Effective July 2018

Florida Department of Education
Adult General Education-ESOL
Curriculum Frameworks

ENGLISH LITERACY FOR CAREER AND TECHNICAL EDUCATION	
Program/Course Title	English Literacy for Career and Technical Education (ELCATE)	
Program/Course Number	9900050	
CIP Number	1532.010301	
Grade Level	30, 31	
Recommended Length	450 hours maximum per level	

PURPOSE
The purpose of the ELCATE program of study is to provide English language learners who are in EFL 5 and 6 instruction in English language acquisition and facilitate their simultaneous enrollment in a CTE course of study.

PROGRAM STRUCTURE
The structure of the ELCATE course is as follows:
•	The standards listed in the ELCATE curriculum framework are identical to those listed in EFLs 5 and 6 of the Adult ESOL curriculum framework
•	It is not permitted to enroll students in both Adult ESOL and ELCATE at the same time; students must be withdrawn from Adult ESOL prior to being enrolled in ELCATE
•	Students must be pre- and post-tested in both reading and listening using FDOE-approved assessments
•	The initial EFL for placement is based on to the lower of the two skill areas of reading or listening, and the skill area used to determine the initial EFL is used to measure learning gains
•	Students must place into EFL 5 or 6 and be qualified to enroll in a CTE program of study prior to enrolling in ELCATE
•	ELCATE students who complete their CTE course prior to making a learning gain in ELCATE may be withdrawn or allowed to continue their enrollment in ELCATE until completing the course

Program Number
Beginning in Program Year 2017 – 2018, the Course Number and CIP Number for the ELCATE course are to be used only for those students who simultaneously enroll in a Career and Technical Education (CTE) program of study. 

Students who have attained a high school diploma or postsecondary degree or credential in their home country or elsewhere are permitted to enroll in the ELCATE course if they place into NRS EFL 5 or 6 as measured by a state-approved assessment. 

ASSESSMENT
The following tests have been approved by FDOE and the NRS: 

•	CASAS Life and Work 80 Reading 
•	CASAS Life and Work 980 Listening 
•	TABE CLAS-E

FLORIDA INTEGRATED CAREER AND ACADEMIC PREPARATION SYSTEM
Florida Integrated Career and Academic Preparation System (FICAPS) an adult education and workforce development program 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, FICAPS provides career guidance and support services to students. 

The goal of FICAPS is to increase the rate at which adult basic skills students and English language learners advance to college-level occupational programs and complete postsecondary credentials in fields offering good wages and career advancement.

FICAPS comprises the following essential elements:  

•	Team Teaching 
Identify co-instructors for the ELCATE course and a CTE clock hour certificate program at district technical centers/colleges or state colleges with at least 50 percent overlap of the instructional time to support both literacy and workforce skills gains. Both instructors work as a collaborative team to design and deliver the program.  Both instructors collaborate together prior to entering the classroom for the first time to work on joint learning outcomes and assessments for the students. Both instructors present in the classroom including lecturing, leading group discussions, and managing student projects. The 50% instructional overlap does not need to take place on a daily basis, but cumulatively over the course of the term; for example, if the course material requires more instructional overlap in the beginning of the quarter, but less at the end, the overlap can be “frontloaded” to meet the need. 
 
•	Career and Technical Course Selection 
Review program offerings at local CTE center/college or state college and determine the career pathway for the FICAPS program that meets the interests and needs of students and the local workforce needs. CTE program offerings are aligned with industry needs through a statewide process that identifies targeted occupations meeting high skill, high wage, or high demand criteria. Collaborate with CareerSource regional boards to ensure that there is a strong job demand in the local area for the career pathway chosen.  

•	Partnerships 
Adult education in career pathways is part of a larger system and needs to be developed in partnership 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 and One-Stops, technical center/college and/or state college, employers, and others. 

•	Acceleration Strategies 
Contextualized learning and the use of blended (online and classroom-based) course designs. 

•	Student Support Services 
Comprehensive academic and social student supports (e.g., tutoring, child care, 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 evaluated by all faculty and administrators involved.

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 in adult education programs. 

Career and Education Planning standards
The following career development standards are designed to be integrated into the ELCATE frameworks to assist students with career exploration and planning.  Students can access Florida’s career information delivery system or a comparable system for career exploration and development of a career plan.  
 
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 standards
Computer skills have become essential in today’s world.  Students use a variety of technology tools such as calculators, cell phones, and computers for multiple uses; communicate with friends and family, apply for work, classroom instruction, testing, and in the workplace.  Technology standards are designed to be integrated in the instruction.
DL.01 	Develop basic keyboarding and numerical keypad skills.
DL.02 	Produce a variety of documents such as research papers, resumes, charts, and tables using word processing programs.
DL.03 	Use Internet search engines such as Google, Bing, or Yahoo to collect data and information.
DL.04 	Practice safe, legal, and responsible sharing of information, data, and opinions online. 

Workforce Preparation Activities 
The term “workforce preparation activities” means activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment. (Workforce Innovation and Opportunity Act (WIOA), 2014).  

The following activities should be integrated into the classroom instruction: 

•	Critical Thinking 
All students will make decisions and solve problems by specifying goals, identifying resources and constraints, generating alternatives, considering impacts, choosing appropriate alternatives, implementing plans of action, and evaluating results.

•	Teamwork
All students will learn to work cooperatively with people with diverse backgrounds and abilities.  Students will identify with the group’s goals and values, learn to exercise leadership, teach others new skills, serve clients or customers, and contribute with ideas, suggestions, and work efforts.

•	Employment 
All students will develop job search skills for employment such as completing an application, resume, cover letter, thank you letter, and interviewing techniques.

•	Self-Management
All students should display personal qualities such as responsibility, self-management, self-confidence, ethical behavior, and respect for self and others.

•	Utilizing Resources
All students will learn to identify, organize, plan, and allocate resources (such as time, money, material, and human resources) efficiently and effectively.

•	Using Information
All students will acquire, organize, interpret, and evaluate information in post-secondary, training, or work situations.

•	Understanding Systems
All students will learn to understand, monitor, and improve complex systems, including social, technical, and mechanical systems, and work with and maintain a variety of technologies.

•	Utilizing Resources 	
All students will learn to identify, organize, plan, and allocate resources (such as time, money, material, and human resources) efficiently and effectively. 

•	Using Information
All students will acquire, organize, interpret, and evaluate information in post-secondary, training, or work situations.

•	Understanding Systems
All students will learn to understand, monitor, and improve complex systems, including social, technical, and mechanical systems, and work with and maintain a variety of technologies.

CURRICULUM FRAMEWORK 
The ELCATE framework consists of three corresponding components, and is designed to be a complete package for instructors to assist students in building academic knowledge and acquiring language skills. 

The curriculum framework consists of three parts:
1.	College and Career Readiness (CCR) standards for adult education
2.	English Language Proficiency (ELP) standards for adult education
3.	Conventions of English (Grammar, Capitalization,  and Punctuation)
	
The CCR standards are listed first because they are the end goal of adult ESOL students as they work towards achieving their long-term personal and career goals.  The CCR standards represent what students can do at the beginning of each level of adult ESOL and cover the essential oral and written English communication skills students need for real-world applications. 

The ELP standards are listed along with the CCR standards that they correspond to. The main roles of the ELP standards are:
•	Support implementation of the Adult Education CCR standards in all programs statewide
•	Provide guidance to teachers of ESOL students at different levels access the CCR standards
•	Make recommendations on the types of linguistic supports that ESOL students may need

In addition, the CCR 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.

In lesson planning and classroom instruction, the two sets of standards work together, with the CCR standards providing the academic content and the ELP standards providing the language supports.  The CCR Language Arts standards of the CCR are distinct from the ELP standards. Although there is some overlap, the ELP standards focus on overall language development in English learners and the CCR Language Arts standards largely concern accuracy in grammar, punctuation, spelling, and vocabulary.

The 10 ELP Standards focus on all four areas of language acquisition: listening, speaking, reading, and writing. The standards represent different types of skills:

•	Standards 1 and 8: Receptive skills of listening and reading
•	Standards 3, 4, 7: Productive skills of speaking and writing
•	Standards 2, 5, 6: Interactive skills that require collaborative use of both receptive and productive skills
•	Standards 9 and 10: Linguistic structures of 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).

COLLEGE AND CAREER READINESS ANCHOR STANDARDS	
READING FOUNDATIONS CCR ANCHOR STANDARDS	
RF CCR Anchor 2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)	
RF CCR Anchor 3: Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)	
RF CCR Anchor 4: Read with sufficient accuracy and fluency to support comprehension. (Fluency)	
READING CCR ANCHOR STANDARDS	
Reading CCR Anchor 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. 	
Reading CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 	
	
Reading CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	
Reading CCR Anchor 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. 	
	
Reading CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)	
Reading CCR Anchor 6: Assess how point of view or purpose shapes the content and style of a text. 	
Reading CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 	
Reading CCR Anchor 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. 	
Reading CCR Anchor 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. 	
Reading CCR Anchor 10: Read and comprehend complex literary and informational texts independently and proficiently.	
WRITING CCR ANCHOR STANDARDS	
Writing CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 	
	
Writing CCR Anchor 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. [This includes the narration of historical events, scientific procedures/experiments, or technical processes.] 	
Writing CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. 	
Writing CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	
Writing CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 	
Writing CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 	
Writing CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	
Writing CCR Anchor 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. 	
Writing CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. 	
SPEAKING AND LISTENING CCR ANCHOR STANDARDS	
Speaking & Listening CCR Anchor 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. 	
Speaking & Listening CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 	
Speaking & Listening CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 	
Speaking & Listening CCR Anchor 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.	
Speaking & Listening CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.	
	
Speaking & Listening CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	
	
LANGUAGE CCR ANCHOR STANDARDS	
Language CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	
Language CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing	
Language CCR Anchor 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. 	
Language CCR Anchor 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. 	
Language CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 	
Language CCR Anchor 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.  	

Correspondences of the College and Career Readiness Standards and the English Language Proficiency Standards for Adult Education
		English Language Proficiency Standards	
College and Career Readiness Standards	ELP1	ELP2	ELP3	ELP4	ELP5	ELP6	ELP7	ELP8	ELP9	ELP10	
Reading Foundations	RF1											
	RF2											
	RF3											
	RF4											
												
Reading	R1	1								9 (E)		
	R2	1								9		
	R3	1								9		
	R4								8	9		
	R5											
	R6											
	R7	1										
	R8						6					
	R9											
	R10											
												
Writing	W1				4		6					
	W2			3								
	W3			3								
	W4											
	W5							7				
	W6		2									
	W7					5						
	W8					5						
	W9					5						
												
Speaking and Listening	SL1		2									
	SL2	1										
	SL3						6					
	SL4			3	4	5				9		
	SL5			3		5						
	SL6							7		9		
												
Language	L1										10	
	L2											
	L3										10	
	L4								8			
	L5								8			
	L6							7				

ESOL LEVEL 5 – HIGH INTERMEDIATE	ELP STDS	
READING FOUNDTIONS CCR STANDARDS LEVEL C – ESOL LEVEL 5		
RF CCR 2 Level C: Blank (Anchor Standard: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)	None	
RF CCR 3 Level C: Know and apply grade-level phonics and word analysis skills in decoding words.
a.	Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 	None	
RF CCR 4 Level C: Read with sufficient accuracy and fluency to support comprehension.
a.	Read grade-level text with purpose and understanding.
b.	Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c.	Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 	None	
READING CCR STANDARDS LEVEL C – ESOL LEVEL 5		
Reading CCR 1 Level C: 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.	1, 9	
Reading CCR 2 Level C: 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.	1, 9	
Reading CCR 3 Level C: 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.	1, 9	
Reading CCR 4 Level C: 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. 	
8, 9	
Reading CCR 5 Level C: 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.	None	
Reading CCR 6 Level C: 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.	None	
Reading CCR 7 Level C: 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.	1	
Reading CCR 8 Level C: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).	6	
Reading CCR 9 Level C: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.	None	
Reading CCR Anchor 10: Read and comprehend complex literary and informational texts independently and proficiently.	None	
WRITING CCR STANDARDS LEVEL C – ESOL LEVEL 5		
Writing CCR 1 Level C: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a.	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.
b.	Provide logically ordered reasons that are supported by facts and details.
c.	Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). 
d.	Provide a concluding statement or section related to the opinion presented. 	4, 6	
Writing CCR 2 Level C: 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. 	3	
Writing CCR 3 Levels C–E: 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.	3	
Writing CCR 4 Level C: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience	None	
Writing CCR 5 Level C: 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.)	7	
Writing CCR 6 Level C: 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. 	2	
Writing CCR 7 Level C: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 	5	
Writing CCR 8 Level  C: 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. 	5	
Writing CCR 9 Level C: 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)”).	5	
SPEAKING AND LISTENING CCR STANDARDS LEVEL C – ESOL LEVEL 5		
Speaking & Listening CCR 1 Level C: 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. 	2	
Speaking & Listening CCR 2 Level C: Blank (Anchor Standard: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.)	1	
Speaking & Listening CCR 3 Level C: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. 	6	
Speaking & Listening CCR 4 Level C: 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.	3, 4, 5, 9	
Speaking & Listening CCR 5 Level C: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 	3, 5	
Speaking & Listening CCR 6 Level 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); use formal English when appropriate to task and situation. (See Language standards 1 and 3.) 	7, 9	
LANGUAGE CCR STANDARDS LEVEL C – ESOL LEVEL 5		
Language CCR 1 Level C: 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 inappropriate fragments and run-ons. 
l. Correctly use frequently confused words (e.g., to, too, two; there, their). (L.4.1 and 5.1 merge) 	10	
Language CCR 2 Level C: 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	None	
Language CCR 3 Level C: 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. 	10	
Language CCR 4 Level C: 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.	8	
Language CCR 5 Level C: 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. 	8	
Language CCR 6 Level C: Acquire and use accurately level-appropriate general academic and domain-specific words and phrases, including those that:
a.	signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered). 
b.	are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
c.	signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).	7	

ESOL LEVEL 6 - ADVANCED	ELP STDS	
READING CCR STANDARDS LEVEL D – ESOL LEVEL 6		
Reading CCR 1 Level  D: 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	1, 9	
Reading CCR 2 Level D: 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.	1, 9	
Reading CCR 3 Level D: 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.	1, 9	
Reading CCR 4 Level D: 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.	8, 9	
Reading CCR 5 Level D: 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. 	None	
Reading CCR Level 6 D: 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. (RI.8.6) 
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). (RH.6-8.6)	None	
Reading CCR 7 Level D: 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 table).	1	
Reading CCR 8 Level D: 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.	6	
Reading CCR 9 Level D: 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.	None	
Reading CCR Anchor 10: Read and comprehend complex literary and informational texts independently and proficiently.	None	
WRITING CCR STANDARDS LEVEL D – ESOL LEVEL 6		
Writing CCR 1 Level D: 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.	4, 6	
Writing CCR 2 Level D: 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.	3	
Writing CCR 3 Levels C–E: 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.	3	
Writing CCR 4 Level D: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	None	
Writing CCR 5 Level  D: 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.)	7	
Writing CCR 6 Level D: 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. 	2	
Writing CCR 7 Level D: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 	5	
Writing CCR 8 Level  D: 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. 	5	
Writing CCR 9 Level D: 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”).	5	
SPEAKING AND LISTENING CCR STANDARDS LEVEL D – ESOL LEVEL 6		
Speaking & Listening CCR 1 Level D: 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.	2	
Speaking & Listening CCR 2 Level D: Blank	1	
Speaking & Listening CCR 3 Level D: 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.	6	
Speaking & Listening CCR 4 Level D: 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.	3, 4, 5, 9	
Speaking & Listening CCR 5 Level D: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 	3, 5	
Speaking & Listening CCR 6 Level D: 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.) 	7, 9	
LANGUAGE CCR STANDARDS LEVEL D – ESOL LEVEL 6		
Language CCR 1 Level D: 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. 	10	
Language CCR 2 Level D: 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.	None	
Language CCR 3 Level D: 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. 	10	
Language CCR 4 Level D: 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). 	8	
Language CCR 5 Level D: Blank	8	
Language CCR 6 Level D: 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.	7	

Conventions of Language: Grammar, Capitalization, Punctuation	
Note: Prior to entering a level, students should demonstrate command of grammar, capitalization, and punctuation of the previous levels. However, some students may benefit from a review of specific topics. Instructors may present the topics in any sequence they consider to be appropriate for their class.	
Level 5 - High Intermediate		
•	Verb tenses:
o	Present Perfect 
o	Past Perfect 
o	Future Perfect	•	Verb phrases
•	Punctuation: ellipsis/apostrophe
•	Participles: present/past
•	Questions: What about? What if?	
Level 6 - Advanced	

Verb Tenses:
•	Present Perfect Progressive
•	Past Perfect Progressive
•	Future Perfect Progressive
Verb Moods:
•	Indicative
•	Imperative
•	Interrogative
•	Conditional
•	Subjunctive
Future with Probably
Active/Passive Voice
Adverbial Clauses 
Verbals
•	Gerunds
•	Participles
•	Infinitives	Pronouns:
•	Reflexive 
•	Intensive
•	Subjective, objective, and possessive case
Sentence Structures:
•	Simple
•	Compound
•	Complex
•	Compound-complex
Punctuation: 
•	Comma
•	Parenthesis
•	Quotation marks
•	Ellipsis
•	Dash
•	Colon
•	Semicolon	
Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by consulting references, using context, affixes, and roots of words. 	
Interpret figurative language, idioms, proverbs, similes, metaphors, word relationships, and nuances in word meanings, common idioms. 	
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 expressions.