather conditions. C	2.02.04 Access information about weather conditions. C	3.02.04 Identify temperatures in Fahrenheit to Celsius.	4.02.04 Interpret methods of preparation for weather emergencies. C	5.02.04 Interpret maps and map key for evacuation procedures. C	
1.02.05 Identify ways to keep a clean environment. C	2.02.05 Identify ways to conserve water and energy. C	3.02.05 Identify environmental regulations in the community. C	4.02.05 Interpret procedures for basic disposal of trash (regular items/large items) and items to be recycled. C	5.02.05 Interpret regulations for recycling and dumping of toxic wastes. C	
1.02.06 Identify immediate family members.	2.02.06 Identify family members beyond the immediate family. 	3.02.06 Compare the roles of family members in the U.S. and another country	4.02.06 Explain various ways to communicate with child’s school. C	5.02.06 Interpret the role of the parents in a child’s education. C 	
1.02.07Identify child care services in the community.	2.02.07Identify educational opportunities for children. C 
	3.02.07 Identify ways parents can participate in their child’s education. C	4.02.07 Identify educational services, facilities, and enrollment procedures for children. C	5.02.07 Interpret State of Florida laws and policies regarding education such as compulsory education for children ages 5 to 16. C	
1.02.08 Identify the city or locale of Florida you now live in. 	2.02.08 Identify the government officials in the community. C	3.02.08 Identify the elected officials in the state and federal government. C	4.02.08 Interpret the political structure of the local government entities in the community. C	5.02.08. Interpret the  political structure of the state and federal governments in the U.S. C	
1.02.09 Identify steps to put the address on an item for mailing. C	2.02.09 Identify common methods for sending letters and packages. C	3.02.09 Identify the cost of common methods for sending packages. C	4.02.09 Interpret procedures for tracking packages. C		
1.02.10 Identify local service agencies. C	2.02.10 Identify the location of service agencies in the community. C	3.02.10 Identify ways to access services provided in the community. C			
3. Employability Standard	
Demonstrate the English skills necessary to obtain and maintain employment, and advance in a career.	
Employability Competencies	
Foundations 
(Level 1)	Low Beginning
(Level 2)	High Beginning (Level 3)	Low Intermediate (Level 4)	High Intermediate (Level 5)	
1.03.01 Identify a desired career.	2.03.01 Identify educational goals for short and/or long term career goals.	3.03.01 Match personal goals and educational backgrounds to job opportunities and promotions.	4.03.01 Evaluate educational options for acquiring the skills needed to enter a desired career.	5.03.01 Set educational goals for short and/or long term career goals and develop a career plan.	
1.03.02 Identify procedures to apply for a job in the community.	2.03.02 Match job ads to occupations and careers.	3.03.02 Identify information in ads for various jobs and occupations.	4.03.02 Complete a job application form.	5.03.02 Prepare a resume for a desired position.	
1.03.03 Identify basic interview questions. 	2.03.03 Identify responses to basic interview questions.	3.03.03 Match responses to interview questions.	4.03.03 Interpret complex and multipart interview questions.	5.03.03 Interpret responses to complex and multipart interview questions. 	
1.03.04 Identify required forms of identification for employment.	2.03.04 Identify required qualifications for employment.	3.03.04 Identify training opportunities available in the community.	4.03.04 Interpret the advantages and disadvantages of training opportunities in the community.	5.03.04 Interpret levels of education and experience needed for various occupations.	
1.03.05 Identify opportunities for job promotions.	2.03.05 Identify skills needed for getting a promotion.	3.03.05 Identify levels of education and degrees needed for a promotion.	4.03.05 Interpret levels of education and degrees needed for a promotion.	5.03.05 Negotiate a promotion or raise.	
1.03.06 Identify time using analog and digital clocks.	2.03.06 Distinguish between A.M. and P.M. time.	3.03.06 Fill out a schedule with activities and/or tasks.	4.03.06 Prioritize and set tasks on a schedule.	5.03.06 Interpret how employees are expected to manage their time in the U.S. C 	
1.03.07 Identify behaviors that are not conducive to a positive work environment.	2.03.07 Identify behaviors that promote a positive work environment.	3.03.07 Identify employer policies in an employee handbook.	4.03.07 Interpret employer policies on workplace behavior standards and rules of conduct.	5.03.07 Interpret communication styles and behaviors that foster a positive work environment in a multicultural workplace.	
1.03.08 Ask for assistance in the workplace. 	2.03.08 Convey information to supervisors and co-workers in the workplace.	3.03.08 Ask for clarification of assigned tasks in the workplace.	4.03.08 Interpret problem-solving skills for the workplace.	5.03.08 Respond to positive/negative feedback in the workplace.	
1.03.09 Identify common safety signs found in the workplace.	2.03.09 Identify images and signs related to work safety. 	3.03.09 Interpret ways to keep safe in the workplace.	4.03.09 Interpret procedures to report accidents on the job.	5.03.09 Complete a form used to report an accident on the job.	
1.03.10 Identify elements of a work schedule.	2.03.10 Ask questions about a work schedule.	3.03.10 Request modifications to a work schedule.	4.03.10 Compare the work schedules of several types of employees.	5.03.10 Interpret the work schedules for various shifts.	
1.01.11 Identify common labor rights in the U.S. (minimum wage, overtime pay). C	2.03.11 Identify provisions for employees in the Fair Labor Standards Act (FLSA). C	3.03.11 Identify practices that constitute employment discrimination in the workplace. C	4.03.11 Interpret labor laws and employee rights in the Fair Labor Standards Act (FLSA). C	5.03.11 Interpret labor laws and employee rights in the FLSA compared to other countries. C	
1.03.12 Identify pay statements and timekeeping forms.	 	2.03.12 Identify components of a pay statement.	3.03.12 Compare the pay statements of various types of employees. 			
1.03.13 Identify various types of tools, equipment and devices used in the workplace.	2.03.13 Identify the purpose for various types of tools, equipment, and devices.	3.03.13 Match various types of tools, equipment, and devices.			
4. Consumer Education Standard	
Demonstrate the English skills necessary to understand consumer education issues.	
Consumer Education Competencies	
Foundations 
(Level 1)	Low Beginning 
(Level 2)	High Beginning (Level 3)	Low Intermediate (Level 4)	High Intermediate (Level 5)	
1.04.01 Identify cardinal numbers.	2.04.01 Identify ordinal numbers.	3.04.01 Read cardinal and ordinal numbers.	4.04.01 Write cardinal and ordinal numbers.	5.04.01 Use numbers to perform various computational procedures.	
1.04.02 Identify types of housing.	2.04.02 Interpret classified ads for housing.	3.04.02 Identify documents required for purchasing a home. C	4.04.02 Compare costs of renting or purchasing a home. C	5.04.02 Interpret tenant and landlord rights. C	
1.04.03 Identify common banking terms. C	2.04.03 Identify common banking services. C	3.04.03 Interpret banking terms and services. C	4.04.03 Compare the fees charged by credit unions and banks. C	5.04.03 Interpret procedures for borrowing money from a bank. C	
1.04.04 Identify US clothing sizes.	2.04.04 Identify clothing labels.	3.04.04 Identify best buys in sales ads.	4.04.04 Interpret procedures to return goods.	5.04.04 Interpret guarantees and warranties.	
1.04.05 Identify the symbols used for denominations of U.S. currency.	2.04.05 Count money in U.S. currency.	3.04.05 Read and write the amounts for denominations of in U.S. currency.
	4.04.05 Calculate change from various amounts of money.	5.04.05 Interpret methods for determining if a bill or coin is counterfeit.	
1.04.06 Identify common goods sold at various stores.	2.04.07 Identify prices, measures and sizes of various types of goods.	2.04.06 Identify methods to shop for and purchase items.	5.04.06 Identify strategies for saving money when shopping.	5.04.06 Calculate savings from using coupons.	
5. Health and Nutrition Standard	
Demonstrate the English skills necessary to communicate effectively on health and nutrition topics.	
Health and Nutrition Competencies	
Foundations 
(Level 1)	Low Beginning 
(Level 2)	High Beginning (Level 3)	Low Intermediate (Level 4)	High Intermediate (Level 5)	
1.05.01 Identify parts of the body.	2.05.01 Identify the body parts that make up the limbs, head and trunk.	3.05.01 Identify the functions of different parts of the body.	2.05.01 Identify the organs and functions of the major systems of the body.	5.05.01 Interpret various types of accidents and the injuries they may cause. 	
1.05.02 Identify symptoms of common illnesses.	2.05.02   Identify remedies for common illnesses. 	3.05.02 Identify healthful habits that prevent illness.	4.05.02 Identify of health care providers for various types of illnesses.	5.05.02 Interpret health care practices and their effects on various types of illnesses and diseases.	
1.05.03 Identify ways to maintain good health.	3.05.03 Identify physical exercises that promote good health.	3.05.03 Identify nutrition practices that promote good health.	4.05.03 Compare healthful and unhealthful behaviors and practices.	5.05.03 Interpret medical problems associated with substance abuse.	
1.05.04 Identify health care providers in the community.	2.05.04 Identify health care facilities in the community for different groups (children, pregnant women, elders).	3.05.04 Identify steps to schedule an appointment with a health care provider.	4.05.04 Interpret reasons to cancel an appointment with a health care provider and consequences for late cancellations.	5.05.04 Interpret intake and medical history forms used by health care providers.	
1.05.05 Identify common medications.	2.05.05 Identify prescription medicines and over-the-counter medications.	3.05.05 Interpret prescription medicines compared to over-the-counter medications.	4.05.05 Interpret instructions on medication labels. 	5.05.05 Interpret side effects of medications and warnings on medication information sheets.	
1.05.06 Identify various items needed for a first aid kit.	2.05.06 Identify items in a first aid kit and their purposes.	3.05.06 Identify procedures for administering first aid.	4.05.06 Identify types of immunizations.	5.05.06 Interpret immunization requirements in the U.S. C	
1.05.07 Identify basic foods. 	2.05.07 Identify foods found in meals listed in menus.	3.05.07 Identify food groups according to current US Department of Agriculture guidelines. C	4.05.07 Interpret nutritional and related information listed on food labels.	5.05.07 Interpret the components of various types of balanced meals.		
6. Transportation and Travel Standard	
Demonstrate the English skills necessary to access transportation and travel effectively.	
Transportation and Travel Competencies	
Foundations 
(Level 1)	Low Beginning  (Level 2)	High Beginning (Level 3)	Low Intermediate (Level 4)	High Intermediate (Level 5)	
1.06.01 Identify common modes of transportation.	2.06.01 Identify the cost for various types of transportation in the community.	3.06.01 Identify transportation schedules for various types of transportation.	4.06.01 Interpret transportation schedules.	5.06.01 Interpret methods for planning a trip.	
1.06.02 Identify common transportation signs using sight words and symbols.	2.06.02 Interpret traffic signs.	3.06.02 Identify personnel responsible for traffic safety.	4.06.02 Interpret consequences of not obeying posted traffic signs. C	5.06.02 Interpret procedures to follow in road emergencies.	
1.06.03 Identify common questions for asking directions. 	2.06.03 Identify the four main cardinal directions.	3.06.03 Identify places on maps.	4.06.03 Interpret information related to giving directions.	5.06.03 Interpret travel plans using various forms of transportation.	
1.06.04 Identify documents needed to apply for a Driver’s License or Identification Card. C	2.06.04 Identify common safe driving practices.	3.06.04 Identify responses to questions police in a traffic stop. C	4.06.04 Interpret behaviors that promote a positive interaction with police during a traffic stop. C 	5.06.04 Interpret behaviors that promote a positive interaction with police officers in various settings. C	
1.06.05 Identify methods for purchasing a car.	2.06.05 Identify common tasks related to car maintenance.	5.06.05 Identify common car problems.			
7. Safety and Security Standard	
Demonstrate the English skills necessary to understand safety and security issues.	
Safety and Security Competencies	
Foundations 
(Level 1)	Low Beginning 
(Level 2)	High Beginning (Level 3)	Low Intermediate (Level 4)	High Intermediate (Level 5)	
1.07.01 Identify safety equipment for home and work.	2.07.01 Identify warning signs in the community.	3.07.01 Identify unsafe conditions and ways to accidents 	4.07.01 Interpret safety measures that can prevent accidents.	5.07.01 Report unsafe conditions in private and public places.	
1.07.02 Identify various types of crimes.	2.07.02 Identify procedures for reporting a crime. C	3.07.02 Identify safety measures that can prevent crimes. C	4.07.02 Interpret various types of consequences of crimes. C	5.07.02 Interpret various types of legal support for crime victims. C	
1.07.02 Identify various types of emergencies.	2.07.03 Identify procedures for reporting emergencies.	3.07.03 Identify common types of poison and their antidotes.	4.07.03 Identify procedures to follow in cases of poisoning for various types of poison.		
Language Standards (grammar, capitalization, punctuation, spelling, and usage)	
Note: Prior to entering a level, students should demonstrate command of grammar, capitalization, punctuation, spelling, and usage for the previous levels. However, some students may benefit from a review of specific topics. Instructors may present the topics in any sequence they consider to be appropriate for their class.	
Foundations (Level 1)	
•	Nouns (basic)
•	Verbs (basic)
•	Numerals
•	Capitalization	•	Punctuation: period/question mark
•	Subject Pronouns
•	Yes/No questions
•	Imperatives	
Low Beginning (Level 2)	
•	Verb tenses: 
o	Simple Present
o	Present Progressive
o	Simple Past 
•	Modals: can/can’t
•	Verb + to
•	Would + like 
•	Punctuation: exclamation point/comma
•	Abbreviations
•	Possessives 	•	Adjectives: descriptive/possessive
•	Contractions 
•	Prepositions: time/place/
location/direction
•	“Wh” questions
•	Countable/non-countable nouns
•	Adverbs: frequency/time
•	Articles
•	Politeness markers	
High Beginning (Level 3)	
•	Verb tenses: 
o	Simple Future 
o	Future with  going to
•	Modal verbs:
o	Could
o	Should
o	Would
•	Verbs: want/need
•	Have to + verb
•	Punctuation: semicolon/hyphen/dash 
•	Objects: direct/indirect	•	Indicative
•	Comparatives
•	Superlatives
•	Intensifiers
•	Sequence words
•	Interjections 
•	Conjunctions:
o	Coordinating
o	Correlative
o	Subordinating	
Low Intermediate (Level 4)	
•	Verb tenses:
o	Past Progressive
o	Future Progressive
•	Future with will
•	Modals: may/must
•	Ask + infinitive 
•	Punctuation: parentheses/
brackets
•	Conditionals: if/then
•	Prepositional phrases 
•	Infinitives 	•	Gerunds
•	Subjunctive
•	Dependent clauses
•	When clauses
•	While clauses
•	Questions: 
o	How far? 
o	How long? 
o	How many?  
o	How much?	
High Intermediate (Level 5)	
•	Verb tenses:
o	Present Perfect 
o	Past Perfect 
o	Future Perfect	•	Verb phrases
•	Punctuation: ellipsis/apostrophe
•	Participles: present/past
•	Questions: What about? What if?	

Advanced (Level 6)	
LANGUAGE STANDARDS:	
6.01.00 Reading		
6.02.00 Listening and Speaking		
6.03.00 Writing		
6.04.00 Language (grammar, capitalization, punctuation, spelling, and usage) 	
	
LIFE AND WORK SKILLS STANDARDS:	
6.05.00 Employability	Demonstrate English skills necessary to obtain and maintain employment, and advance in a career.	
6.06.00 Career Planning	Demonstrate the English skills necessary to develop a career plan.	
6.07.00 Civics, Environment, & 	Demonstrate the English skills necessary to understand 
Family 	issues related to civics, environment, and family in the U.S.	
6.08.00 Consumer Education	Demonstrate the English skills necessary to understand consumer education issues.	
6.09.00 Health and Nutrition	Demonstrate the English skills necessary to communicate effectively on health and nutrition topics.	
6.10.00 Transportation and Travel	Demonstrate the English skills necessary to access transportation and travel effectively.	
6.11.00 Safety and Security	Demonstrate the English skills necessary to understand safety and security issues.	
6.12.00 Technology	Demonstrate the English skills necessary to use technology effectively.	
	
Reading Standards	
6.01.01 Interpret unknown and multiple-meaning words as used in the text, choosing flexibly from an array of strategies (e.g., sentence-level context, known affix, root words). 	
6.01.02 Interpret idioms (e.g., out of the blue) and collocations (e.g., make progress, come prepared) as used in the text. 	
6.01.03 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. 	
6.01.04 Interpret word relationships, nuances, connotative meaning of words, and figurative language including analogies, similes and metaphors as used in the text. 	
6.01.05 Interpret common roots, prefixes and suffixes (e.g., unhappy, worker) and less common prefixes and suffixes to determine the meaning of words (e.g., impossible, anti-war, employee). 	
6.01.06 Interpret meaning from word forms (e.g., abstract nouns, regular and irregular verbs, adjectives, plurals, possessives, comparative forms). 	
6.01.07 Interpret signal words in a variety of contexts such as organization and content (e.g., first… then…next, it’s important that…); simple relationships (e.g., because, and); spatial and temporal relationships (e.g., before, after); contrast, addition and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 	
6.01.08 Interpret and evaluate measurement scales and diagrams. 	
6.01.09 Integrate, and evaluate content presented in diverse media or formats and from multiple sources (e.g., digital images, videos, charts, maps, graphs, email, interactive elements on web pages).	
6.01.10 Use, interpret, integrate, and evaluate information presented in diverse media or formats (e.g., illustrations, cartoons, photographs, digital images, videos, charts, maps, graphs). 	
6.01.11 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 	
6.01.12 Determine how individuals, events and ideas develop and interact in simple and complex texts.  	
6.01.13 Make connections between related ideas across different sections of a text, and analyze how the individuals, events, and ideas develop and interact. 	
6.01.14 Determine an author’s point of view or purpose in a text. 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). 	
6.01.15 Identify and analyze how the author’s point of view, purpose, and voice shape the content and style of a text. 	
6.01.16 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. 	
6.01.17 Delineate, analyze, and evaluate the truthfulness, validity, relevance, and sufficiency of arguments, specific claims and supporting evidence in a text, including differentiating fact from opinion (e.g., advertising claims, news reports). 	
6.01.18 Identify and analyze how the content from two or more texts addresses similar themes or topics in order to build knowledge or to compare the approaches the author(s) take. 	
6.01.19 Interpret a work of literature (e.g., relate the theme and central ideas to contemporary life). 	
6.01.20 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations) and explain how the interactions of specific individuals, ideas, and events affect the plot. 	
6.01.21 Determine characters’ traits by what the characters convey about themselves in narration, dialogue, dramatic monologue, and soliloquy. 	
6.01.22 Determine how the characters and the sequence of events interact in narratives. 	
6.01.23 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. 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. 	
6.01.24 Trace an author’s development of time and sequence, including the use of complex devices (e.g., foreshadowing, flashbacks); analyze the effectiveness of the structure used by the author. 	
6.01.25 Recognize and understand the significance of various literary devices (figurative language, imagery, allegory, symbolism), and analyze the cumulative impact of specific word choices on meaning and tone. 	
6.01.26 Analyze recognized works of literature from a variety of authors, genres, cultures, and traditions. 	
6.01.27 Identify story elements including theme, setting, plot, character, conflict, and resolution in simple and complex literary texts.	

	
Speaking and Listening Standards	
6.02.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners. 	
6.02.02 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 	
6.02.03 Recognize location of stress in multi-syllable words (e.g., My áddress is 312 Date Street. vs. Please addréss this envelope.).	
6.02.04 Recognize moods, emotions, and attitudes conveyed by pronunciation and stress patterns (e.g., Stress and intonation can change I don’t believe it! from an expression of skepticism to an exclamation of surprise). 	
6.02.05 Comprehend a wide range of vocabulary such as synonyms (e.g., doctor vs. physician), precise terminology (e.g., home vs. duplex apartment), phrasal verbs and idioms (e.g., to be late vs. running behind schedule) on a variety of topics. 	
6.02.06 Comprehend specialized vocabulary (e.g., technical, academic). 	
6.02.07 Recognize signal words and cohesive devices that give clues to organization and content of message (e.g., first, then, however, it’s important that, well, anyway, that being said, etc.). 	
6.02.08 Comprehend advanced grammar and structures (e.g., complex tenses, all conditionals (real and unreal), passive voice, reported speech, compound/complex sentences). 	
6.02.09 Recognize a range of question types (e.g., embedded questions, tag questions). 	
6.02.10 Comprehend communicative function of speech (e.g., polite disagreement: Do you really think so?). 	
6.02.11 Comprehend media messages with visual support (e.g., TV news, weather reports, and movies). 	
6.02.12 Comprehend extended or detailed non-face-to-face communication (e.g., phone calls, messages, announcements, radio broadcasts). 	
6.02.13 Comprehend instructions or requests given tentatively or indirectly (e.g., Why don’t you ...? You may want to…). 	
6.02.14 Identify the topic, main idea, or gist of brief discourse or information. 	
6.02.15 Listen for simple specific details of brief discourse (e.g., What time will the train leave?). 	
6.02.16 Use non-language-based clues to guess meaning (e.g., gestures, situation, relationships, etc.). 	
6.02.17 Predict content of discourse types/genre that follow common patterns (e.g., doctor talking to patient, narratives, instructions). 	
6.02.18 Demonstrate understanding of hypothetical situations (e.g., You are a patient. What do you say to the doctor?). 	
6.02.19 Determine when clarification is necessary. 	
6.02.20 Identify the main idea or topic of extended discourse. 	
6.02.21 Listen for complex detail or several details in extended discourse (e.g., What are the reasons for the company’s new policy?). 	
6.02.22 Make inferences and predictions and draw conclusions from lengthy or complex information. 	
6.02.23 Differentiate fact from opinion. 	
6.02.24 Detect a speaker’s direct or indirect purpose or bias (e.g., advertisements, persuasive arguments, political speeches). 	
	
Writing Standards	
6.03.01 Write routinely for longer and shorter times on a range of topics. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 	
6.03.02 Write arguments to support claims with clear reasons and relevant evidence. 	
6.03.03 Write an informative text on a topic to convey ideas, concepts. Select and organize relevant facts, use transitions, domain specific vocabulary, a concluding statement, and maintain a formal style throughout the text. 	
6.03.04 Write narratives of an event or sequence of events. Incorporate narrative into arguments and/or informative texts. 	
6.03.05 Plan, revise, edit, and rewrite texts to develop and strengthen writing. 	
6.03.06 Include citations and links to sources in writing for an academic purpose. 	
	
Language Arts Standards (grammar, capitalization, punctuation, spelling, and usage)	
6.04.00 Demonstrate command of standard English grammar, capitalization, punctuation, spelling, and usage upon exit of the Advanced Level. 	
Note: Students should have a firm grasp of the following language standards of the previous levels before entering the Advanced level, however, some students may benefit from a review of specific topics. Instructors may present the topics in any sequence they consider to be appropriate for their class.	
Verb Tenses:
•	Present Perfect Progressive
•	Past Perfect Progressive
•	Future Perfect Progressive
Verb Moods:
•	Indicative
•	Imperative
•	Interrogative
•	Conditional
•	Subjunctive
Future with Probably
Active/Passive Voice
Adverbial Clauses 
Verbals
•	Gerunds
•	Participles
•	Infinitives	Pronouns:
•	Reflexive 
•	Intensive
•	Subjective, objective, and possessive case
Sentence Structures:
•	Simple
•	Compound
•	Complex
•	Compound-complex
Punctuation: 
•	Comma
•	Parenthesis
•	Quotation marks
•	Ellipsis
•	Dash
•	Colon
•	Semicolon	
6.04.01 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by consulting references, using context, affixes, and roots of words. 	
6.04.02 Interpret figurative language, idioms, proverbs, similes, metaphors, word relationships, and nuances in word meanings, common idioms. 	
6.04.03 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 expressions. 
	
Life and Work Skills Standards	
	
Employability Standard	
6.05.00 Demonstrate English skills necessary to obtain and maintain employment, and advance in a career.	
Employability Competencies	
6.05.01 Create a personal job-search portfolio. 	
6.05.02 Develop a list of available job opportunities in the local area and the skills and education required for them.	
6.05.03 Interpret information about employee benefits provided by jobs available in the regional market.	
6.05.04 Interpret employment rights and protections provided by law to employees in Florida and/or the U.S. C	
6.05.05 Develop a list of questions that may be asked in an interview for jobs available in the regional market, with appropriate responses. 	
6.05.06 Interpret job-related signs, charts, diagrams, forms, and procedures, and record information on forms, charts, and checklists.	
6.05.07 Interpret effective communication strategies, including situation-appropriate body language, for the work place.	
6.05.08 Follow, clarify, give, or provide feedback to instructions; give and respond to criticism.	
6.05.09 Interpret and write work-related correspondence, including notes, memos, letters, and e-mail.	
6.05.10 Select and analyze work-related information for a given purpose and communicate it to others orally or in writing.	
6.05.11 Report progress on activities, status of assigned tasks, and problems and other situations affecting job completion.	
6.05.12 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.	
6.05.13 Learn from others and help others learn job-related concepts and skills.	
6.05.14 Interpret and analyze different types of communication skills that are effective and/or not effective in communicating with other employees.  	
6.05.15 Identify and analyze behaviors appropriate for communicating with customers and clients to meet their needs and solve problems. 	
6.05.16 Identify and analyze negotiation skills useful for resolving differences.	
6.05.17 Identify and analyze effective approaches to working within a multicultural workforce.	
6.05.18 Use online sources of information on admissions requirements of colleges and/or post-secondary career education programs. C	
6.05.19 Identify and list documents and related pieces of information required for the FAFSA (Free Application for Federal Student Aid). C	
6.05.20 Identify and analyze sources of financial assistance for covering the costs of college and/or post-secondary career education programs. C	

7. Civics, Environment and Family in the U.S. Standard	
Demonstrate the English skills necessary to understand issues related to civics, environment, and family in the U.S.	
Civics, Environment and Family in the U.S. Competencies	
6.07.01 Interpret information about the system of government established by the U.S. Constitution. C	
6.07.02 Interpret information about the legislative, judicial, and executive branches and their respective activities. C	
6.07.03 Identify and analyze current events happening in the local community or elsewhere. C	
6.07.04 Compare holidays of the U.S. and other countries. C	
6.07.05 Interpret basic court procedures and the concept of “trial by jury” used in U.S. C	
6.07.06 Interpret information about law enforcement. C	
6.07.07 Interpret common laws and ordinances, and legal forms and documents. C	
6.07.08 Identify individual legal and civil rights and procedures for obtaining legal advice. C	
6.07.09 Interpret information or identify requirements for establishing residency and/or obtaining citizenship. C	
6.07.10 Identify common infractions and crimes, legal consequences, and procedures for reporting a crime. C	
6.07.11 Identify rights, responsibilities, and legal obligations in domestic relationships and how to report problems. C	
6.07.12 Interpret a topic related to the environment in the local community or elsewhere. C	
6.07.13 Interpret information about the educational system, from early childhood to postsecondary. C	
6.07.14 Locate and interpret information related to classes, schedules, programs, faculty, facilities, etc. C	
6.07.15 Interpret policies and procedures of educational institutions regarding attendance, grades, conduct, student rights, etc. C	
6.07.16 Interpret information from schools and communicate with school personnel. C	
6.07.17 Interpret information about educational support services, such as counseling, accommodations, and financial aid, and identify ways to access them. C	
6.07.18 Interpret information related to student and school performance, and identify ways to promote change. C	
6.07.19 Identify ways to get involved or volunteer in an educational setting. C	
	
8. Consumer Education Standard	
Demonstrate the English skills necessary to understand consumer education issues.	
Consumer Education Competencies	
6.08.01 Interpret letters, articles, and information about consumer-related topics.	
6.08.02 Develop a personal finance budget showing income, expenditures, and savings.	
6.08.03 Solve math problems based on real-life, showing computational steps.	
6.08.04 Analyze clothing, food, or other product labels to aid in making a purchase decision. 	
6.08.05 Compare two or more merchandise items in deciding which to purchase.	
6.08.06 Evaluate manufacturer and/or extended warranties and service plans for consumer products.	
6.08.07 Identify or compute sales tax. C	
6.08.08 Interpret tax information from articles and publications. C	
6.08.09 Report unsatisfactory service or a defective product.	
6.08.10 Market a product and/or conduct a business transaction.	
6.08.11 Identify and analyze methods for obtaining a credit report.	
6.08.12 Interpret credit card offers and applications.	
6.08.13 Interpret insurance products for auto, home, and/or life. 	
6.08.14 Use online sources of information on homes and apartments available in the local market.	
6.08.15 Interpret the advantages and disadvantages of a variety of options to locate and acquire housing.	
6.08.16 Interpret lease and rental documents.	
6.08.17 Interpret information to obtain, maintain, or cancel housing utilities.	
6.08.18 Interpret information about tenant and landlord rights and obligations. C	
6.08.19 Interpret debt assistance programs. C	
6.08.20 Interpret consumer protection programs concerning business practices and solicitations. C	
	
9. Health and Nutrition Standard	
Demonstrate the English skills necessary to communicate effectively on health and nutrition topics.	
Health and Nutrition Competencies	
6.09.01 Compare medical providers, the services they offer and costs. C	
6.09.02 Access health literacy information and ways to communicate effectively with a doctor or other medical staff regarding condition, diagnosis, treatment, concerns, etc., including clarifying instructions.	
6.09.03 Interpret information related to the proper usage of medications and consequences of improper usage.	
6.09.04 Access information on alcoholism, drug abuse, and/or addiction.	
6.09.05 Interpret immunization requirements. C	
6.09.06 Interpret information about mental health, including psychological problems and conditions, and stress management.	
6.09.07 Interpret information on the development, care, and health and safety concerns of children.	
6.09.08 Interpret information about health issues related to aging.	
6.09.09 Interpret information about medical procedures and risks involved.	
	
10. Transportation and Travel Standard	
Demonstrate the English skills necessary to access transportation and travel effectively.	
Transportation and Travel Competencies	
6.10.01 Use online map systems to develop a detailed trip plan.	
6.10.02 Interpret visa documentation and customs requirements for travel. C	
6.10.03 Interpret behaviors and communication strategies to follow in a traffic stop. C 	
6.10.04 Interpret driving laws and related fines and/or penalties for traffic tickets. C	
6.10.05 Interpret preventative car maintenance tasks.	
	
11. Safety and Security Standard	
Demonstrate the English skills necessary to understand safety and security issues.	
Safety and Security Competencies	
6.11.01 Interpret information about protecting the home from theft and fire. C	
6.11.02 Interpret information about first aid procedures.	
6.11.03 Access information about the emergency broadcast system in the community. C