Effective July 2020

Florida Department of Education
Adult General Education
Curriculum Frameworks

ADULT ESOL COLLEGE AND CAREER READINESS	
Program/Course Number	9900051	
CIP Number	1532.010302	
Grade Level	30,31	
Standard Length	450 hours maximum recommended 	

PURPOSE
The purpose of the Adult ESOL College and Career Readiness (CCR) course is to prepare students who have exited the Adult ESOL course to prepare for and be successful in college or post-secondary career and technical education programs.

STUDENTS
Students enrolling in the Adult ESOL CCR course may have secondary or postsecondary degree(s) and/or credential(s) from another country or the U.S. Eligible students must be age 16 years or older and not enrolled in the K12 system. 

CURRICULUM FRAMEWORK
The content of the Adult ESOL CCR course derives from the College and Career Readiness Standards and the Adult ESL English Language Proficiency Standards. The educational functioning level of the course is set at the College and Career Readiness Standards level E and at English Language Proficiency Standards level 5. 

The Adult ESOL College and Career Readiness curriculum framework is a guide for local programs to design an in-house curriculum that meets the needs of their students. The framework provides local programs with a broad outline of the knowledge and skills that students should learn. Local programs are encouraged to provide instructors with a curriculum comprised of the following elements: 
	
•	Educational outcomes that students will be expected to have achieved upon completion of the course
•	A description of the content to be covered in the course 
•	A description of learning activities that may be used when teaching the course
•	A description of the types of vocabulary words and supporting grammar students will need to know
•	A list of textbooks, workbooks, websites and online learning platforms, films, dictionaries, etc., that may be used

ASSESSMENTS
Prior to enrolling students in the Adult ESOL CCR course, programs are required to administer a state-approved assessment designed for Adult ESOL in the skill areas of reading and listening. Students should have reading and listening scores that are higher than the exit scores for the Adult ESOL course, but it is not required. If a student does not obtain a score that is higher than the exit score for reading and/or listening, programs should have other evidence showing the student is ready for the course. 

The recommended test scores for enrollment in the Adult ESOL CCR course are as follows:

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

After enrolling students in the course, programs are not required to continue testing students on a state-approved assessment for reporting learning gains. However, programs should test students on formative and summative assessments to gauge progress and guide instruction. Programs measure the learning gains made by students as they demonstrate the ability to perform the college and career readiness skills as noted in the course standards. The instructor uses a Progress Report to document the student’s progress through the course standards.

Completion of the course is established when the student has satisfactorily completed the course standards. Upon completion of the course standards, one Literacy Completion Point (LCP) is awarded. The instructor and program administrator sign off on the Progress Report for the course. The 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 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 Adult ESOL frameworks integrate the following career development standards to assist students with career exploration and planning. Students can access Florida’s career information delivery system or a comparable system for career exploration and development of a career plan.
•	CP.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
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. Instructors can integrate the digital literacy standards into their Adult ESOL lesson plans. 
•	DL.01	Develop basic keyboarding and numerical keypad skills.
•	DL.02	Produce a variety of digital documents such as research papers, resumes, charts, and tables.
•	DL.03	Use the internet to collect data and information.
•	DL.04	Practice safe, legal, and responsible sharing of information, data, and opinions online.

INTEGRATED EDUCATION AND TRAINING (IET)
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; and 
•	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.

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 (WIOA, 2014). The following workforce preparation 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.	
Utilize Resources	All students will learn to identify, organize, plan, and allocate resources (such as time, money, material, and human resources) efficiently and effectively.	
Use Information	All students will acquire, organize, interpret, and evaluate information in post-secondary, training, or work situations.	
Understand 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.	

College and Career Readiness Anchor Standards

CCR 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.	

CCR 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.	

CCR 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.	

CCR 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 college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.	

English Language Proficiency Anchor Standards

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.	

Correspondences of the CCR and ELP Standards for the Adult ESOL CCR Course

CCR Standards	ELP Standards	
	ELP 1	ELP 2 	ELP 3 	ELP 4 	ELP 5	ELP 6	ELP 7	ELP 8	ELP 9	ELP 10	
Reading Foundations	RF 2											
	RF 3											
	RF 4											
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				

CCR and ELP Anchor Standards with Corresponding Level Specific Standards

READING		
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.	Level E
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.	
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. 	Level E
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.	
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. 	Level E
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.	
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. 	Level E
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.	
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. 	Level E
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	
Reading Anchor Standard 6
(Craft and Structure)
Assess how point of view or purpose shapes the content and style of a text. 	Level E
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	
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. 	Level E
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.	
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. 	Level E
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.	
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. 	Level E
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	
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.)	
CCR Band	ATOS	Degrees of
Reading Power®	Flesch-Kincaid	The Lexile Framework®	Reading Maturity	SourceRater	
CCR Level B	2.75 – 5.14	42 – 54	1.98 – 5.34	420 – 820	3.53 – 6.13	0.05 – 2.48	
CCR Level C	4.97 – 7.03	52 – 60	4.51 – 7.73	740 – 1010	5.42 – 7.92	0.84 – 5.75	
CCR Level D	7.00 – 9.98	57 – 67	6.51 – 10.34	925 – 1185	7.04 – 9.57	4.11 – 10.66	
CCR Level E	9.67 – 12.01	62 – 72	8.32 – 12.12	1050 – 1335	8.41 – 10.81	9.02 – 13.93	
CCR Level E	11.20 – 14.10	67 – 74	10.34 – 14.2	1185 – 1385	9.57 – 12.00	12.30 – 14.50	

WRITING		
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. 	Level E
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. 	Level 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. 	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.	
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. 	Level E
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. 	Level 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.	
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. 	Level E
Note: This level-specific standard covers CCR 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. 	Level 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.	
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.	Level E
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	
Writing Anchor Standard 5
(Production and Distribution of Writing)
Develop and strengthen writing needed by planning, revising, editing, rewriting, or trying a new approach.	Level E
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. 	Level 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.	
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.	Level E
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. 	Level 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.	
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.	Level E
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. 	Level 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.	
Writing Anchor Standard 8
(Research to Build and Present Knowledge)	Level E
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.	
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.		
ELP Anchor Standard 5
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. 	Level 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. 	
Writing Anchor Standard 9
(Research to Build and Present Knowledge)
Draw evidence from literary or informational texts to support analysis, reflection, and research. 	Level E
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. 	Level 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		
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. 	Level E
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. 	Level 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.	
Speaking & Listening Anchor Standard 2
(Comprehension and Collaboration)
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.	Level E
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. 	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.	
Speaking & Listening Anchor Standard 3
(Comprehension and Collaboration)
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	Level E
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. 	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.	
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. 	Level E
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	Level 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. 	Level 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. 	Level 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. 
	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.	
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.	Level E
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. 
	Level 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. 	Level 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  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. 	Level E
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. 	Level 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. 
	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.	

LANGUAGE		
Language Anchor Standard 1
(Conventions of Standard English)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	Level E
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. 	Level 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.	
Language Anchor Standard 2
(Conventions of Standard English)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	Level E
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	
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. 	Level E
Blank	
ELP Anchor Standard 10
An ELL can demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing. 	Level 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.	
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.	Level E
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. 
	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.	
Language Anchor Standard 5
(Vocabulary Acquisition and Use)
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 	Level E
Note: Level E of Language 5 is blank. This statement is for Level C, the highest level provided.
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.	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.	
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 college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.	Level E
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness 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. 	Level 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# 1532.010302

Adult Education Program Name		
Student Name		
Student Identifier Number		
Program Year		
Literacy Completion Point (LCP) Code	A	
Date Course Completed		

The above-named student has satisfactorily completed the standards of the College and Career Readiness course.	

Program Director Signature 	Date	

Program Director Printed Name 		

Instructor Signature	Date	

Instructor Printed Name					Date