Florida Department of Education
Adult General Education
Curriculum Framework
	
ADULT ENGLISH FOR SPEAKERS OF OTHER LANGUAGES LITERACY SKILLS	
Program Title	Adult English for Speakers of Other Languages Literacy Skills	
Program Number 	9900300	
Course Title	Adult English for Speakers of Other Languages Literacy Skills)	
Course Number	9900300	
CIP Number	1532010303	
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 Literacy Skills 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 Literacy Skills students to the Adult ESOL course:

1.	Allow students currently enrolled in the Adult ESOL Literacy Skills course to remain enrolled as continuing students. (It is not allowable to enroll new students in the Literacy Skills course in 2023-2024.) Beginning with Program Year 2024-2025, enroll the students as new students in the Adult ESOL course. 
2.	Discontinue offering the Adult ESOL Literacy Skills course in Program Year 2023-2024 and enroll the students as new students in the Adult ESOL course. As of Program Year 2023-2024, the standards and benchmarks of the Adult ESOL Literacy Skills course have been incorporated in the Adult ESOL course as Pre-requisite ESOL Literacy Skills.
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 the following 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 programs 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 Literacy Skills Course: The purpose of the Adult ESOL Literacy Skills course is to assist English language learner adults, who are pre-literate, non-literate, or semi-literate in their native language, in improving their reading, writing, speaking, listening, and comprehension skills in English. The course is part of the Florida Adult Education Career Pathways system

STUDENTS
As noted above, it is not allowable to enroll new students in the Adult ESOL Literacy Skills 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 Literacy Skills course in Program Year 2022-2023 are those who:

•	Are age 16 years or older
•	Are not enrolled in the K12 system
•	Score below the Educational Functioning Level (EFL) 1 of the Adult ESOL course as measured by Florida DOE-approved assessments
•	Have emerging literacy skills. They may be pre-literate, non-literate, or semi-literate in their native language and are at varying stages of learning to read and write for the first time in any language
•	Note: Students enrolled in the Adult ESOL Literacy Skills course are not eligible to participate in the IELCE program, as their test scores are below the NRS EFL 1.

EDUCATIONAL FUNCTIONING LEVELS
The Workforce Investment and Opportunity Act defines the term Educational Functioning Level as “the ABE, ASE  and ESL literacy levels, as provided in the NRS Guidelines, that describe a set of skills and competencies that students demonstrate in the skill areas of the National Reporting System” (Code of Federal Regulations Title 34 Subtitle B Chapter IV Part 462). The Adult ESOL course encompasses six EFLs, which are organized into reading, writing, listening, speaking and language domains in the context of employment and everyday life.

Students enrolling in this course score below the accurate range on state-approved assessments in reading and listening. The educational functioning levels of the Adult ESOL Literacy Skills course are below EFL 1 of the Adult ESOL course. 

Table 1 shows the three levels of the Adult ESOL Literacy Skills course, with the six EFLs of the Adult ESOL course, as provided in the NRS Guidelines. Note that the three levels of the Literacy Skills Course are prior to the levels of the NRS

Table 1: Levels of the Adult ESOL Literacy Skills course in relation to the NRS EFLs for Adult English for Speakers of Other Languages

NRS ESL* Educational Functioning Levels	Adult ESOL Literacy Skills Levels
(Below NRS Range)	
	Literacy Level A	
	Literacy Level B	
	Literacy Level C	
ESL Level 1
Beginning Literacy ESL		
ESL Level 2
Low Beginning ESL		
ESL Level 3
High Beginning ESL		
ESL Level 4
Low Intermediate ESL		
ESL Level 5
High Intermediate ESL		
ESL Level 6
Advanced ESL		

* 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 each level of the Literacy Skills course. The maximum number of hours presented here are recommendations only. It is understood, however, that each student learns at their individual pace and there will be students who complete an level in fewer (or more) hours than the recommended maximum number of hours noted.

Table 2: Recommended Maximum Number of Hours by Level

Adult ESOL Literacy Skills 
Course Number	Recommended Maximum Number of Hours by Level	
9900300	Literacy Level A	180	
	Literacy Level B	180	
	Literacy Level C	180	

CURRICULUM AND INSTRUCTION
The Adult ESOL Literacy Skills 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 programs and teachers with selecting or creating instructional materials, techniques, and ongoing assessment.

The Florida DOE provides the Adult ESOL Literacy Skills curriculum framework to all programs 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
•	A description of learning activities that may be used on a regular basis for reinforcement
•	Work-and Life Vocabulary Lists
•	List of Grammar topics in order of topics to be taught at each of the three levels of the course

The Adult ESOL Literacy Skills framework consists of the Basic Literacy Standards of Reading, Writing, Listening and Speaking and a set of Life and Work Competencies appropriate for their level. The content is compatible with principles of literacy and language acquisition for literacy level adult English language learners. 

Instructors should integrate the Basic Literacy Standards with the Life and Work Skills Competencies into contextualized lessons. It is not necessary to follow a prescribed sequence in planning lessons based on the Standards and the Competencies. Materials and texts chosen for this course should be adult-oriented, at the appropriate language and literacy proficiency levels, and culturally sensitive. Instructors are encouraged to plan classroom activities that appeal to students with a variety of learning styles and incorporate students’ prior knowledge and experiences.

ASSESSMENT
Pre-testing for Placement: As noted above, it is not allowable to enroll new students in the Adult ESOL Literacy Skills course in Program Year 2023-2024, therefore, pre-testing will not be necessary since students cannot enroll into the course. The 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 Literacy Skills course, programs are required to determine if the student is able to take a state-approved assessment designed for Adult ESOL in the skill areas of reading and listening. The program should request the student to read and respond in writing to five questions in their native language from the FDOE Native Language Screening (NLS). If the student chooses to attempt to answer five questions in their native language, the program will administer the NLS and place the student in the Literacy Skills course based on the scoring table in the NLS. If the student chooses to attempt to take a state-approved assessment and obtains scores that are below the accurate range, the program should administer the Native Language Literacy Screening. The NLS is available on the Florida DOE website at http://www.fldoe.org/academics/career-adult-edu/adult-edu/index.stml. 

Reporting the Initial EFL placement to Florida DOE: The NLS testing manual provides a rubric-based scale with three levels that can be used to measure the reading and writing ability of the test-taker. With this scale, the student can be placed into one of the three levels of the course (A, B, or C). Once the level is determined, the local program will report the student’s initial level to the Florida DOE. Note: The Florida DOE does not report learning gains obtained by students in the Adult ESOL Literacy Skills course to the National Reporting System.

Post-testing and Determining Level Completion: After enrollment in the course, the instructor may test students on formative and summative assessments to gauge progress and guide instruction. The instructor measures the learning gains made by students as they demonstrate the ability to perform the Basic Literacy Standards and Life and Work Skills Competencies noted in the course. The instructor may 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 competencies in curriculum framework. The instructor may use the Standards and Competencies in the framework to document the student’s progress through the standards.

Course Completion: Completion of the course is established when the student satisfactorily completes the Basic Literacy Standards and Life and Work Skills Competencies noted in the course. The course has three levels, A, B, and C. The instructor and program administrator sign off on the Progress Report. Once the Progress Report has been signed, the local program will report the student’s level to the Florida DOE. 

Note: The Florida DOE does not report learning gains obtained by students in the Adult ESOL Literacy Skills course to the National Reporting System. The levels of the course are below the levels included in the NRS. 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. 

Transition to the Adult ESOL Course: Upon completion of the course, the student may transition to the Adult ESOL course by taking a state-approved assessment in reading and listening. The program will then place the student in the appropriate level of the Adult ESOL course based on the student’s test scores.

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.

Basic Literacy Skill Standards	
1. Basic Literacy Skill Standards
A. Sound Discrimination	
Literacy Level A	Literacy Level B	Literacy Level C	
A1-1	Identify familiar sounds as same or different in short words (e.g., fine/mine, see/say)	B1-1	Isolate and identify familiar initial sounds in words 	C1-1	Isolate and identify most vowel sounds in short words	

	B1-2	Isolate and identify familiar final sounds in consonant-vowel-consonant (CVC) words (e.g., hat, zip)		
A1-2	Recognize familiar words in a short, spoken sentence	B1-3	Repeat/reproduce word emphasis in a short (2 to 4 word) sentence	C1-2	Repeat/reproduce word emphasis in a longer (5 to 7 word) sentence (e.g., The phone is on the table)	
A1-3	Recognize rising intonation as a question (e.g., Are you married?)	B1-4	Recognize intonation used to communicate a choice (e.g., Are you married or single?)	C1-3	Repeat/reproduce rising and falling intonation in a short sentence	
1. Basic Literacy Skill Standards
B. Reading	
A1-4	Demonstrate understanding of environmental print (e.g., signs and symbols in public areas) and written text (e.g., newspapers, flyers, magazines) as sources of information 	B1-5	Identify common life skills documents and find key information (e.g., find the total on a receipt; find sender’s address on an envelope)		
A1-5 	Understand concept of “same” and “different” using realia 			
A1-6	Recognize pictures as representations of real-world objects	B1-6	Match familiar words with pictures	C1-4	Use a simple picture dictionary 	
A1-7	Demonstrate knowledge of left-to-right and top-to-bottom progression			
A1-8	Place pictures in chronological order to tell a story			
A1-9	Distinguish between letter shapes and between number shapes (e.g., E/F, N/Z, 6/9)	B1-7	Match lower- to uppercase letters	C1-5	Identify familiar words in same word families (e.g., May/day/say)	
A1-10	Distinguish between same and different words in print	B1-8	Identify upper and lower-case letters and numbers in various fonts and clear hand-printing		
	B1-9	Identify initial consonant sounds of known words using knowledge of sound/symbol correspondence	C1-6	Read initial consonant blends (e.g., bread, drive, from, small)	
	B1-10	Decode initial and final consonant sounds in CVC words using knowledge of sound/symbol correspondence	C1-7	Read digraphs (e.g., shoe, three, chair, phone) and final consonant combinations (e.g., call, class, sick)	
		C1-8	Read diphthongs (e.g., boy, how)	
		C1-9	Use phonics to decode words with silent ‘e’ and long ‘a’ and ‘i’ sounds, (e.g., make, like) 	
A1-11	Demonstrate understanding that spaces separate words 		C1-10	Demonstrate understanding that sentences begin with a capital letter and end with a period or question mark	
A1-12	Demonstrate understanding that letters make up words and words make up sentences 		C1-11	Demonstrate use of capital letter for names of people and places	
		C1-12	Read basic tables of 2 to 4 rows and 2 to 4 columns (e.g., store hours, work schedules)	
		C1-13	Use alphabetical order to locate information (e.g., names on a list)	
	B1-11	Follow simple written one-word instructions in worksheets (e.g., Match, Copy, Circle, Underline)	C1-14	Follow simple instructions in sentence form on worksheets and literacy textbooks (e.g., Write the missing word)	
A1-13	Recognize basic shapes, symbols and signs (e.g., common store and product logos, EXIT, CLOSED)	B1-12	Read common symbols and signs (e.g., restroom symbols, PUSH/PULL, ENTER)	C1-15	Read multi-word signs (e.g., DO NOT ENTER)	
A1-14	Recognize numbers as representations of quantity; read and say 0 – 9 	B1-13	Read basic sight words and phrases (e.g., the, he, she, they, be, have) 	C1-16	Read an increased number of sight words (e.g., question words, prepositions)	
A1-15	Read and say 10 – 99			
	B1-14	Read common abbreviations (e.g., days of week, months, Ave.)	C1-17	Demonstrate understanding of the concept of abbreviations as representations of longer words (e.g., apt. = apartment)	
A1-16	Identify words for basic colors			
1. Basic Literacy Skill Standards
C. Writing	
A1-17	Demonstrate ability to hold writing tool appropriately 		C1-18	Demonstrate understanding of the value of writing in everyday life (e.g., noting appointments on a calendar)	
A1-18	Copy numbers 0 – 9	B1-15	Write numbers 0 – 99	C1-19	Write all lower case letters	
A1-19	Copy uppercase letter forms with vertical/horizontal lines (E, F, H, I, L, T)	B1-16	Write all uppercase letters	C1-20	Write short words dictated letter by letter (e.g., “Capital M – a – i – n”)	
A1-20	Copy letter forms with diagonal lines (A, K, M, N, V, W, X, Y, Z)	B1-17	Copy all lowercase letters with tails below the line using correct vertical placement (e.g., g, j, p, q, y)	C1-21	Capitalize the initial letter of the first word in a sentence		
A1-21	Copy letter forms with curves (B, C, D, G, J, O, P, Q, R, S, U)		C1-22	Use periods and question marks to end sentences	
A1-22	Copy short familiar words using capital letters 	B1-18	Copy short sentences including spaces between words	C1-23	Given a familiar, written model (e.g., man), write words in same simple word family (e.g. can, fan)	
		C1-24	Given a familiar, written model (e.g., Marie is from Haiti.), write a short sentence (e.g., I am from Haiti.) 	
	B1-19	Use phonics to write missing initial consonants in words (e.g., __ick) 	C1-25	Use phonics to write missing medial short-vowel sounds (e.g., h, t) 	
			
	Life and Work Competencies		
2. Communication Competencies
A. Personal Information	
A2-1	State first and last name; copy name using all capital letters	B2-1	State and orally spell first and last name 	C2-1	Print full name (first, middle, last) in a variety of formats (e.g., last, first, MI)	
		C2-2	Sign name in signature area on forms	
A2-2	Say and copy phone number with area code	B2-2	Read and write area code and phone number		C2-3	Identify titles for names (e.g., Mr., Mrs., Ms.)	
A2-3	Answer questions about country of origin, marital status, number of children, place of residence (house or apartment)	B2-3	State address (number, street, apt. no., city, state, zip code) and orally spell street name		
A2-4	State own street address (e.g., 239 Fifth St, apartment B2)	B2-4	Answer questions regarding city, state and zip code		
	B2-5	Read and write date of birth using numbers	C2-4	Write date of birth using abbreviations and numbers (e.g., Jan. 4, 1967)	
A2-6	Recognize and choose own name and address from a group of flashcards written in capital letters	B2-6	Respond orally to What is your birth date? using name of month	C2-5	Read and write social security number	
A2-7	Match words used in forms to own personal info (e.g., ZIP CODE to 33406, CITY to PALM BEACH)	B2-7	Identify elements of, and complete, a familiar personal information form with first and last name, address and phone number (either from memory, or knowing where to find a model)	C2-6	Complete personal information forms in a variety of formats (e.g., SSN, social security number; DOB, birth date, date of birth; Phone #, Tel.)	
A2-8	Answer questions about names and relationships of immediate family (e.g., What is your husband’s name?)	B2-8	Respond to How old? and Who? questions regarding self and family		
	B2-9	Respond to questions about native language (e.g., What language do you speak?)		
2. Communication Competencies
B. Social and Classroom Language	
A2-9	Follow basic classroom instructions (e.g., point to, ask, repeat)			
A2-10	Recognize names of classroom objects (e.g., pen, paper, desk, door)	B2-10	Read names of classroom objects	C2-7	Write names of classroom objects	
A2-11	Use greetings, simple introductions and farewells (e.g., Hello, Goodbye, I’m ____, Nice to meet you)	B2-11	Use greetings, introductions and farewells (e.g., How are you? So long.)	C2-8	Express basic emotions (e.g., I’m worried/ tired/ happy)	
A2-12	Thank someone and acknowledge thanks (e.g., You’re welcome)	B2-12	Introduce someone using first name, last name, plus relationship 	C2-9	Tell about daily life events (e.g., I pick up my son at 3:00; I work from 4:00 p.m. to 8:00 p.m.)	
A2-13	Apologize and respond to an apology (e.g., I’m sorry, It’s OK)			
A2-14	Express lack of understanding and ask for clarification	B2-13	Locate the top, middle, and bottom of a page	C2-10	Identify the top and front of a textbook, open the book and locate indicated page	
2. Communication Competencies
C. Time	
A2-15	Tell time to the hour and half-hour using digital and analog clocks	B2-14	Tell time using digital and analog clocks; read time found in text	C2-12	Write times in response to oral cues in number form (e.g., It’s 11:45)	
A2-16	Respond to What day is today/ tomorrow?	B2-15	Read and copy days and months using words and abbreviations	C2-13	Write days of the week and their abbreviations	
A2-17	Say the days in order	B2-16	Match months with numbers (e.g., August = 8)	C2-14	Write months of the year and their abbreviations	
A2-18	Say the months in order	B2-17	Respond to What’s today’s date? and When questions	C2-15	Locate calendar dates with ordinal numbers (e.g., What day is the 21st?)	
	B2-18	Read and write dates in month/day/year format using all numbers (e.g., 10/11/10)	C2-16	Write dates in month/day/year format using abbreviations and numbers (e.g., Oct. 11, 2010)	
			
3. Employment Competencies	
	B3-1	Read words for common occupations	C3-1	Read and write words for common occupations and workplaces 	
	B3-2	Respond to questions about employment (e.g., Are you working? What’s your job?)	C3-2	Ask for assistance on the job	
	B3-3	Show required forms of identification for employment		
	B3-4	Express lack of understanding and ask for clarification on the job		
	B3-5	Read NOW HIRING and HELP WANTED signs	C3-3	Read a simple work schedule	
	B3-6	Respond to availability questions (e.g., Can you work nights?)	C3-4	Call to explain lateness/absence from the job	
	B3-7	Read basic safety symbols on the job	C3-5	Read basic safety signs on the job	
	B3-8	Follow simple one-step instructions	C3-6	Follow simple multi-step instructions	
			
4. Consumer and Community Education Competencies	
A4-1	Identify common denominations of U.S. currency (e.g., match “$1” with picture of dollar) 	B4-1	Count U.S. coins and currency (e.g., identify three quarters as 75 cents) 		
A4-2	Ask the price of an item	B4-2	Read prices	C4-1	Write dollar amounts up to $99.99	
	B4-3	Identify the total and change on a receipt	C4-2	Identify methods of payment (e.g., cash, check)	
A4-3	Identify basic survival signs and symbols in public buildings (e.g., No Smoking, EXIT)	B4-4	Read a simple sign showing store hours	C4-3	Locate name and address of addressee and sender on a letter 	
A4-4	Identify types of stores and community services (e.g., drugstore, daycare) 	B4-5	Read types of stores and community services	C4-4	Use simple floor plans and directories to locate places in public buildings (e.g., shoe department, suite 102)	
A4-5	Identify clothing items and colors of clothing	B4-6	Read names, sizes (S, M, L, XL) and prices of clothing items	C4-5	Read and write names, sizes and prices of clothing items	
A4-6	Dial telephone numbers 	B4-7	Read settings (e.g., ON/OFF  HIGH/MED/LOW) on appliances and other devices (e.g., electric fan, oven)	C4-6	Read a fast food menu and order	
			
5. Health and Nutrition Competencies	
A5-1	Identify common foods (e.. g., dairy, produce, fruits, meat)	B5-1	Read food names 	C5-1	Write food names 	
	B5-2	Ask for location of foods in a supermarket  and identify aisles in a store by number 	C5-2	Read simple food ads with abbreviations (e.g., lb., ea., doz., gal.)	
A5-2	Identify basic names for parts of the body	B5-3	Read basic names for parts of the body	C5-3	Write basic names for parts of the body		
	B5-4	Identify and read common symptoms and illnesses (e.g., fever, headache)	C5-4	Write common symptoms and illnesses	
A5-3	Identify common healthcare words (e.g., doctor, nurse, dentist, clinic, hospital, emergency)	B5-5	Read common healthcare words 	C5-5	Write common healthcare words 	
	B5-6	Read an appointment card	C5-6	Read simple medicine labels	
		C5-7	Make a doctor’s appointment and note the time on a calendar	
A5-4	Read basic safety symbols (e.g., No Swimming, Poison)	B5-7	Read basic safety signs (e.g., DANGER, CAUTION)		
A5-5	Ask for emergency assistance (e.g., Help! Call 911)			
A5-6	Dial 911 and state native language in English	B5-8	Dial 911 and ask for fire, police, or ambulance; give address	C5-8	Dial 911 and describe an emergency (e.g., accident, robbery)	
			
6. Transportation and Travel Competencies	
A6-1	Identify types of transportation (e.g., walk, bus, taxi, car, bicycle, train, get a ride)	B6-1	Read types of transportation 	C6-1	Write types of transportation	
	B6-2	Respond to basic questions regarding transportation (e.g., How do you get to school/work?)		
A6-2	Read basic traffic signs and symbols (e.g., STOP, “H” for hospital)	B6-3	Read pedestrian signs (e.g., BUS STOP)	C6-2	Read basic traffic signs (e.g., ONE WAY, NO LEFT/RIGHT TURN)	
A6-3	Respond to traffic signals (e.g., stoplight, caution signal, walk/don’t walk)			
A6-4	Demonstrate proper use of seat belts and car seats	B6-4	Ask others to use seat belts and car seats		
A6-5	Ask for and follow simple directions to a place (e.g., turn left/right, go 2 blocks)	B6-5	Ask for and give simple directions to a place	C6-3	Read a very simple street map 	
A6-6	Describe locations of places (e.g., next to, across from, between, on the corner)	B6-6	Ask for local bus/train times and fare	C6-4	Use a simple local bus schedule to locate times and stops	

PROGRESS REPORT

Adult ESOL Literacy Skills
School District Course# 9900300
College CIP# 1532010303

Local Program Name		
Student Name		
Student Identifier Number		
Program Year		
Date Level A Completed		
Date Level B Completed		
Date Level C Completed		
Date Course Completed		

The above-named student has satisfactorily completed the Basic Literacy Skills Standards and the Life and Work Competencies of the Literacy Skills course.	
		
Program Director Signature 	Date	

Program Director Printed Name 		

Instructor Signature	Date	

Instructor Printed Name