Effective July, 2017

Florida Department of Education
Adult General Education-ESOL
Curriculum Frameworks
							
ADULT ESOL COLLEGE AND CAREER READINESS	
Program/Course Title	Adult ESOL College and Career Readiness	
Program/Course Number	9900051	
CIP Number	1532.010302	
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
Prepare Adult English language learners who have completed the Adult ESOL course to enter and succeed in college-level courses of study by providing English language skills in the following areas: 

•	Read and Comprehend Complex Text
•	Acquire Academic Vocabulary
•	Speak and Listen with Understanding
•	Convey Information in Writing
•	Apply Conventions of Standard English Grammar and Usage
•	Digital Literacy (Technology)
•	Career and Education Planning
•	Workforce Preparation

PROGRAM STRUCTURE
Adult ESOL College and Career Readiness is a non-credit course.  The course is not separated into levels, but the academic rigor of the course is above Educational Functioning Level 6 of the National Reporting System. Progress through the course is measured by attainment of the competencies, and one Literacy Completion Point (LCP) is awarded upon completion.  To document completion of the course and the corresponding LCP, the instructor and program administrator complete and sign a Course Progress Report, which programs may create in–house. Completed Progress Reports must be noted in the program’s data reporting system and be made available for review upon request for FDOE monitoring purposes.

Students must be tested in reading and listening on a state-approved assessment prior to enrollment in the course. It is recommended that students obtain scores in reading and listening that are above the exit score for Adult ESOL before being allowed to enroll in the course. While all students are required to be tested on a state-approved assessment, it is not an absolute requirement that students obtain a score above the exit score for Adult ESOL. However, caution is advised in making the decision to enroll students with scores lower than recommended. The scores should be within a few points of the exit score for Adult ESOL. Programs are advised to carefully examine additional evidence that strongly indicates the student has the academic preparation to enroll in the course. Once enrolled in the CCR course, it is not required to continue testing students on a state-approved assessment, as the educational learning gains are reported with an LCP, not test scores. However, programs may choose to test students with standardized assessments for college and career planning purposes. Instructors may also choose to use alternative assessments to guide instruction and gauge academic progress. 

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 services.  Students with disabilities may need accommodations such as instructional methods, materials, assignments, assessments, time demands, 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 ESOL 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.  
 
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 in the instruction.

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.

STANDARDS	
R 01.00	READ AND COMPREHEND COMPLEX TEXT	
V 02.00	ACQUIRE ACADEMIC VOCABULARY	
SL 03.00	SPEAK AND LISTEN WITH UNDERSTANDING	
W 04.00	CONVEY INFORMATION IN WRITING	
G 05.00	APPLY THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR AND USAGE	
	
COMPETENCIES	
R 01.00	READ AND COMPREHEND COMPLEX TEXT	
R 01.01	Use reading strategies to identify key facts, information, purpose and organization of a reading passage to aid in reading comprehension (preview, skim, scan, and take notice of text features).	
R 01.02	Read and comprehend complex literary and informational texts independently and proficiently (newspaper/magazine articles, technical materials, literature). Recognize APA and MLA formats.	
R 01.03	Verify, clarify, and differentiate fact from opinion in informational texts. Express a personal opinion on the text and distinguish it from the author.	
R 01.04	Identify the main purpose and tone of a text, including the author’s point of view, and the question the author set out to answer, explain or describe. 	
R 01.05	Determine the central theme of an informational academic text and explain how it is supported by information drawn from the text. Provide an objective summary of the text distinct from personal opinions or judgments.	
R 01.06	Refer to details and examples in an informational text when explaining what the text says explicitly and when drawing inferences from the text.	
R 01.07	Compare and contrast the most important points and key details presented in two informational texts on the same topic.	
R 01.08	Analyze how an informational text makes connections and distinguishes among /between individuals, ideas or events through comparisons, analogies, or categories.	
R 01.09	Analyze a sequence of events and how specific individuals, ideas, or events interact and develop over the course of an informational text.	
R 01.10	Analyze information presented visually (charts, graphs, diagrams, time lines, blueprints, flowcharts, and schematics, animations, or interactive elements on Web pages) and explain how the information contributes to understanding the text. 	
R 01.11	Draw on information from multiple print or digital sources, and demonstrate the ability to locate an answer to a question quickly or to solve a problem efficiently.	
R 01.12	Make assertions about an author’s argument, providing evidence from the text. Recognize irrelevant evidence.	
R 01.13	Make comparisons within an informational academic text or between two different texts. Differentiate, sort, and classify information and ideas found in a text.	
R 01.14	Apply knowledge of how grammar functions in different contexts to comprehend the text.	

V 02.00	ACQUIRE ACADEMIC VOCABULARY	
V 02.01	Use print and digital dictionaries to find the pronunciation of a word, part of speech, and distinguish between multiple meanings of a word. 	
V 02.02	Use Latin/Greek affixes and roots as clues to determine the meaning of complex words for inclusion in a list of vocabulary words relevant to a specific area of study.	
V 02.03	Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (for example, conceive=verb, conception=noun, conceivable=adjective, conceivably=adverb).	
V 02.04	Use the index and table of contents to locate information in a postsecondary textbook.	
V 02.05	Use various resources and strategies to determine the meaning of specialized technical and academic words used in postsecondary texts, including figurative and connotative meanings.	
V 02.06	Locate and use print and digital information in almanacs, atlases, bibliographies, biographical resources, concordances, encyclopedias, genealogies, government documents, manuals, and thesauruses.	
V 02.07	Acquire and use general academic and domain-specific words and phrases important to comprehending the meaning and uses of the words. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.	
V 02.08	Manage and develop a technical and academic vocabulary word bank.	
		
SL 03.00	SPEAK AND LISTEN WITH UNDERSTANDING	
SL 03.01	Use the International Phonetic Alphabet (IPA) system to: 
•	Identify the phonemes of the English language represented by IPA symbols.
•	Orally produce voiced/voiceless sounds, consonant blends, diphthongs, and digraphs.	
SL 03.02	Engage effectively in a range of collaborative conversations and/or discussions. Employ the following communication skills to participate actively in conversations:
•	Utilize speaking strategies such as volume control, stress, pacing, enunciation, non-verbal cues, facial expressions and eye contact. 
•	Use common idioms, phrasal expressions, adages and proverbs.
•	Respond appropriately to questions posed by other participants in the conversation.	
SL 03.03	Initiate and participate actively and effectively in a range of collaborative discussions (one-on-one, in groups, dialogues and teacher-led) or in a presentation/lecture by a guest speaker.	
SL 03.04	Prepare and deliver a report on a topic or text; present an opinion if applicable. When available and appropriate, make use of digital support to enhance understanding of the presentation.	
SL 03.05	Pose and respond to questions of various types (embedded, tag, direct, implied, referential, and inferential) in conversations. Respond to comments that contribute to the conversation with evidence and observations, and relate the conversation to broader themes or larger ideas. 	
SL 03.06	Take notes from a speaker presenting on an informational topic. Determine the central ideas or conclusions of a presentation. Summarize or paraphrase the notes.	
SL 03.07	Listen to two media messages and identify their sources and content. Using evidence from the messages, summarize points made in the messages and evaluate the content. 	
	
W 04.00	CONVEY INFORMATION IN WRITING	
W 04.01	Use pre-writing strategies (brainstorming, graphic organizing, and outlining) to organize ideas for a composition including main ideas, specific ideas and details.	
W 04.02	Choose among simple, compound, complex and compound-complex sentences to signal differing relationships among ideas.	
W 04.03	Acquire vocabulary knowledge independently when considering a word or phrase important to written expression.	
W 04.04	Write a paragraph that includes a topic sentence with controlling ideas, major points, support and a concluding sentence. Optional: Relate the paragraph to information in a text. 	
W 04.05	Write two or more paragraphs that are focused, organized and have supporting statements, making connections between related information across different sections of a text. 	
W 04.06	Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.	
W 04.07	With guidance and support from peers, instructor and others, develop and strengthen writing as needed by planning, revising, editing or rewriting drafts in digital or print formats.	
W 04.08	Draw evidence from two or more literary or informational texts to support analysis, reflection and research. 	
W 04.09	Take notes from a speaker presenting on an informational topic. Write a summary or outline of the presentation.	
W 04.10	Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. 
•	Use a semicolon or a conjunctive adverb to link two or more closely related independent clauses. 
•	Use a colon to introduce a list or quotation.	
W 04.11	Apply knowledge of grammar to understand how grammar functions in different contexts, to make effective choices for meaning or style and to make a piece of writing comprehensible to potential readers.	
W 04.12	Use appropriate general academic, technical, and domain-specific words and phrases for writing at a college level.	
W 04.13	Write an opinion, informational or research paper on topics or texts, supporting a point of view with reasons and information.
•	Introduce and develop the topic with facts, definitions, concrete details, quotations or other information and examples related to the topic.
•	Link ideas or opinions using words and phrases (another, for example, also, because).
•	Group related information in paragraphs and sections. Include formatting such as headings, illustrations and multimedia when useful to aiding comprehension.
•	Use precise language and domain-specific vocabulary to inform about or explain the topic.

•	Provide a concluding statement or section related to the information, opinion or explanation presented.
•	Format the paper using an online format/citation generator.	
		
G 05.00	APPLY THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR AND USAGE	
Note
Prior to enrollment in the CCR course, students should be able to apply grammar conventions and usage listed below for all six educational functioning levels of the Adult ESOL course. However, some students may benefit from a review. The grammar topics do not need to be taught in the sequence listed. 	
•	Direct speech/indirect speech
•	Moods: indicative/imperative/subjunctive mood
•	Sentence parts: subject, predicate, and/or object and 
•	Agreement of subject and predicate.
•	Sentence structure: word order and syntax of simple, compound, and complex sentences
•	Sequence of tenses
•	Subjunctive mood in conditional sentences: real/unreal condition
•	Verbals: non-finite forms of the verb: participle/gerund/infinitive