Effective, July 2023

Florida Department of Education
Adult General Education
Curriculum Frameworks

ADULT ENGLISH FOR SPEAKERS OF OTHER LANGUAGES
COLLEGE AND CAREER READINESS	
Program Title	Adult English for Speakers of Other Languages (ESOL) College and Career Readiness	
Program Number 	9900051	
Course Title	Adult English for Speakers of Other Languages (ESOL) College and Career Readiness	
Course Number	9900051	
CIP Number	1532010902	
Grade Level	30, 31	
Program Length	Varies (See Program Length section)	

SPECIAL NOTE: Starting with Program Year 2023-2024, the Adult English for Speakers of Other Languages College and Career Readiness course has been marked for removal from the Florida DOE Course Code Directory. The course will no longer be offered starting with Program Year 2024-2025. It is not allowable to enroll new students in the course in Program Year 2023-2024, however, agencies may continue to serve students who enrolled in Program Year 2022-2023 or in a prior year. 

Agencies have two options for transitioning Adult ESOL CCR students to other courses:

1.	Allow students currently enrolled in the Adult ESOL CCR course to remain enrolled as continuing students. (It is not allowable to enroll new students in the Adult ESOL CCR course in 2023-2024.) Beginning with Program Year 2024-2025, enroll the students as new students in the Adult Basic Skills course, the ABE RLA course, or the GED® Preparation course(s). 
2.	Discontinue offering the Adult ESOL CCR course in Program Year 2023-2024 and enroll the students as new students in the Adult Basic Skills course, the ABE RLA course, or the GED® Preparation course(s). 

PURPOSE
Adult General Education Program: The Florida Department of Education administers the Adult General Education Program under the authority of s. Florida Statute 1004.93, F.S.  and the Workforce Investment and Opportunity Act (WIOA), 2014. The AGE Program has multiple purposes. Primarily, it provides instruction in reading and language and mathematics to students seeking to obtain a high school diploma or its recognized equivalent. Another purpose is to support parents to become full partners in the educational development of their children and to improve the economic opportunities of their family. Finally, the AGE Program prepares learners transition to postsecondary education and training and obtain employment.

Adult ESOL Program: 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” (Workforce Investment and Opportunity Act (WIOA), 2014).

The Adult ESOL Program serves several purposes:

•	Ensure continuity with the K-12 Florida Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards with the Adult ESOL Program
•	Provide a common language for the Adult ESOL educational functioning levels among those of the other agencies within AGE: ABE, AHS, and GED® Preparation
•	Provide English Language acquisition skills and critical thinking skills to prepare students for education and employment opportunities that align with their goals, such as the ABE Program, the GED® Preparation Program, and for postsecondary education and employment
•	Provide instruction in the English language and civics portion of the Integrated English Literacy and Civics Education (IELCE) Program to Adult ESOL students who choose to participate in IELCE.
•	Assist local adult education agencies with ABE curriculum development
•	Provide guidance for all Adult ESOL practitioners
•	Ensure quality instruction through professional development

Adult ESOL College and Career Readiness Program and Course: The purpose of the Adult ESOL College and Career Readiness (CCR) Program and Course is to prepare students who have exited the Adult ESOL course to enter and be successful in a post-secondary academic setting, such as a college or university, or a post-secondary career and technical education setting.

STUDENTS
As noted above, it is not allowable to enroll new students in the Adult ESOL College and Career Readiness course in Program Year 2023-2024. The following statements in the text box below are provided here for reference purposes only to explain how students were enrolled into the course in Program Year 2022-2023 and before. 

Students eligible to enroll in the Adult ESOL CCR course Program Year 2022-2023 and before are those who:

•	Are age 16 years or older
•	Are not enrolled in the K12 system
•	It is recommended, but not required, that prior to enrolling in the Adult ESOL CCR course, students obtain a score above Adult ESOL EFL 6 in both the reading and listening skill areas, as measured by Florida DOE-approved assessments

Adult English language learners enrolled in the Adult ESOL CCR course may have varying levels of education. Among the population of English language learners enrolled to the Adult ESOL Program are those who:

•	Have a secondary (high school) degree from their home country or the U.S.
•	Have a bachelor’s, doctorate or a professional degree from their home country or the U.S.

EDUCATIONAL FUNCTIONING LEVELS
The Adult ESOL CCR course has only one EFL, which has the following two characteristics:

•	Above EFL 6 of the Adult ESOL course
•	Equal to EFL 5 of the Florida ABE Reasoning through Language Arts course

Table 1 shows a comparison of the EFL of the Adult ESOL CCR course in comparison with the EFLs of the Adult ESOL course. It also shows the corresponding levels of the English Language Proficiency Standards (ELPS) and the EFLs of the Florida ABE Reasoning through Language Arts (RLA) course.

Table 1: Level of the Adult ESOL CCR course in relation to the English Language Proficiency Levels, the Six Levels of the Adult ESOL course and the NRS ABE Reasoning through Language Arts Levels

NRS EFLs of the Adult ESOL Course and the Adult ESOL CCR Course	Adult Education ELPS Levels	EFLs of the ABE Reasoning Through Language Arts (RLA) 	
Adult 
ESOL Course 	ESL Level 1
Beginning Literacy ESL	ELPS Level 1	ABE RLA Level 1	
	ESL Level 2
Low Beginning ESL	ELPS Level 1	ABE RLA Level 1	
	ESL Level 3
High Beginning ESL	ELPS Level 2	ABE RLA Level 1	
	ESL Level 4
Low Intermediate ESL	ELPS Level 3	ABE RLA Level 2	
	ESL Level 5
High Intermediate ESL	ELPS Level 4	ABE RLA Level 3	
	ESL Level 6
Advanced ESL	ELPS Level 5	ABE RLA Level 4	
Adult 
ESOL CCR Course	Above ESL Level 6
(Adult ESOL CCR is not reportable to the NRS as an ESL course, as it is above all NRS ESL levels.)	ELPS Level 5	ABE RLA Level 5	
			ABE RLA Level 6 	

* The term ESL is used by the NRS and stands for English as a Second Language. The term ESOL is used by the Florida DOE and stands for English for Speakers of Other Languages. The two terms are synonymous.

PROGRAM LENGTH
Table 2 illustrates the recommended maximum number of instructional hours for the Adult ESOL CCR course. The maximum number of hours presented here are recommendations only. Recognizing that each student will learn at a different pace, there will be students who complete an EFL in fewer (or more) hours than the recommended maximum number of hours noted.

Table 2: Recommended Maximum Number of Hours by Level

Course Number	Adult ESOL CCR EFL	Recommended Maximum Number of Hours	
9900051	One level 	450	

CURRICULUM AND INSTRUCTION
The Adult ESOL CCR curriculum framework provides instructors with the anchor standards in reading, writing, listening, speaking, and English Language Arts that the adult English language learner needs. With framework being the operative word, it is the basis for designing curriculum, assisting agencies and teachers with selecting or creating instructional materials, techniques, and ongoing assessment.

The Florida DOE provides the Adult ESOL CCR curriculum framework to all agencies across the state in order that local program personnel can design a curriculum relevant to the goals of their students and instructors. A fully developed curriculum at the local program will include the following elements. Program staff may contact the Florida DOE Bureau of Adult Education for additional information on developing an in-house curriculum.

•	A description of educational outcomes that students can expect to achieve upon completion of the course
•	A set of core instructional materials (print and digital) aligned to the educational outcomes
•	A series of needs assessment tools that helps teachers prioritize which standards are most relevant to the learning needs and educational goals of their students
•	Supplementary textbooks on grammar, pronunciation, vocabulary in the context of employment and life skills
•	Pacing guides and matrices that display the scope and sequence of the curriculum
•	A list of recommended websites, films, dictionaries available for teachers
•	An overview of the content to be covered in the course (Academic Standards, English Language Proficiency Standards, Life and Work Skills and other content created or collected by instructors)
•	A description of learning activities that may be used on a regular basis for reinforcement
•	Work-and Life Vocabulary Lists, and the Academic Word List (AWL) by Dr. Averill Coxhead
•	List of Grammar topics in order of topics to be taught at the Adult ESOL CCR level

The Blueprint of the Adult ESOL College and Career Readiness Curriculum Framework
The Adult ESOL CCR Curriculum Framework Blueprint incorporates two elements:

1.	The Adult ESOL CCR Standards
2.	The English Language Proficiency Standards (ELPS) for Adult Education
3.	In the Adult ESOL CCR Blueprint, the Adult ESOL CCR Standards and the ELP Standards for Adults are combined into one document. In this document, the Adult ESOL CCR Anchor Standards are placed before the ELP Anchor Standards to show they are the end goal of students who are enrolled in the course. 

The term English Language Proficiency is defined as the level of English language knowledge and skills needed by an English language learner to be academically successful

1.	The ELP Standards comprise the Adult ESOL Level Descriptors of the National Reporting System 
Blueprint 1 leverages the ELP Standards and the NRS EFLs as a key organizing mechanism. The language of the NRS Adult ESOL Level Descriptors is an exact reproduction of the ELP Standards, which and serve as the guide for teaching, assessment and placement. The ELP Standards play the following roles in supporting students enrolled in the Adult ESOL CCR course: 

•	Guide teachers in the planning and delivery of instruction to students in single-level and multi-level classes 
•	Make recommendations on the types of linguistic, grammar and vocabulary that students may need
•	Help Adult ESOL CCR students acquire the “language knowledge” and skills necessary to achieve their postsecondary and career goals

2.	The Adult ESOL CCR Standards constitute the challenging academic content standards that will ensure students are adequately prepared to enroll in and succeed in postsecondary academic and career and technical opportunities.

In lesson planning and classroom instruction, instructors will use the two sets of standards in combination: 

1.	The English Language Proficiency Standards 
The ELP Standards help Adult ESOL students acquire the language knowledge and skills necessary to achieve their postsecondary and career goals. They strongly emphasize the academic language needed to engage with and understand the Florida ABE RLA Standards. 

2.	The Adult ESOL College and Career Readiness Standards
The Adult ESOL CCR Standards represent what students can do upon completion of each level and cover the essential oral and written English communication skills students need for real-world applications. In essence, the Adult ESOL CCR standards are the end goal of all students, including English language learners, as they advance toward their long-term personal and career goals.

As stated in the English Language Proficiency Standards for Adult Education Framework:

“… the ELP Standards for Adult Education…emphasize the need for English language acquisition programs to move beyond teaching life skills. These agencies must promote college and career readiness for adults and meet the high expectations outlined in WIOA. To meet this goal, the ELP Standards for AE describe the specific English language skills that ELLs need to access the rigorous content specified in state-adopted academic content standards. Through these descriptions, the ELP Standards for AE provide guidance for effectively supporting ELLs of varying proficiency levels as they acquire English language skills and content knowledge.”	

Instructors teaching the Adult ESOL CCR course may want to consider how the skills embedded in the ELP Standards can be woven together throughout thematic units or projects that allow students to engage with the same content at their level while providing an opportunity for them to progress along the continuum. 

ASSESSMENT
Pre-testing for Placement: As noted above, it is not allowable to enroll new students in the Adult ESOL CCR course in Program Year 2023-2024, therefore, pre-testing will not be necessary since students cannot enroll into the course. The following statements in the text box below are provided for reference purposes only to describe how students were placed into the course in Program Year 2022-2023 and in years prior to 2022-2023.

Prior to enrolling students in the Adult ESOL CCR course, local agencies are required to administer a state-approved assessment designed for Adult ESOL in the skill areas of reading and listening. If the student was enrolled in the Adult ESOL course immediately prior to enrolling in the Adult ESOL CCR course, local agencies may use the test scores obtained from the most recent period of instruction in that course. The Florida DOE recommends that students obtain test scores higher than the exit scores for the Adult ESOL course in both reading and listening before placing them into the Adult ESOL CCR course. If a student does not obtain a score that is higher than the exit score for reading and/or listening, the local agency should identify other evaluative academic evidence indicating the student is fully prepared to enroll and succeed in the course. 

Table 3 illustrates the recommended test scores for enrollment in the Adult ESOL CCR course.

Table 3: Assessment Scores Recommended for Enrollment in the Adult ESOL CCR Course

EFL Levels	BEST	CASAS Life and Work Series	TABE CLAS-E	
	BEST 
Plus 2.0	Reading 
80R	Listening 
980L	Reading 
A & B	Listening 
A & B	
Above ESL Level 6	Above 564	Above 235	Above 227	Above 588	Above 607	

Post-testing and Determining Completion of the Standards in the Adult ESOL CCR Course: After enrolling students in the course, agencies may test students on state-approved assessments to gauge progress and guide instruction. Local agencies are not required to report to the Florida DOE any interim learning gains that the student makes prior to completing the standards of the course. Local agencies may also assess students on formative and summative assessments. As the student continues in the course, the instructor will evaluate their students’ ability to understand the content standards and perform the academic skills in the course curriculum framework. The instructor may use the Standards in the framework to document the student’s progress through the standards.

Course Completion: Completing the course is a milestone step toward the goals the student has for enrolling in the course. Completion of the course is established when the student has satisfactorily completed the course standards and the instructor and program administrator sign off on the Progress Report for the course. Once the Progress Report is signed, the local program will report the student’s level to the Florida DOE. Note: The Florida DOE does not report course completion of the Adult ESOL CCR course to the National Reporting System (NRS) because the students’ test scores are above the NRS score range for Adult ESOL. The local program keeps a copy of the completed Progress Report in the student’s permanent record for review by the FDOE Division of Career and Adult Education grants monitoring team.

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, provide documentation, and request such services. Students with disabilities may need accommodations in areas such as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology, and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

ADULT EDUCATION INSTRUCTOR CERTIFICATION REQUIREMENTS
As per Florida Statute 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 Florida DOE Division of Career and Adult Education (DCAE) 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
•	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)
•	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
•	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.

Table 4 provides the Adult ESOL College and Career Readiness Anchor Standards to guide instructional and assessment planning for students enrolled in the Adult ESOL CCR course.

Table 4: Adult ESOL College and Career Readiness Anchor Standards 

Adult ESOL College and Career Readiness Reading Anchor Standards	
1	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	
2	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	
3	Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	
4	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	
		
5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of text (e.g., a section chapter, scene, or stanza) relate to each other and the whole. 	
6	Assess how point of view or purpose shapes the content and style of a text.	
7	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	
8	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.	
9	Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	
10	Read and comprehend complex literary and informational texts independently and proficiently.	

  Adult ESOL College and Career Readiness Writing Anchor Standards	
1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	
2	Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 	
3	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	
4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	
5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying new approach.	
6	Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.	
7	Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	
8	Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.	
9	Draw evidence from literary or informational texts to support analysis, reflection, and research.	

  Adult ESOL College and Career Readiness Speaking and Listening Anchor Standards	
1	Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	
2	Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.	
3	Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	
4	Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.	
5	Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.	
6	Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	

Adult ESOL College and Career Readiness  Language Anchor Standards	
1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	
2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	
3	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.	
4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.	
5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.	
6	Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the Adult Secondary Education level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.	

ENGLISH LANGUAGE PROFICIENCY ANCHOR STANDARDS FOR ADULT EDUCATION 
The ELP Anchor Standards address the receptive, productive, interactive and interpretive skills of the four areas of language acquisition (listening, speaking, reading and writing) and linguistic features of the English language.

•	ELP Anchor Standards 1 and 8: Receptive and Interpretive skills of listening and reading
•	ELP Anchor Standards 3, 4, 7: Productive skills of speaking and writing
•	ELP Anchor Standards 2, 5, 6: Interactive skills requiring collaborative use of both receptive and productive skills
•	ELP 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.

Table 3 demonstrates the relationship between ELP Anchor Standards as well as the supportive role played by ELP Anchor Standards 8-10.

Table 3: Relationship of ELP Anchor Standards 1 – 7 to ELP Anchor Standards 8 – 10 

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.	
8–10	Highlight the linguistic skills needed to support ELP Anchor Standards 1–7.	
For example:	
ELP Anchor Standard 8 
An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.	is necessary to engage with	ELP Anchor Standard 1
An ELL can construct meaning from oral presentations and literary and informational text through level appropriate listening, reading and viewing.	

Table 4 presents the 10 ELP Anchor Standards as the basis of instruction in the Adult ESOL CCR classroom. They represent the overarching language skills and knowledge that ELLs need to engage successfully with the standards-based academic content of the Adult ESOL CCR Standards. The ELP Anchor standards have the following three qualities:
1.	Prerequisite to further study that prepare a student for the next level of study
2.	Important knowledge and skills in the standard endure beyond the course the student is enrolled in at the time
3.	The Standard is applicable and gives leverage to help students engage with other content areas

Table 4: ENGLISH LANGUAGE PROFICIENCY ANCHOR STANDARDS FOR ADULT EDUCATION

ELP Anchor Standard 1	An ELL can construct meaning from oral presentations and literary and informational text through level appropriate listening, reading and viewing.	
ELP Anchor Standard 2	An ELL can participate in level appropriate oral and written exchanges of information, ideas and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions.	
ELP Anchor Standard 3	An ELL can speak and write about level-appropriate complex literary and informational texts and topics.	
ELP Anchor Standard 4	An ELL can construct level-appropriate oral and written claims and support them with reasoning and evidence.	
ELP Anchor Standard 5	An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.	
ELP Anchor Standard 6	An ELL can analyze and critique the arguments of others orally and in writing.	
ELP Anchor Standard 7	An ELL can adapt language choices to purpose, task and audience when speaking and writing.	
ELP Anchor Standard 8	An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.	
ELP Anchor Standard 9	An ELL can create clear and coherent level-appropriate speech and text.	
ELP Anchor Standard 10	An ELL can demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing.	

Table 5 demonstrates the correspondences found between the Adult ESOL CCR and the ELP Anchor Standards

Table 5: Correspondences of the Adult ESOL CCR Anchor Standards and the ELP Anchor Standards 

Adult ESOL CCR Anchor Standards	ELP Anchor Standards	
	ELP 1	ELP 2 	ELP 3 	ELP 4 	ELP 5	ELP 6	ELP 7	ELP 8	ELP 9	ELP 10	
Reading	R 1	1								9 		
	R 2	1								9		
	R 3	1								9		
	R 4								8	9		
	R 5											
	R 6											
	R 7	1										
	R 8						6					
	R 9											
	R 10											
Writing 	W 1				4		6					
	W 2			3								
	W 3			3								
	W 4											
	W 5							7				
	W 6		2									
	W 7					5						
	W 8					5						
	W 9					5						
Speaking and Listening	SL 1		2									
	SL 2	1										
	SL 3						6					
	SL 4			3	4	5				9		
	SL 5			3		5						
	SL 6							7		9		
Language	L 1										10	
	L 2											
	L 3										10	
	L 4								8			
	L 5								8			
	L 6							7				

Table 6 provides the Adult ESOL CCR and ELP Anchor Standards in combination with the corresponding level-specific Standards

Table 6: The Adult ESOL CCR and ELP Standards and the ELP Standards

READING		
Adult ESOL CCR Reading Anchor Standard 1
(Key Ideas and Details)
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	Adult ESOL CCR Level Standard
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 
Application: cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 
Application: cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 	
ELP Anchor Standard 1
An ELL can construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing. 	Level 5
By the end of English language proficiency level 5, an ELL can use an increasing 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.	
ELP Anchor Standard 9
An ELL can create clear and coherent level-appropriate speech and text. 	Level 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Reading Anchor Standard 2
(Key Ideas and Details)
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 	Adult ESOL CCR Level Standard
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.	
ELP Anchor Standard 1
An ELL can construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing. 	Level 5
By the end of English language proficiency level 5, an ELL can use an increasing 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.	
ELP Anchor Standard 9
An ELL can create clear and coherent level-appropriate speech and text.	Level 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Reading Anchor Standard 3
(Key Ideas and Details)
Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 	Adult ESOL CCR Level Standard
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.	
ELP Anchor Standard 1
An ELL can construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing.
	Level 5
By the end of English language proficiency level 5, an ELL can use an increasing 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.	
ELP Anchor Standard 9
An ELL can create clear and coherent level-appropriate speech and text.	Level 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Reading Anchor Standard 4 
(Craft and Structure)
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 	Adult ESOL CCR Level Standard
Determine the meaning of and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Application: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.	
ELP Anchor Standard 8
An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. 	Level 5
By the end of English language proficiency level 5, an ELL can, 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.	
ELP Anchor Standard 9
An ELL can create clear and coherent level-appropriate speech and text.	Level 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Reading Anchor Standard 5 
(Craft and Structure)
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of text (e.g., a section chapter, scene, or stanza) relate to each other and the whole. 	Adult ESOL CCR Level Standard
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.	
No ELP Anchor Standard Provided	No Level Provided	
Adult ESOL CCR Reading Anchor Standard 6
(Craft and Structure)
Assess how point of view or purpose shapes the content and style of a text. 	Adult ESOL CCR Level Standard
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. 
Application: analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). 
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.	
No ELP Anchor Standard Provided	No Level Provided	
Adult ESOL CCR Reading Anchor Standard 7
(Integration of Knowledge and Ideas)
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 	Adult ESOL CCR Level Standard
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. 
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.	
ELP Anchor Standard 1
An ELL can construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing.	Level 5
By the end of English language proficiency level 5, an ELL can use an increasing 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.	
Adult ESOL CCR Reading Anchor Standard 8
(Integration of Knowledge and Ideas)
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 	Adult ESOL CCR Level Standard
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.	
ELP Anchor Standard 6
An ELL can analyze and critique the arguments of others orally and in writing. 	Level 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Reading Anchor Standard 9
(Integration of Knowledge and Ideas)
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 	Adult ESOL CCR Level Standard
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. 
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. 
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. 
Application: compare and contrast treatments of the same topic in several primary and secondary sources.	
No ELP Anchor Standard Provided	No Level Provided	
Adult ESOL CCR Reading Anchor Standard 10
(Range of Reading and Level of Text Complexity)	
Read and comprehend complex literary and informational texts independently and proficiently.	
(Apply one or more of the Associated Quantitative Measures of Text Complexity to Reading Anchor Standards 1-9.)	
Bands	ATOS	Degrees of
Reading Power®	Flesch-Kincaid	The Lexile Framework®	Reading Maturity	SourceRater	
ABE Level 2	2.75 – 5.14	42 – 54	1.98 – 5.34	420 – 820	3.53 – 6.13	0.05 – 2.48	
ABE Level 3	4.97 – 7.03	52 – 60	4.51 – 7.73	740 – 1010	5.42 – 7.92	0.84 – 5.75	
ABE Level 4	7.00 – 9.98	57 – 67	6.51 – 10.34	925 – 1185	7.04 – 9.57	4.11 – 10.66	
ABE Level 5	9.67 – 12.01	62 – 72	8.32 – 12.12	1050 – 1335	8.41 – 10.81	9.02 – 13.93	
ABE Level 5	11.20 – 14.10	67 – 74	10.34 – 14.2	1185 – 1385	9.57 – 12.00	12.30 – 14.50	

WRITING		
Adult ESOL CCR Writing Anchor Standard 1
(Texts Types and Purposes)
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 	Adult ESOL CCR Level Standard
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 
a.	Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. 
b.	Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. 
c.	Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 
d.	Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e.	Provide a concluding statement or section that follows from and supports the argument presented.	
ELP Anchor Standard 4
An ELL can construct level-appropriate oral and written claims and support them with reasoning and evidence. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	
ELP Anchor Standard 6
An ELL can analyze and critique the arguments of others orally and in writing. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Writing Anchor Standard 2 
(Texts Types and Purposes)
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 	Adult ESOL CCR Level Standard
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a.	Introduce a topic and organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b.	Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c.	Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d.	Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e.	Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f.	Provide a concluding statement or section that follows from and supports the information or explanation presented. (e.g., articulating implications or significance of the topic).	
ELP Anchor Standard 3
An ELL can speak and write about level-appropriate complex literary and informational texts and topics. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	deliver oral presentations
•	compose written informational texts
•	fully develop the topic with relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful
•	about a variety of texts, topics, or events.	
Adult ESOL CCR Writing Anchor Standard 3
(Texts Types and Purposes)
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. 	Adult ESOL CCR Level Standard
Note: This level-specific standard covers ABE levels C-E. Students’ narrative skills continue to grow in these levels as students work to incorporate narrative elements effectively into their arguments and informative/explanatory texts.	
ELP Anchor Standard 3
An ELL can speak and write about level-appropriate complex literary and informational texts and topics. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	deliver oral presentations
•	compose written informational texts
•	fully develop the topic with relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful
  about a variety of texts, topics, or events.	
Adult ESOL CCR Writing Anchor Standard 4
(Production and Distribution of Writing)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	Adult ESOL CCR Level Standard
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	
No ELP Standard Provided	No Level Provided	
Adult ESOL CCR Writing Anchor Standard 5
(Production and Distribution of Writing)
Develop and strengthen writing needed by planning, revising, editing, rewriting, or trying a new approach.	Adult ESOL CCR Level Standard
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.)	
ELP Anchor Standard 7
An ELL can adapt language choices to purpose, task, and audience when speaking and writing. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Writing Anchor Standard 6
(Production and Distribution of Writing)
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.	Adult ESOL CCR Level Standard
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.	
ELP Anchor Standard 2
An ELL can participate in level appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	participate in conversations, extended discussions, and written exchanges about a range of substantive topics, texts, and issues 
•	build on the ideas of others 
•	express his or her own ideas clearly and persuasively 
•	refer to specific and relevant evidence from texts or research to support his or her ideas 
•	ask and answer questions that probe reasoning and claims
•	summarize the key points and evidence discussed.	
Adult ESOL CCR Writing Anchor Standard 7
(Research to Build and Present Knowledge)
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	Adult ESOL CCR Level Standard
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.	
ELP Anchor Standard 5
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Writing Anchor Standard 8
(Research to Build and Present Knowledge)
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.	Adult ESOL CCR Level Standard
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.	
ELP Anchor Standard 5
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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. 	
Adult ESOL CCR Writing Anchor Standard 9
(Research to Build and Present Knowledge)
Draw evidence from literary or informational texts to support analysis, reflection, and research. 	Adult ESOL CCR Level Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a.	Apply Reading standards from this level to literature (e.g., “Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone”).
b.	Apply Reading standards from this level to literary nonfiction (e.g., “Integrate quantitative or technical analysis with qualitative analysis in print or digital text”).	
ELP Anchor Standard 5
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	

SPEAKING & LISTENING		
Adult ESOL CCR Speaking & Listening Anchor Standard 1
(Comprehension and Collaboration)
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 	Adult ESOL CCR Level Standard
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
a.	Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b.	Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c.	Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d.	Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.	
ELP Anchor Standard 2
An ELL can participate in level appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	participate in conversations, extended discussions, and written exchanges about a range of substantive topics, texts, and issues 
•	build on the ideas of others 
•	express his or her own ideas clearly and persuasively 
•	refer to specific and relevant evidence from texts or research to support his or her ideas 
•	ask and answer questions that probe reasoning and claims
•	summarize the key points and evidence discussed.	
Adult ESOL CCR Speaking & Listening Anchor Standard 2
(Comprehension and Collaboration)
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.	Adult ESOL CCR Level Standard
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.	
ELP Anchor Standard 1
An ELL can construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can use an increasing 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.	
Adult ESOL CCR Speaking & Listening Anchor Standard 3
(Comprehension and Collaboration)
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	Adult ESOL CCR Level Standard
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.	
ELP Anchor Standard 6
An ELL can analyze and critique the arguments of others orally and in writing. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Speaking & Listening  Anchor Standard 4
(Presentation of Knowledge and Ideas)
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 	Adult ESOL CCR Level Standard
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.	
ELP Anchor Standard 3	ELP Level Standard 5	
An ELL can speak and write about level-appropriate complex literary and informational texts and topics. 
	By the end of English language proficiency level 5, an ELL can
•	deliver oral presentations
•	compose written informational texts
•	fully develop the topic with relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful
about a variety of texts, topics, or events.	
ELP Anchor Standard 4
An ELL can construct level-appropriate oral and written claims and support them with reasoning and evidence. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	
ELP Anchor Standard 5
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	ELP Level Standard 5 
By the end of English language proficiency level 5, an ELL can
•	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.	
ELP Anchor Standard 9
An ELL can create clear and coherent level-appropriate speech and text. 
	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Speaking & Listening Anchor Standard 5
(Presentation of Knowledge and Ideas)
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.	Adult ESOL CCR Level Standard
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.	
ELP Anchor Standard 3
An ELL can speak and write about level-appropriate complex literary and informational texts and topics. 
	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	deliver oral presentations
•	compose written informational texts
•	fully develop the topic with relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful
about a variety of texts, topics, or events.	
ELP Anchor Standard 5
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	
Adult ESOL CCR Speaking & Listening  Anchor Standard 6
(Presentation of Knowledge and Ideas)
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. 	Adult ESOL CCR Level Standard
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.	
ELP Anchor Standard 7
An ELL can adapt language choices to purpose, task, and audience when speaking and writing. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	
ELP Anchor Standard 9
An ELL can create clear and coherent level-appropriate speech and text. 
	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	

LANGUAGE		
Adult ESOL CCR Language Anchor Standard 1
(Conventions of Standard English)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	Adult ESOL CCR Level Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a.	Use parallel structure.
b.	Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.	
ELP Anchor Standard 10
An ELL can demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	use complex phrases and clauses.
•	produce and expand simple, compound, and complex sentences.	
Adult ESOL CCR Language Anchor Standard 2
(Conventions of Standard English)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	Adult ESOL CCR Level Standard
a.	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 
b.	Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. 
c.	Use a colon to introduce a list or quotation. Spell correctly.	
No ELP Anchor Standard Provided	No Level Provided	
Adult ESOL CCR Language Anchor Standard 3
(Knowledge of Language)
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 	Adult ESOL CCR Level Standard
Blank	
ELP Anchor Standard 10
An ELL can demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	use complex phrases and clauses.
•	produce and expand simple, compound, and complex sentences.	
Adult ESOL CCR Language Anchor Standard 4
(Vocabulary Acquisition and Use)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.	Adult ESOL CCR Level Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. 
a.	Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 
b.	Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). 
c.	Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology or its standard usage.
d.	Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).	
ELP Anchor Standard 8
An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. 
	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can, 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.	
Adult ESOL CCR Language Anchor Standard 5
(Vocabulary Acquisition and Use)
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 	Adult ESOL CCR Level Standard
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 
a. Interpret figurative language, including similes and metaphors, in context. 
b. Recognize and explain the meaning of common idioms, adages, and proverbs. 
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.	
ELP Anchor Standard 8
An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can, 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.	
Adult ESOL CCR Language Anchor Standard 6
(Vocabulary Acquisition and Use)
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the Adult Secondary Education level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.	Adult ESOL CCR Level Standard
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the Adult Secondary Education level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.	
ELP Anchor Standard 7
An ELL can adapt language choices to purpose, task, and audience when speaking and writing. 	ELP Level Standard 5
By the end of English language proficiency level 5, an ELL can
•	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.	

PROGRESS REPORT
Adult ESOL College and Career Readiness
School District Course# 9900051
College CIP# 1532010302

Adult Education Program Name		
Student Name		
Student Identifier Number		
Program Year		
Date Course Completed		

The above-named student has satisfactorily completed the standards of the Adult Secondary Education course.	

Program Director Signature 	Date	

Program Director Printed Name 		

Instructor Signature	Date	

Instructor Printed Name					Date