Effective July, 2018

Florida Department of Education
Adult General Education- ESOL
Curriculum Frameworks
	
LITERACY SKILLS FOR ADULT ESOL	
Program Title	Literacy Skills for Adult Speakers of Other Languages	
Program/Course Number	9900300	
CIP Number	1532.010303	
Grade Level	30, 31	
Standard Length	540 hours maximum recommended 	

I.	PURPOSE: The purpose of this course is to provide English language and literacy instruction for English language learner adults whose first language is other than English and who are non-literate or semi-literate in their home language, in order to increase their ability to communicate in English.

The content is compatible with principles of literacy and language acquisition for adult learners of English and includes skills useful in the workplace, life and academic applications. Skills are integrated into reading, writing, speaking and listening formats.

II.	LABORATORY ACTIVITIES: Language laboratory and computer-assisted instructional activities should consist of simple exercises since many literacy students will not be able to function independently.

III.	PROGRAM STRUCTURE:  Literacy Skills for Adult ESOL Learners is a non-credit course that is designed to prepare students to communicate effectively, including reading and writing, in a multi-faceted society. This course is divided into three levels, with a Literacy Completion Point (LCP) awarded for each level completed. Progress through levels is measured by attainment of the competencies noted in the student performance standards below.  

Other courses in this program include Adult English for Speakers of Other Languages (ESOL), Academic Skills for Adult ESOL Learners, English Literacy for Career and Technical Education, Workplace Readiness Skills for Limited English Proficient Adults, and Citizenship.

IV. 	SPECIAL NOTE:  With the exception of literacy skills, it is not intended that students must progress through the performance standards sequentially. The instructor may present topic-centered lessons that integrate skills from several areas. 

Curriculum materials chosen for this course should be adult oriented, at the appropriate language and literacy proficiency levels, current and culturally sensitive.

Classroom activities and materials which appeal to students with a variety of learning styles and which incorporate the previous knowledge and experience of the learners are suggested. 

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

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.  

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.  

Standards:
TN 01     Develop basic keyboarding and numerical keypad skills.
TN 02     Produce documents using word processing programs.
TN 03     Use Internet search engines such as Google, Bing, or Yahoo to collect information.
TN 04     Practice safe, legal, and responsible sharing of information online. 

	1. Basic Literacy Skill Anchors		
	1. Basic Literacy Skill Anchors
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 Anchors
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 Anchors:
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) 	
			
	2. Communication		
	2. Communication:
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 first language (e.g., What language do you speak?)		
	2. Communication:
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: 
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		
	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		
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		
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		
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