Effective July 2021

Florida Department of Education

ENGLISH LITERACY FOR CAREER AND TECHNICAL EDUCATION	
Program/Course Title	English Literacy for Career and Technical Education (ELCATE)	
Program/Course Number	9900050	
CIP Number	1532. 010901	
Grade Level	30, 31	
Recommended Length	450 hours maximum per level	

PURPOSE
The purpose of the English Literacy for Career and Technical Education (ELCATE) course is to provide English literacy and language instruction with workforce training, civics participation, and the rights and responsibilities of citizenship to adult English language learners, including those who are professionals with degrees or credentials in their native countries. The course meets the requirements of the Integrated English Literacy and Civics Education (IELCE) program as defined in Title II, Section 243 of the Workforce Innovation and Opportunity Act of 2014. 

The course is designed to prepare adult English language learners to:
1.	Achieve competency in the English language
2.	Integrate with the local workforce development system and its functions 
3.	Enter unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency
4.	Acquire the basic and more advanced skills needed to function effectively as parents, workers, and citizens in the United States 

STUDENTS
Students eligible to enroll are those who:
•	Are age 16 years or older and not enrolled in the K12 system
•	Score between NRS ESL levels 5 and 6 as measured by FDOE-approved assessments
•	Are not simultaneously enrolled in the Adult ESOL course
•	Are simultaneously enrolled in a Career and Technical Education (CTE) course that meets the requirements of the IELCE program 

CURRICULUM FRAMEWORK 
This curriculum framework is a guide for local programs to design an in-house curriculum that meets the needs of their students. It provides local programs with a broad outline of the knowledge and skills that students should learn. It is expected that programs will work with instructors to develop a local curriculum for the course that would include the following elements: 
•	Educational outcomes that students are expected to achieve upon completion of the course
•	A description of the content to be used in the course (the ABE Standards, English Language Proficiency Standards, Civics and Citizenship Standards, and other content created or collected by instructors)
•	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

The standards and competencies of the course align with the following NRS Educational Functioning Levels:

FDOE Adult ESOL Levels	NRS  ESL* Educational Functioning Levels	
5 	High Intermediate	ESL Level 5	
6 	Advanced	ESL Level 6	
* ESL is a term used by the NRS and stands for English as a Second Language. It is synonymous with ESOL.	

The course framework consists of three components:
1.	Adult Basic Education (ABE) Standards for adult education
2.	English Language Proficiency (ELP) Standards for adult education
3.	US Office of Citizenship Civics and Citizenship Standards

The framework starts with tables that list the ABE Standards and ELP Standards. In lesson planning and classroom instruction, instructors will use the ABE Standards and ELP Standards in combination. The ABE standards represent what students can do upon completion of each level and cover the essential oral and written English communication skills students need for real-world applications. They are the end goal of all adult education students, including ESOL, as the students advance toward their long-term personal and career goals. 

The ABE Standards and ELP Standards reflect three key instructional advances:
1	Complex text: The standards provide regular practice with complex text and academic language. 
2	Evidence from text: The standards prioritize students’ ability to cite evidence from literary and informational text across the domains of reading, writing, speaking, and listening.
3	Content-rich text: The standards focus not only on English language skills but also on literacy across disciplines of science, social studies, and technical subjects, and on students’ ability to build knowledge through comprehension of content-rich informational text.

The ELP Standards have the following roles in relation to adult English language learners:
•	Support implementation of the Adult Education ABE Standards in all programs statewide
•	Provide guidance to teachers of adult ESOL students at different levels access the ABE standards
•	Make recommendations on the types of linguistic supports that adult ESOL students may need

The 10 ELP Standards address receptive, productive, interactive and interpretive skills of the four areas of language acquisition (listening, speaking, reading, and writing), and linguistic features of the English language.
•	Standards 1 and 8: Receptive and Interpretive skills of listening and reading
•	Standards 3, 4, 7: Productive skills of speaking and writing
•	Standards 2, 5, 6: Interactive skills requiring collaborative use of both receptive and productive skills
•	Standards 8, 9 and 10: Micro-linguistic features such as determining the meaning of words and using appropriate speech and conventions of Standard English.

ELP Standards 1 – 7 highlight the language skills highlight the language skills required for ELLs to engage in content-specific practices necessary for full engagement in English language arts and literacy, mathematics, and science. Standards 8–10 highlight the linguistic skills needed to support Standards 1–7. For example, ELP Standard 8 (An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text) is necessary in order for ELLs to engage with ELP Standard 1 (An ELL can construct meaning from oral presentations and literary and informational text through level appropriate listening, reading, and viewing).

The final section of the course framework provides instructors with Civics and Citizenship Standards set forth by the US Citizenship and Immigration Services. These can be used as a guide for creating thematic lessons that combine related or complementary standards. 

INTEGRATED ENGLISH LITERACY AND CIVIC EDUCATION
Integrated English Literacy and Civics Education (IELCE) is an adult education and workforce development model that provides simultaneous instruction in adult basic skills and English proficiency as well as occupational or industry-specific training. In addition to academic instruction and workforce preparation and training, IELCE provides career guidance and support services to students. Agencies that offer the ELCATE course, as defined within the IELCE parameters, is to increase the rate at which adult English language learners advance to college-level occupational programs and complete postsecondary credentials in fields offering good wages and career advancement. 

To meet the requirements of the IELCE program as set forth in Title II, Section 243 of WIOA, the activities of both the ELCATE and CTE courses must function cooperatively. Instructors of the ELCATE and CTE courses must prepare a single set of learning objectives that identify specific adult education content, workforce preparation activities and workforce training competencies. In addition, the ELCATE and CTE courses must have the following elements:

Team Teaching	Identify co-instructors for the ELCATE course and a CTE program at the agency with at least 50 percent overlap of instructional time to support both literacy and workforce skills gains. Both instructors work as a collaborative team to design and deliver the program prior to instruction on joint learning outcomes and assessments. Programs may schedule both instructors to be present in the same classroom lecturing, leading group discussions, and managing student projects or to schedule the instructors in separate classrooms, but they must design and deliver the program as a team. The 50% instructional overlap does not need to take place on a daily basis but cumulatively over the course of the term. More instructional overlap may occur in the beginning and less at the end, if required.	
CTE Course Selection	Review programs at local CTE center/college or state college and determine the career pathway for the IELCE program that meets the interests and needs of students and the local workforce needs. CTE programs align with industry needs through a statewide process that identifies targeted occupations meeting high skill, high wage, and high demand criteria. Collaborate with CareerSource regional boards to ensure a strong job demand for the career pathway chosen.	
Partnerships	Adult education in career pathways is part of a larger system of partnerships with other local educational institutions and stakeholders. Community and business partnership arrangements include services such as childcare, transportation, case management, job shadowing, and internships. Partnerships must include CareerSource Workforce Regional Boards, One-Stops, technical centers, colleges, employers, and others.	
Acceleration Strategies	Contextualized learning and blended (online and classroom-based) course designs are used.	
Support Services	Comprehensive academic and social student supports (e.g., tutoring, childcare, transportation, access to public benefits, financial aid, application process for CTE program, etc.)	
Integrated Learning 
Outcomes	The ELCATE and CTE teachers develop the integrated learning outcomes together. Student progress is reviewed and program effectiveness is evaluated by all faculty and administrators involved.	

ASSESSMENTS
Assessments approved by FDOE (see Rule 6A‐6.014, FAC.) and USDOE measure the completion of EFLs. The following paper and online tests have been approved for use in Adult ESOL: CASAS (Life and Work 80 Reading Series and 980 Listening Series), TABE CLAS-E, BEST Plus 2.0 and BEST Literacy. For additional information, see http://www.fldoe.org/academics/career-adult-edu/adult-edu/technical-assistance-papers.stml.

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 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. 

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. 

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.

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 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.	
ANCHOR STANDARDS

ABE Reading Foundations Anchor Standards	
2	Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)	
3	Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition	
4	Read with sufficient accuracy and fluency to support comprehension. (Fluency)	

ABE 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.	

ABE 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.	

ABE ANCHOR STANDARDS

ABE 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.	

ABE 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 ABE 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 ABE AND ELP STANDARDS

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

ABE READING STANDARDS	
	
ABE Reading Anchor Standard 1 (Key Ideas and Details) Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 	
Reading Level C
ESOL Level 5	Reading Level D
ESOL Level 6	
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.	Cite several pieces of 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.
Application: Cite specific textual evidence to support analysis of science and technical texts.	
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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can use an increasing range of strategies to:
•	determine a central idea or theme 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.	By the end of English language proficiency level 5, an ELL can  use a wide 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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	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 C
ESOL Level 5	Level D
ESOL Level 6	
Determine the main idea of a text and explain how it is supported by key details; summarize the text. 
Determine a theme of a story, drama, or poem from details in the text; summarize the text.	Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 
Application: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.	
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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can use an increasing range of strategies to:
•	determine a central idea or theme 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.	By the end of English language proficiency level 5, an ELL can  use a wide 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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	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 C
ESOL Level 5	Level D
ESOL Level 6	
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.	Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Application: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). 
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.	
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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can use an increasing range of strategies to:
•	determine a central idea or theme 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.	By the end of English language proficiency level 5, an ELL can  use a wide 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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	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 C
ESOL Level 5	Level D
ESOL Level 6	
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area.
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. 	
ELP Anchor Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can, using context, questioning, and an increasing knowledge of English morphology,  
•	determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events. 	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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	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 C
ESOL Level 5	Level D
ESOL Level 6	
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.	Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. 
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 	
No ELP Standard Provided	
Reading Anchor Standard 6 (Craft and Structure) Assess how point of view or purpose shapes the content and style of a text.	
Level C
ESOL Level 5	Level D
ESOL Level 6	
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 
Describe how a narrator’s or speaker’s point of view influences how events are described. 	Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).	
No ELP Standard 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 C
ESOL Level 5	Level D
ESOL Level 6	
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 	Integrate information presented in different media or formats (e.g., in charts, graphs, photographs, videos, or maps) as well as in words to develop a coherent understanding of a topic or issue. 
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or 	
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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can use an increasing range of strategies to:
•	determine a central idea or theme 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.	By the end of English language proficiency level 5, an ELL can  use a wide 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 C
ESOL Level 5	Level D
ESOL Level 6	
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).	Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.	
ELP Anchor Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. 	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can
•	analyze the reasoning in persuasive spoken and written texts 
•	determine whether the evidence is sufficient to support the claim 
•	cite textual evidence to support the analysis. 	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 C
ESOL Level 5	Level D
ESOL Level 6	
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.	Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.	
No ELP Standard 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.)	
ABE Band	ATOS	Degrees of Reading Power®	Flesch-Kincaid	The Lexile Framework®	Reading Maturity	SourceRater	
ABE Level B	2.75-5.14	42-54	1.98-5.34	420-820	3.53-6.13	0.05-2.48	
ABE Level C	4.97-7.03	52-60	4.51-7.73	740-1010	5.42-7.92	0.84-5.75	
ABE Level D	7.00-9.98	57-67	6.51-10.34	925-1185	7.04-9.57	4.11-10.66	
ABE Level E	9.67-12.01	62-72	8.32-12.12	1050-1335	8.41-10.81	9.02-13.93	
ABE Level E	11.20-14.10	67-74	10.34-14.2	1185-1385	9.57-12.00	12.30-14.50	

ABE WRITING STANDARDS	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6	
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
Provide logically ordered reasons that are supported by facts and details.
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). 
Provide a concluding statement or section related to the opinion presented. 	Write arguments to support claims with clear reasons and relevant evidence.
a.	Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. 
b.	Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c.	Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d.	Establish and maintain a formal style. 
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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	construct a claim about a variety of topics 
•	introduce the topic 
•	provide logically ordered reasons or facts that effectively support the claim 
•	provide a concluding statement. 	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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can
•	analyze the reasoning in persuasive spoken and written texts 
•	determine whether the evidence is sufficient to support the claim 
•	cite textual evidence to support the analysis. 	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.	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6	
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a.	Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b.	Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c.	Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d.	Use precise language and domain-specific vocabulary to inform about or explain the topic.
e.	Provide a concluding statement or section related to the information or explanation presented. 	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [This includes the narration of historical events, scientific procedures/ experiments, or technical processes.]
a.	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b.	Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c.	Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d.	Use precise language and domain-specific vocabulary to inform about or explain the topic.
e.	Establish and maintain a formal style. 
f.	Provide a concluding statement or section that follows from and supports the information or explanation presented.	
ELP Anchor Standard 3 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can deliver oral presentations
•	compose written informational texts
•	develop the topic with some relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful about a variety of texts, topics, or events. 	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.	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6	
Note: 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 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can deliver oral presentations
•	compose written informational texts
•	develop the topic with some relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful about a variety of texts, topics, or events. 	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.	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6	
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	
No ELP Standard Provided	
ABE Writing Anchor Standard 5 (Production and Distribution of Writing) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.	
Level C
ESOL Level 5	Level D
ESOL Level 6	
With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.)	With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	adapt language choices and style according to purpose, task, and audience in various social and academic contexts
•	use a wider range of complex general academic and content-specific words and phrases
•	adopt and maintain a formal and informal style and tone in spoken and written texts, as appropriate.	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.	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6		
With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 	Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. 	
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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	participate in conversations, discussions, and written exchanges about a range of topics, texts, and issues 
•	build on the ideas of others 
•	express his or her own ideas 
•	clearly support points with specific and relevant evidence 
•	ask and answer questions to clarify ideas and conclusions 
•	summarize the key points expressed. 	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.	
ABE 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 C
ESOL Level 5	Level 7 Level D
ESOL Level 6	
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 	Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 	
ELP Anchor Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	carry out both short and more sustained research projects to answer a question 
•	gather information from multiple print and digital sources 
•	evaluate the reliability of each source 
•	use search terms effectively 
•	synthesize information from multiple print and digital sources 
•	integrate information into an organized oral or written report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	cite sources appropriately. 	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.	
ABE Writing Anchor Standard 8 (Research to Build and Present Knowledge) Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 	
Level C
ESOL Level 5	Level D
ESOL Level 6	
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 	
ELP Anchor Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	carry out both short and more sustained research projects to answer a question 
•	gather information from multiple print and digital sources 
•	evaluate the reliability of each source 
•	use search terms effectively 
•	synthesize information from multiple print and digital sources 
•	integrate information into an organized oral or written report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	cite sources appropriately. 	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.	
ABE Writing Anchor Standard 9 (Research to Build and Present Knowledge) Draw evidence from literary or informational texts to support analysis, reflection, and research. 	
Level C
ESOL Level 5	Level D
ESOL Level 6	
Draw evidence from literary or informational texts to support analysis, reflection, and research. 
a.	Apply Reading standards from this level to literature (e.g., “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text”). 
b.	Apply Reading standards from this level to informational text (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)”).	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 a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments”).
b.	Apply Reading standards from this level to literary nonfiction (e.g., “Analyze how a text makes connections among and distinctions between individuals’ ideas or events”).	
ELP Anchor Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.	
Level 1
ESOL Levels (1) 2	Level 1
ESOL Levels (1) 2	
By the end of English language proficiency level 4, an ELL can 
•	carry out both short and more sustained research projects to answer a question 
•	gather information from multiple print and digital sources 
•	evaluate the reliability of each source 
•	use search terms effectively 
•	synthesize information from multiple print and digital sources 
•	integrate information into an organized oral or written report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	cite sources appropriately. 	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.	

ABE SPEAKING & LISTENING STANDARDS	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6	
Engage 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
a.	Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions and carry out assigned roles.
b.	Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
c.	Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 	Engage 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.
a.	Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b.	Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
c.	Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d.	Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence 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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	participate in conversations, discussions, and written exchanges about a range of topics, texts, and issues 
•	build on the ideas of others 
•	express his or her own ideas 
•	clearly support points with specific and relevant evidence 
•	ask and answer questions to clarify ideas and conclusions 
•	summarize the key points expressed. 	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.	
ABE Speaking & Listening Anchor Standard 2 (Comprehension and Collaboration) Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 	
Level C
ESOL Level 5	Level D
ESOL Level 6	
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 	Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. 	
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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can use an increasing range of strategies to:
•	determine a central idea or theme 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.	By the end of English language proficiency level 5, an ELL can  use a wide 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.
	
ABE Speaking & Listening Anchor Standard 3 (Comprehension and Collaboration) Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	
Level C
ESOL Level 5	Level D
ESOL Level 6	
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. 	Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.	
ELP Anchor Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. 	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can
•	analyze the reasoning in persuasive spoken and written texts 
•	determine whether the evidence is sufficient to support the claim 
•	cite textual evidence to support the analysis. 	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.	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6	
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.	Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.	
ELP Anchor Standard 3 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can deliver oral presentations
•	compose written informational texts
•	develop the topic with some relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful about a variety of texts, topics, or events. 	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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	construct a claim about a variety of topics 
•	introduce the topic 
•	provide logically ordered reasons or facts that effectively support the claim 
•	provide a concluding statement. 	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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	carry out both short and more sustained research projects to answer a question 
•	gather information from multiple print and digital sources 
•	evaluate the reliability of each source 
•	use search terms effectively 
•	synthesize information from multiple print and digital sources 
•	integrate information into an organized oral or written report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	cite sources appropriately. 	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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	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.	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6	
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 	
ELP Anchor Standard 3 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can deliver oral presentations
•	compose written informational texts
•	develop the topic with some relevant details, concepts, examples, and information
•	integrate graphics or multimedia when useful about a variety of texts, topics, or events. 	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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	carry out both short and more sustained research projects to answer a question 
•	gather information from multiple print and digital sources 
•	evaluate the reliability of each source 
•	use search terms effectively 
•	synthesize information from multiple print and digital sources 
•	integrate information into an organized oral or written report 
•	include illustrations, diagrams, or other graphics as appropriate 
•	cite sources appropriately. 	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.	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6	
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Language standards 1 and 3.) 	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Language standards 1 and 3 for specific expectations.) 	
ELP Anchor Standard 7 An ELL can adapt language choices to purpose, task, and audience when speaking and writing.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	adapt language choices and style according to purpose, task, and audience in various social and academic contexts
•	use a wider range of complex general academic and content-specific words and phrases
•	adopt and maintain a formal and informal style and tone in spoken and written texts, as appropriate.	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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure 
•	introduce and develop an informational topic with facts, details, and evidence 
•	use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas 
•	provide a concluding section or statement. 	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.	

ABE LANGUAGE STANDARDS	
Language Anchor Standard 1 (Conventions of Standard English) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	
Level C
ESOL Level 5	Level D
ESOL Level 6	
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 
a.	Explain the function of conjunctions, prepositions, and interjections in general and their
function in particular sentences. 
b.	Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 
c.	Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. 
d.	Use modal auxiliaries (e.g., can, may, must) to convey various conditions. 
e.	Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. 
f.	Use verb tense to convey various times, sequences, states, and conditions. 
g.	Recognize and correct inappropriate shifts in verb tense. 
h.	Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). 
i.	Form and use prepositional phrases. 
j.	Use correlative conjunctions (e.g., either/or, neither/nor). 
k.	Produce complete sentences, recognizing and correcting in-appropriate fragments and run-ons.
l.	Correctly use frequently confused words (e.g., to, too, two; there, their).	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 
a.	Ensure that pronouns are in the proper case (subjective, objective, possessive). 
b.	Use intensive pronouns. 
c.	Recognize and correct inappropriate shifts in pronoun number and person. 
d.	Recognize and correct vague or unclear pronouns. 
e.	Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. 
f.	Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. 
g.	Form and use verbs in the active and passive voice. 
h.	Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. 
i.	Recognize and correct inappropriate shifts in verb voice and mood. 
j.	Explain the function of phrases and clauses in general and their function in specific sentences. 
k.	Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. 
l.	Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.	
ELP Anchor Standard 10 An ELL can demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can
•	use increasingly complex phrases 
•	use increasingly complex clauses 
•	produce and expand simple, compound, and complex sentences. 	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.	
ABE Language Anchor Standard 2 (Conventions of Standard English) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	
Level C
ESOL Level 5	Level D
ESOL Level 6	
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 
a.	Use correct capitalization. 
b.	Use commas and quotation marks to mark direct speech and quotations from a text. 
c.	Use punctuation to separate items in a series. 
d.	Use a comma to separate an introductory element from the rest of the sentence. 
e.	Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). 
f.	Use underlining, quotation marks, or italics to indicate titles of works. 
g.	Use a comma before a coordinating conjunction in a compound sentence.
h.	Spell grade-appropriate words correctly, consulting references as needed	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a.	Use punctuation (commas, parentheses, ellipsis, dashes) to set off nonrestrictive/parenthetical elements. 
b.	Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). 
c.	Use an ellipsis to indicate an omission.
d.	Spell correctly.	
No ELP Standard Provided	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6	
Use knowledge of language and its conventions when writing, speaking, reading, or listening. 
a.	Choose words and phrases to convey ideas precisely. 
b.	Choose punctuation for effect. 
c.	Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). 
d.	Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
e.	Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.	Use knowledge of language and its conventions when writing, speaking, reading, or listening. 
a.	Vary sentence patterns for meaning, reader/listener interest, and style. 
b.	Maintain consistency in style and tone.
c.	Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.	
ELP Anchor Standard 10 An ELL can demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can
•	use increasingly complex phrases 
•	use increasingly complex clauses 
•	produce and expand simple, compound, and complex sentences. 	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.	
ABE 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 C
ESOL Level 5	Level D
ESOL Level 6	
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., definitions, examples, restatements, cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 
b.	Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, autograph, photograph, photosynthesis).
c.	Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.	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 or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 
b.	Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 
c.	Consult 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 or its part of speech.
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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can, using context, questioning, and an increasing knowledge of English morphology,  
•	determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events. 	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. 	
ABE Language Anchor Standard 5 (Vocabulary Acquisition and Use) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.	
Level C
ESOL Level 5	Level D
ESOL Level 6	
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.
Blank	
ELP Anchor Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.	
Level 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can, using context, questioning, and an increasing knowledge of English morphology,  
•	determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events. 	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. 	
ABE 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 ABE level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.	
Level C
ESOL Level 5	Level D
ESOL Level 6	
Acquire and use accurately level-appropriate general academic and domain-specific words and phrases, including those that:
•	signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered). 
•	are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
•	signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).	Acquire and use accurately level-appropriate general academic and domain-specific words and phrases; gather 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 4
ESOL Level 5	Level 5
ESOL Level 6	
By the end of English language proficiency level 4, an ELL can 
•	adapt language choices and style according to purpose, task, and audience in various social and academic contexts
•	use a wider range of complex general academic and content-specific words and phrases
•	adopt and maintain a formal and informal style and tone in spoken and written texts, as appropriate.	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.	

The following section of Civics and Citizenship Standards can be used for creating thematic lessons resources. The U.S. Citizenship and Immigration Services (https://www.uscis.gov/citizenship). USCIS has developed a variety of materials to help educators supplement classroom instruction to prepare their students for the naturalization process and English and civics test.
In addition to beginning and intermediate lesson plans, there are general materials that can help support adult ESOL programs, including videos, program development guides, tip sheets and idea boards.

CIVICS AND CITIZENSHIP STANDARDS	
A.	Identify and communicate information about the Principles of American government	
1.	The form of government of the United States	
2.	The Supreme Law of the Land of the United States	
3.	The U.S. Constitution, what it does and how changes are made to the Constitution	
4.	The amendments to the Constitution (10th, 14th, 19th)	
5.	The Bill of Rights	
6.	The Declaration of Independence	
7.	The economic system of the United States	
8.	The meaning of the rule of law	
B.	Identify and communicate information in relation to the American System of Government	
9.	The three branches of government, the names and what each branch does	
10.	The U.S. Congress, its powers, how many parts it has and what each part does	
11.	The U.S. Senate, the number and duties of senators, name of your senators	
12.	The U.S. House of Representatives, the number and duties of representatives, name of your representative	
13.	The U.S. President, the name, duties and powers of the president	
14.	The U.S. Vice-President, the name, duties and powers of the vice-president	
15.	The President’s Cabinet, positions and duties	
16.	The Electoral College, role and importance	
17.	The Judicial branch, parts, role and importance	
18.	The Supreme Court, number of justices, duties, term of service	
19.	The Chief Justice of the Supreme Court, name and duties	
20.	The powers of the federal government	
21.	The powers of state governments	
22.	The governor and capital of your state	
C.	Identify and communicate information in relation to Rights and Responsibilities	
23.	The four amendments of the U.S. Constitution pertaining to who can vote	
24.	The three rights of everyone living in the United States	
25.	The two promises that new citizens make in the Oath of Allegiance	
26.	The Pledge of Allegiance 	
27.	The steps to become a U.S. citizen	
28.	The purpose and importance of taxes paid to the federal government 	
29.	The U.S. Selective Service	
D.	Identify and communicate information in relation to American History	
30.	The Colonial Period, the Revolutionary War and Independence	
31.	The reasons the colonists came to America	
32.	The peoples who inhabited the land before Europeans arrived	
33.	The peoples who were enslaved	
34.	The Declaration of Independence, date of adoption, the author and the reasons for independence stated in it	
35.	The 13 original states	
36.	The Federalist Papers, purpose, impact and author	
37.	The role and impact of George Washington, Benjamin Franklin, Thomas Jefferson, James Madison and Alexander Hamilton	
38.	The purchase of the Louisiana Territory, date and impact	
39.	The wars fought by the U.S. in the 1800s	
40.	The Civil War, at least one event that occurred during the war and one outcome that resulted from the war	
41.	The role and impact of President Abraham Lincoln with relation to the Civil War and the Emancipation Proclamation	
42.	The Women’s Rights movement of the 1800s, leaders and outcomes of the movement	
43.	The wars fought by the U.S. in the 1900s	
44.	The World War I, reasons for U.S. engagement in the war and outcomes of the war	
45.	The World War II, reasons for U.S. engagement in the war and outcomes of the war	
46.	The Korean War, reasons for U.S. engagement in the war and outcomes of the war	
47.	The Vietnam War, reasons for U.S. engagement in the war and outcomes of the war	
48.	The Cold War, concerns of the U.S during the war	
49.	The wars and conflicts that resulted from the 9/11 attacks on the U.S.	
50.	The American Indian tribes in the United States, names and locations	
51.	The innovations of Americans, names of inventors and inventions	
E.	Identify and communicate information in relation to Symbols and Holidays of the United States	
52.	The capital of the United States	
53.	The Statue of Liberty	
54.	The flag of the United States, reason for 13 stripes and 50 stars	
55.	The national anthem of the United States	
56.	The nation’s first motto, “E Pluribus Unum” 	
57.	The national holidays of the United States	
58.	The Memorial Day holiday, purpose and meaning	
59.	The Veterans Day holiday, purpose and meaning