Instructional Tier · The modularization of instruction into shorter-term units ... flexibility in...

Virginia Career Pathways IET Blueprint

Standards-based Academic

Instructional Modules

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Tier 1 Academic Modules 1

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Table of Contents

I. Introduction to Tier 1 & How to Use the Modules

II. The Modules:

College and Career Readiness Standards (CCRS), Levels A & B

i. Reading

ii. Writing

iii. Speaking and Listening

iv. Language Strand

v. Mathematics

English Language Proficiency Standards (ELPs), Levels 1 & 2

Virginia ESOL Standards, Beginning Literacy to Low Intermediate


I. Introduction to Tier 1

Learners in Tier 1 should be able to focus on and persist through academic standards (i.e., reading, writing, mathematics, and English language) at CCRS and ELP levels A and B, while simultaneously participating in vocational training. Integrating the academic and English language modules of instruction in this document with digital literacy skills, workplace readiness skills, twenty-first century skills, in alignment with vocational training objectives, will result in a robust and contextualized integrated instructional plan for an IET program.

Competency Lists For each instructional unit, combining standards competencies from each section of the competency list to develop a program of integrated instruction contextualized to a targeted industry will create a single cohesive set of course objectives. Using elements from each competency list will ensure that all aspects of integrated instruction (i.e., math, reading, writing, English language instruction (if needed), workplace readiness, digital literacy, twenty-first century skills and vocational content) are included. Additional optional competencies related to other kinds of literacies (financial, health, and family) are provided as resources to better meet unique course needs and interests. Academic Modules The Virginia Career Pathways IET Blueprint emphasizes the use of shortened modules of instruction to better facilitate the Key Shifts in the College and Career Readiness Standards. The modularization of instruction into shorter-term units

● Enables easier entry and exit points along a career pathways program; ● Allows for more frequent acknowledgement of progress and achievement; ● Permits both instructors and learners to focus more deeply into a narrow set of concepts and skills; ● Encourages flexibility in adult learners’ schedules with shorter chunks of time commitments;


● Allows students to adjust learning goals more readily and customize their learning plans to their own progress and needs;

● Can more readily align to short-term vocational training programs; ● And may increase retention and motivation through regular short-term goal achievements that lead to

longer-term goals.

The following shifts in particular represent a focus on depth and focus, narrowing the scope of instruction to more thoroughly explore and master important concepts and skills. Modularization of instruction into shorter-term units provides instructors and learners better opportunities to devote units to a fewer number of complex concepts and skills, allowing for repeated practice and increased rigor.

English Language Arts and Literacy (p. 9): Shift 1, Complexity: Regular practice with complex text and its academic language

Mathematics (pps. 44 – 45):

Shift 1, Focus: Focus strongly where the standards focus. Shift 2, Coherence: Designing learning around coherent progressions level to level Shift 3, Rigor: Pursuing perceptual understanding, procedural skill and fluency, all with equal

intensity


How to Use the Modules

These modules, in combination with the other competency lists (digital literacy, workplace readiness, and twenty-first century skills, and vocational training objectives, represent suggested units of instruction. Each module is presented with a suggested duration in weeks and hours/week, and each comes with instructional resources and ideas for content integration. Below is a template for combining academic skills, competencies, and vocational training objectives into a single set of measurable student outcomes.

Course Objectives A single set of integrated objectives

Academic Skills: ● CCRS ● ELPs ● Virginia ESOL Standards

Occupational Training: ● Vocational competencies ● Simultaneous training and

work experience ● Credentialing

Workplace Readiness Skills: ● Professional soft skills ● Digital literacy skills ● Job search skills ● 21st-century skills ● Financial literacy* ● Health literacy* ● Family literacy*

Projects and inquiry-based activities that integrate all content

● Optional additional literacies


II. The Modules

College and Career Readiness Standards (CCRS), Levels A & B

i. Reading

ii. Writing

iii. Speaking and Listening

iv. Language Strand

v. Mathematics

English Language Proficiency Standards (ELPs), Levels 1 & 2

Virginia ESOL Standards, Beginning Literacy to Low Intermediate


College and Career Readiness Standards (CCRS), Levels A and B

Tier 1: CCRS Modules Suggested duration: 6 weeks for each module; ~4 hours/week = ~24 total instructional hours

The IET Blueprint uses the College and Career Readiness Standards (CCRS) and the English Language 1

Proficiency (ELP) Standards as its anchors. Modules and suggested resources are standards-aligned to aid in 2

making determinations regarding skill levels and workforce alignment.

The CCRS below are from Levels A and B and are divided into short instructional modules ranging from two to four weeks. Working with a vocational training partner, align vocational competencies with one or more of the below academic modules, as well as competencies from the workplace readiness lists, to develop a course curriculum guide. Once compiled, select the skills and competencies that are most important and relevant to the vocational training needs and then work to create integrated activities, assignments, and projects that integrate all content in an applied context.

Contents of the CCRS section

● Reading Modules, Levels A & B

● Writing Modules, Levels A & B

● Speaking and Listening Modules, Levels A & B

● Language Strand Modules, Levels A & B

● Mathematics Modules, Levels A & B

1College and Career Readiness Standards, 2013, https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf 2 English Language Proficiency Standards, 2016, https://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf


https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf

https://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf

Tier 1 Capstone Reading Standards, CCRS

Tier 1, Levels A & B, Foundational Reading Skills 6 weeks Reading Standards: Foundational Skills K-5, pages 40 - 43 The Reading Standards: Foundational Skills are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.11 (Pp 40-43.) RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)

Level A: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Distinguish long from short vowel sounds in spoken single-syllable words. c. Count, pronounce, blend, and segment syllables in spoken words. d. Blend and segment onsets and rimes of single syllable spoken words. e. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. f. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). g. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. h. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (RF.K.2 and 1.2 merge) P. 41

Level B: None

RF.3. Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)

Level A: Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Know the spelling-sound correspondences for common consonant digraphs. d. Decode regularly spelled one-syllable words.


e. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. f. Know final -e and common vowel team conventions for representing long vowel sounds. g. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. h. Decode two-syllable words following basic patterns by breaking the words into syllables. i. Read words with inflectional endings. j. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). k. Recognize and read grade-appropriate irregularly spelled words. (RF.K.3 and 1.3 merge)

Level B: Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Identify and know the meaning of the most common prefixes and derivational suffixes. d. Identify words with inconsistent but common spelling-sound correspondences. e. Identify words with inconsistent but common spelling-sound correspondences. f. Decode words with common Latin suffixes. g. Decode multi syllable words. h. Recognize and read grade-appropriate irregularly spelled words. (RF.2.3 and 3.3 merge)

RF.4 Read with sufficient accuracy and fluency to support comprehension. (Fluency)

Level A. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text 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. (RF.K.4 and 1.4 merge)

Level B. 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. (RF.2.4 and 3.4 merge)


Reading Strand, Levels A and B, pages 13 - 21

Key RI: Reading Informational Text RL: Reading Literature

RH: Reading Historical / Social Studies Text RST: Reading Scientific and Technical Text

Tier 1, Level A, Reading Analyzing Texts for Inferences, Ideas, and Themes 6 weeks 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

Level A: Ask and answer questions about key details in a text. (RI/RL.1.1)

CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Level A: Identify the main topic and retell key details of a text. (RI.1.2)

CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Level A: Describe the connection between two individuals, events, ideas, or pieces of information in a text. (RI.1.3)

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.

Level A: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (RI.1.4)


Tier 1, Level B, Reading Analyzing Texts for Inferences, Ideas, and Themes 6 weeks 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

Level B: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RI/RL.2.1)

CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Level B: Determine the main idea of a text; recount the key details and explain how they support the main idea. (RI.3.2)

CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Level B: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (RI.3.3)

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.

Level B: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area. (RI.3.4)


Tier 1, Level A, Reading Analyzing Organization and Point of View in Writing 6 weeks CCR Anchor 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Level A: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (RI.1.5)

CCR Anchor 6: Assess how point of view or purpose shapes the content and style of a text.

Level A: None CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Level A: Use the illustrations and details in a text to describe its key ideas (e.g., maps, charts, photographs, political cartoons, etc.). (RI.1.7)


Tier 1, Level B, Reading Analyzing Organization and Point of View in Writing 6 weeks CCR Anchor 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Level B: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (RI.2.5) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (RI.3.5)

CCR Anchor 6: Assess how point of view or purpose shapes the content and style of a text.

Level B: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (RI.2.6) Distinguish their own point of view from that of the author of a text. (RI.3.6) Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (RI.2.6) Distinguish their own point of view from that of the author of a text. (RI.3.6)

CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Level B: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (RI.3.7) Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (RL.3.7)


Tier 1, Level A, Reading Identifying and Evaluating Evidence in Complex Texts 6 weeks 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.

Level A: Identify the reasons an author gives to support points in a text. (RI.1.8)

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.

Level A: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (RI.1.9)


Tier 1, Level B, Reading Identifying and Evaluating Evidence in Complex Texts 6 weeks 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.

Level B: Describe how reasons support specific points the author makes in a text. (RI.2.8) 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.

Level B: Compare and contrast the most important points and key details presented in two texts on the same topic. (RI.3.9)


Tier I Capstone Writing Standards, CCRS Writing Standards, Levels A and B, pages 22 - 28

Tier 1, Level B, Writing Writing Arguments: Focus on Organization and Revision 6 weeks *These anchor standards have no expectations for Level A. CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Level B: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. (W.3.1)

CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Level B. Produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)

CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Level B: With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.) (W.3.5)


Tier 1, Level A, Writing Writing Narrative and Informative Texts: Focus on Clarity 6 weeks 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.

Level A: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (W.1.2)

CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Level A: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (W.1.3)


Level A: With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (W.1.5)


Tier 2, Level B, Writing Writing Narrative and Informative Texts: Focus on Clarity 6 weeks 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.

Level B: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. (W.3.2)

CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Level B: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (W.2.3)


Level B: With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.) (W.3.5)


Tier 1, Level A, Writing Writing and Publishing Short Research Projects Using Multiple Sources, Including Technology 6 weeks CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Level A: With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.1.6)

CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Level A: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (W.1.7)

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.

Level A: With guidance and support, recall information from experiences or gather information from provided sources to answer a question. (W.1.8)

CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Note: This standard does not begin until grade 4 in the Common Core State Standards.


Tier 1, Level B, Writing Writing and Publishing Short Research Projects Using Multiple Sources, Including Technology 6 weeks CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Level B: With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (W.3.6)

CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Level B: Conduct short research projects that build knowledge about a topic. (W.3.7) 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.

Level B: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (W.3.8)

CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Note: This standard does not begin until grade 4 in the Common Core State Standards.


Tier 1, Capstone Speaking and Listening Standards, CCRS Tier 1, Speaking and Listening Strand, Levels A, B, & C, pages 29 - 32

Tier 2, Level A, Speaking and Listening Formal and Informal Oral Communication Projects 6 weeks 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.

Level A: Participate in collaborative conversations with diverse partners in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. (SL.1.1)

CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Level A: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (SL.K.2)

CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Level A: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (SL.K.3)

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.

Level A: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (SL.1.4)

CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Level A: None


CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Level A: Speak audibly and express thoughts, feelings, and ideas clearly. (SL.K.6) Produce complete sentences when appropriate to task and situation. (See Language standards 1 and 3.) (SL.1.6) P. 32


Tier 2, Level B, Speaking and Listening Formal and Informal Oral Communication Projects 6 weeks 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.

Level B: 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.

Level B. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

a. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. b. Explain their own ideas and understanding in light of the discussion. (SL.3.1)


Level B: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.3.2)


Level B: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (SL.3.3)

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.

Level B: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (SL.3.4)


Level B: None CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


Level B: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language standards 1 and 3.) (SL.3.6)


Tier 2, Level C, Speaking and Listening Formal and Informal Oral Communication Projects 6 weeks 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.

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 discussion prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the

discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and

knowledge gained from the discussions. (SL.5.1)


Level C: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.4.2) Level C: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.5.2)


Level C: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (SL.5.3)

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.

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. (SL.5.4)


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. (SL.5.5))

CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


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.) (SL.4.6)


Tier 1 Capstone Language Strand Standards, CCRS Tier 1, Language Strand, Level A, pages 33 - 39 To be used in conjunction with Reading, Writing, Speaking and Listening Standards

Tier 2, Level A, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Grammar and Punctuation 6 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Level A: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring nouns and verbs. h. Use frequently occurring conjunctions (e.g., and, but, or, so, because). g. Use determiners (e.g., articles, demonstratives). j. Use frequently occurring prepositions (e.g., during, beyond, toward). h. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). i. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (L.K.1 and 1.1 merge)10 P 33-34

CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Level A: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Capitalize dates and names of people. c. Recognize and name end punctuation. d. Use end punctuation for sentences. e. Use commas in dates and to separate single words in a series. f. Write a letter or letters for most consonant and short vowel sounds (phonemes). g. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.


h. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. i. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (L.K.2 and 1.2 merge) P 35


Tier 2, Level B, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Grammar and Punctuation 6 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Level B: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use collective nouns (e.g., group). b. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. c. Form and use regular and irregular plural nouns. d. Use reflexive pronouns (e.g., myself, ourselves). e. Form and use the past ten of frequently occurring irregular verbs (e.g., sat, hid, told). f. Use abstract nouns (e.g., childhood). g. Form and use regular and irregular verbs. h. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. i. Ensure subject-verb and pronoun-antecedent agreement. j. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. k. Use coordinating and subordinating conjunctions. l. Produce simple, compound, and complex sentences. m. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (L.2.1 and 3.1 merge)

CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Level B: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Capitalize appropriate words in titles. c. Use commas in greetings and closings of letters. d. Use commas in addresses. e. Use commas and quotation marks in dialogue. f. Use an apostrophe to form contractions and frequently occurring possessives. g. Form and use possessives.


h. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). i. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). j. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. k. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (L.2.2 and 3.2 merge)


Tier 2, Level B, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Structure and Style 4 weeks *No A-level Standards for this Anchor To be used in conjunction with Reading, Writing, Speaking and Listening Standards 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. Note: This standard does not begin until grade 2 in the Common Core State Standards. P 36.

Level B: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written standard English. (L.3.3)


Tier 2, Level A, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Word Choice: Meaning, Style, Register, Vocabulary and Context 4 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards 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.

Level A: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). (L.1.4)

CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Level A: With guidance and support, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. (L.1.5) P. 38

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.

Level A: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (L.1.6) P. 39


Tier 2, Level B, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Word Choice: Meaning, Style, Register, Vocabulary and Context 4 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards 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.

Level B: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (L.2.4)

CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Level B: Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (L.3.5)

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.

Level B: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other people are happy that makes me happy). (L.2.6) Acquire and use accurately level-appropriate conversational,


general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). (L.3.6)


Tier 1 Capstone Standards for Mathematics, CCRS Levels A and B

Mathematics Standards Levels A and B, pages 60 - 69 Mathematics Standards Key The citation at the end of each standard identifies the CCSS grade, domain, and standard number (or standard number and letter, where applicable). So, 6.NS.6a, for example, stands for Grade 6, Number Sense domain, Standard 6a, and 5.OA.2 stands for Grade 5, Operations and Algebraic Thinking domain, Standard 2. The CCSS domains for K–8 are:

NBT: Number and Operations in Base Ten (K–5) NS: The Number System (6–8) NF: Number and Operations—Fractions (3–5) RP: Ratios and Proportional Relationships (6–7) OA: Operations and Algebraic Thinking (K–5) EE: Expressions and Equations (6–8) F: Functions (8) G: Geometry (K–8) MD: Measurement and Data (K–5) SP: Statistics and Probability (6–8)

Mathematics Standards, Level A

Level A focuses almost entirely on counting, cardinality, number sense, and base-ten operations. This includes developing an understanding of whole number relationships and two-digit place value, as well as strategies for (and fluency with) addition and subtraction. To provide a foundation for algebra, standards introduce the concept of an equation, a variable, and the meaning of the equal sign, all within the context of addition and subtraction within 20. In addition to number, some attention is given to describing and reasoning about geometric shapes in space as a basis for understanding the properties of congruence, similarity, and symmetry, and developing an understanding of linear measurement (length).


LEVEL A (K-1), pages 51 - 53

Tier 1, Level A, Mathematics Number and Operations: Base Ten 6 weeks Understand place value.

● Understand that the two digits of a two-digit number represent amounts of tens and ones. ● Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). (1.NBT.2)

● Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. (1.NBT.3)

Use place value understanding and the properties of operations to add and subtract. ● Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit

number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (1.NBT.4)

● Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1.NBT.5)

● Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (1.NBT.6)


Tier 1, Level A, Mathematics Operations and Algebraic Thinking 6 weeks Represent and solve problems involving addition and subtraction.

● Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (1.OA.2)

Understand and apply properties of operations and the relationship between addition and subtraction. ● Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known,

then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (1.OA.3)

● Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. (1.OA.4)

Add and subtract with 20. ● Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). (1.OA.5) ● Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use

strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). (1.OA.6)

Work with addition and subtraction. ● Understand the meaning of the equal sign, and determine if equations involving addition and

subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. (1.OA.7)

● Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = o – 3, 6 + 6 = o (1.OA.8)


Tier 1, Level A, Mathematics Geometry 4 weeks Analyze, compare, create, compose shapes.

● Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ “corners”) and other attributes (e.g., having sides of equal length). (K.G.4)

Reason with shapes and their attributes. ● Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter

circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.12 (1.G.2)


Tier 1, Level A, Mathematics Measurement and Data 4 weeks Measure lengths indirectly and by iterating length units.

● Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. (1.MD.2)

Represent and interpret data. ● Organize, represent, and interpret data with up to three categories; ask and answer questions about the

total number of data points, how many in each category, and how many more or less are in one category than in another. (1.MD.4) P 53


Mathematics Standards, Level B, pages 54 - 59 Level B emphasizes understanding base-ten notation (place value for whole numbers to 1000), developing fluency in addition and subtraction (to 3 digits), understanding and exploring strategies for multiplication and division (within 100), and a foundational understanding of fractions. These skills will prepare students for work with rational numbers, ratios, rates, and proportions in subsequent levels. A critical area of focus is on gaining a foundational understanding of fractions and preparing the way for work with rational numbers. In the areas of measurement and geometry, using standard units of measure and developing understanding of the structure of rectangular arrays and areas are priorities, as well as analyzing two-dimensional shapes as a foundation for understanding area, volume, congruence, similarity and symmetry. (p 54- )

Tier 1, Level B, Mathematics Number and Operations: Base Ten 6 weeks Understand place value.

● Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

a. 100 can be thought of as a bundle of ten tens — called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). (2.NBT.1)

● Count within 1000; skip-count by 5s, 10s, and 100s. (2.NBT.2) ● Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

(2.NBT.3) ● Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >,

=, and < symbols to record the results of comparisons. (2.NBT.4) P. 55. Use place value understanding and properties of operations to add and subtract.

● Add up to four two-digit numbers using strategies based on place value and properties of operations. (2.NBT.6)

● Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2.NBT.7)

● Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900 (2.NBT.8)

● Explain why addition and subtraction strategies work, using place value and the properties of operations. (2.NBT.9)

Use place value understanding and properties of operations to perform multi-digit arithmetic.13

● Use place value understanding to round whole numbers to the nearest 10 or 100. (3.NBT.1) ● Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties

of operations, and/or the relationship between addition and subtraction. (3.NBT.2)


● Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. (3.NBT.3)

Tier 1, Level B, Mathematics Number and Operations: Fractions 6 weeks Develop understanding of fractions as numbers.

● Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (3.NF.1)

● Understand a fraction as a number on the number line; represent fractions on a number line diagram. (3.NF.2)

○ Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (3.NF.2a)

○ Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. (3.NF.2b)

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (3.NF.3)

● Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. (3.NF.3a)

● Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. (3.NF.3b)

● Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. (3.NF.3c)

● Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model (3.NF.3d)


Tier 1, Level B, Mathematics Operations and Algebraic Thinking

6 weeks

Represent and solve problems involving addition and subtraction.

● Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (2.OA.1)

Add and subtract with 20.

● Fluently add and subtract within 20 using mental strategies. Know from memory all sums of two one-digit numbers (2.OA.2)

Represent and solve problems involving multiplication and division.

● Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. (3.OA.1)

● Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. (3.OA.2)

● Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (3.OA.3)

● Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = o÷ 3, 6 × 6 = ?. (3.OA.4) P. 56)

Understand properties of multiplication and the relationship between multiplication and division.

● Apply properties of operations as strategies to multiply and divide.15 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (3.OA.5)

● Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. (3.OA.6)

Multiply and divide within 100.


● Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. Know from memory all products of two one -digit numbers. (3.OA.7)

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

● Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.16 (3.OA.8)

● Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. (3.OA.9)


Tier 1, Level B, Mathematics Geometry 6 weeks Reason with shapes and their attributes.

● Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.17 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (2.G.1)

● Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. (2.G.3)

Reason with shapes and their attributes.

● Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. (3.G.1)

● Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as ¼ of the area of the shape. (3.G.2)


Tier 1, Level B, Mathematics Measurement and Data 6 weeks Measure and estimate lengths in standard units.

● Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. (2.MD.2)

● Estimate lengths using units of inches, feet, centimeters, and meters. (2.MD.3) ● Measure to determine how much longer one object is than another, expressing the length difference in

terms of a standard length unit. (2.MD.4)

Relate addition and subtraction to length.

● Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. (2.MD.6)

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

● Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. (3.MD.1)

● Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.19 (3.MD.2)

Represent and interpret data.

● Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2.MD.10)

● Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. (3.MD.3)

● Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3.MD.4)

Geometric measurement: understand concepts of area and relate to area of multiplication and addition.

● Recognize area as an attribute of plane figures and understand concepts of area measurement.


a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.

b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. (3.MD.5)

● Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). (3.MD.6)

● Relate area to the operations of multiplication and addition. (3.MD.7) ○ Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area

is the same as would be found by multiplying the side lengths. (3.MD.7a) ○ Multiply side lengths to find areas of rectangles with whole-number side lengths in the context

of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. (3.MD.7b)

○ Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. (3.MD.7c)

○ Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. (3.MD.7d) P. 59.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

● Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. (3.MD.8)


English Language Proficiency Standards for Adult Education With Correspondences to College and Career Readiness Standards

Tier 1

*Note: For Literacy level activities, and curriculum support,

see the Virginia ESOL Standards, beginning on page…. The ELP Standards for AE are intended to address the urgent need for educational equity, access, rigor for adult English language learners (ELLs). The standards are essential to ensuring adult ELLs receive the focused and effective instruction they need to access states’ academic content standards for college and career readiness. To that end, the ELP standards for AE emphasize the academic language needed by adult ELLs to engage with and meet state-adopted content standards. When the language demands inherent in state-adopted academic content standards are better understood, we can deliver more effective instruction to our adult ELLs. The ELP Standards for AE were identified to help ensure that all adult ELLs can obtain the knowledge and skills necessary for employment and self-sufficiency. The ELP level descriptors describe what a learner should be able to do at completion of the instructional unit. In this section are level descriptors for all ten ELP standards at levels D & E. → Integrated with vocational competencies, use these standards, in combination with their CCRS anchors and the Virginia ESOL Standards, to design short instructional modules ranging from two to four weeks.

There are 10 adult ELP Standards, and each is presented as a table with 5 level descriptors and its CCRS-aligned anchors. An example of an ELP Standard is below. Below is ELP Standard 7, An ELL can adapt language choices to purpose, task, and audience when speaking and writing. Progressing in complexity from Level 1 to Level 5, the level descriptors describe what learners should be able to do at the completion of each level.


ELP Standard 1 Level Descriptors, Levels 1 and 2

ELP Standard 1 Level 1 Level 2

An ELL can...construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing.

By the end of English language proficiency level 1, an ELL can… Use a very limited set of strategies to …

● Identify a few key words and phrases in oral communications and simple spoken and written texts.

By the end of English language proficiency level 2, and ELL can… Use an emerging set of strategies to…

● Identify the main topic in oral presentations and simple spoken and written texts

● Retell a few key details.

Corresponding CCRS Standards

Content-specific: MP1. Make sense of problems and persevere in solving them. SP1. Ask questions and define problems.

Reading CCR Anchor 1 CCR Anchor 2 CCR Anchor 3 CCR Anchor 7

Speaking and Listening CCR Anchor 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.

By the end of English language proficiency level 1, and ELL can…

● Actively listen to others ● Participate in short

conversations and written exchanges about familiar topics in familiar contexts

● Present simple information ● Respond to simple yes/no

questions and some wh- questions.

By the end of English language proficiency level 2, an ELL can…

● Participate in short conversations and written exchanges about familiar topics and texts

● Present information and ideas

● Appropriately take turns in interactions with others

● Respond to simple questions and who- questions.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP6. Attend to precision. SP1. Ask questions and define problems. SP4. Analyze and interpret data. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Speaking and 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.




An ELL can... Speak and write about level-appropriate complex literary and informational texts and topics.

By the end of English language proficiency level 1, an ELL can… With support,

● Communicate information and feelings

About familiar texts, topics, and experiences.


● Deliver short oral presentations

● Compose simple written narratives or informational texts

About familiar texts, topics, experiences, or events.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP6. Attend to precision. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 2: Write informative /explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content. CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Speaking and 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. CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.




An ELL can… Construct level-appropriate oral and written claims and support them with reasoning and evidence.


● Express an opinion about a familiar topic, experience, or event

● Give a reason for the opinion.


● Construct a claim about familiar topics

● Introduce the topic ● Provide sufficient reasons

or facts to support the claim

● Provide a concluding statement.


Content-specific: MP3. Construct viable arguments and critique the reasoning of others. MP6. Attend to precision. SP4. Analyze and interpret data. SP7. Engage in argument from evidence. SP8. Obtain, evaluate, and communicate information.

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.

Speaking and 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.




An ELL can… Conduct research and evaluate and communicate findings to answer questions or solve problems.


● Carry out short, shared research projects

● Gather information from a few provided print and digital resources

● Label collected information, experiences, or events

● Recall information from experience or from a provided source.

By the end of English language proficiency level 2, an ELL can… With support

● Carry out short individual or shared research projects

● Gather information from provided print and digital sources

● Record information in simple notes

● Summarize data and information


Content-specific: MP1. Make sense of problems and persevere in solving them. SP3. Plan and carry out investigations. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 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. CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and 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. CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understandings of presentations.




An ELL can.. Analyze and critique the arguments of others orally and in writing.


● Identify a point an author or a speaker makes.


● Identify the main argument an author or a speaker makes.

● Identify one reason an author a speaker gives to support the argument.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP3. Construct viable arguments and critique the reasoning of others. SP1. Ask questions and define problems. SP6. Construct explanations and design solutions. SP7. Engage in argument from evidence. SP8. Obtain, evaluate, and communicate information.

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. 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.

Speaking and Listening: CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.




An ELL can… Adapt language choices to purpose, task, and audience when speaking and writing.


● Show emerging awareness of differences between informal and formal language use

● Recognize the meaning of some words learned through conversations, reading, and being read to.


● Show increasing awareness of differences between informal and formal language use

● Adapt language choices to tak and audience with emerging control in various social and academic contexts

● Begin to use some frequently occurring general academic and content-specific words.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP6. Attend to precision. SP1. Ask questions and define problems. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach. Speaking and 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 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.




An ELL can… Determine the meaning of words and phrases in oral presentations and literary and informational text.

By the end of English language proficiency level 1, an ELL can… Relying heavily on context, questioning, and knowledge of morphology in their native language(s),

● Recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions

In spoken and written texts about familiar topics, experiences, or events.

By the end of English language proficiency level 2, an ELL can… Using context, questioning, and knowledge of morphology in their native language(s),

● Determine the meaning of frequently occurring words, phrases, and expressions

In spoken and written texts about familiar topics, experiences, or events.


Content-specific: MP1. Make sense of problems and persevere in solving them. SP1. Ask questions and define problems. SP8. Obtain, evaluate, and communicate information.

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.

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. CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.




An ELL can… Create clear and coherent level-appropriate speech and text.


● Communicate basic information about an event or topic

● Use a narrow range of vocabulary and syntactically simple sentences.


● Recount a short sequence of events in order

● Introduce an informational topic

● Provide one or two facts about the topic

● Use common linking words to connect events and ideas.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP3. Construct viable arguments and critique the reasoning of others. SP1. Ask questions and define problems. SP3. Plan and carry out investigations. SP4. Analyze and interpret data. SP6. Construct explanations and design solutions. SP7. Engage in argument from evidence. SP8. Obtain, evaluate, and communicate information.

Reading: CCR 1E: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (RI/RL.9-10.1) CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 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.

Speaking and 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.




An ELL can… Demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing.


● Recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions, and prepositions

● Understand and respond to simple questions.


● Use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions

● Produce simple and compound sentences.


Content-specific: MP6. Attend to precision. SP1. Ask questions and define problems. SP8. Obtain, evaluate, and communicate information.

Language: CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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.


Virginia Adult Content Standards for English for Speakers of Other Languages (ESOL) Instruction

http://valrc.org/leadership/content/index.html

The Adult Education Content Standards for English for Speakers of Other Languages Instruction are organized by levels of proficiency described by the National Reporting System (NRS). These levels are further organized by language skills: speaking, listening, reading, and writing. Within each language skill, benchmarks and progress indicators describe what a learner should know and be able to do in order to exit to the next level. Teacher resources for implementing the standards are provided at each level of proficiency and skill. These include suggestions for classroom activities and examples of student performance for each progress indicator. Helpful checklists for both teachers and students are, also, provided. (See the Instructional Resources here: http://valrc.org/leadership/content/index.html ) For the IET Blueprint, the Virginia ESOL Content Standards are divided into 3 tiers to be used in conjunction with the English Language Proficiency Standards and vocational training. ESOL levels are repeated between the tiers to indicate the transitional and fluid nature of the tiered system.

Tier 1 Tier 2 Tier 3

Speaking Beginning Literacy Low Beginning High Beginning Low Intermediate

Low Intermediate High Intermediate

High Intermediate Advanced

Listening Beginning Literacy Low Beginning High Beginning Low Intermediate



Reading Beginning Literacy Low Beginning High Beginning Low Intermediate



Writing Beginning Literacy Low Beginning High Beginning Low Intermediate




http://valrc.org/leadership/content/index.html

Virginia ESOL Speaking Standards

Speaking skills that are acquired at lower levels of instruction become part of a student’s oral language ability at higher levels of instruction, and oral language production becomes more complex as students become active partners in conversation. From the beginning literacy to advanced levels, there should be a progression in the following areas:

· familiar to less familiar contexts (e.g., from classroom settings to the community), · more controlled to more spontaneous and independent speech with emerging degrees of fluency, · lower to higher levels of intelligibility, and · smaller to greater variety of vocabulary and complexity of language structures.

ESOL Speaking Standard: Adult English language learners communicate in spoken English for a range of purposes, contexts, and audiences using appropriate levels of fluency and accuracy to participate actively in discourse relevant to their life roles.

Organization of Speaking Benchmarks

There are four general areas around which the benchmarks and indicators are organized: 1. Purpose and context: Purpose is the reason for participation in

communication. Context is the situation and register in which the communication occurs. 2. Audience: the receiver(s) of spoken communication in

formal and informal settings 3. Accuracy: grammar/grammatical structure, appropriateness,

word choice, and pronunciation as they relate to speaking 4. Discourse: elaboration/fluency, organization, cohesion, and length

of speech in oral communication


Exit Benchmarks with Progress Indicators Beginning Literacy—To exit this level, learners will be able to: S1.1 Speak about basic needs using simple learned phrases. a) Produce simple learned phrases that are understood in the ESOL classroom (e.g., by ESOL teachers, classmates). b) Make a simple request (e.g., “Open the door.”, “Call me.”). c) Reply to a simple request or question using simple learned phrases.

S1.2 Speak with emerging communication strategies and vocabulary to be understood by a listener familiar with non-native English speakers. a) Greet others and give personal information using simple learned phrases that are understood in the ESOL classroom (e.g., state name, age, address, country of origin, native language). b) Answer basic questions with two to four words (e.g., “My name is… I am from…”).

S1.3 Begin to produce survival vocabulary and phrases when given highly familiar cues. a) Use life-skill nouns, subject pronouns, and verbs (e.g., “family,” “I,” “you…shop”). b) Attempt subject + verb combinations (e.g., “I go.”). c) Recognize and use initial consonants in basic survival vocabulary. d) Imitate rhythm patterns in basic survival phrases (e.g., WHAT’S your NAME? WHERE are you FROM?). e) Recite the letters of the alphabet and numbers with 80-90 percent accuracy. S1.4 Produce limited basic information using learned vocabulary. a) Attempt to respond to speaker by repeating speaker’s words. b) Express basic needs with simple learned phrases. c) Speak with two- to three-word responses without hesitations or pauses. d) Use simple strategies to relay message (e.g., gestures, echoing).


Low Beginning Exit Benchmarks - To exit this level, learners will be able to: S2.1 Speak using simple learned phrases and sentences. a) Identify self and give basic information in classroom situations and controlled settings (e.g., shopping, work). b) Participate in conversations in routine classroom situations using learned phrases and simple sentences (e.g., greetings, asking for information). c) Attempt to participate in conversations in non-routine social situations. S2.2 Speak with basic communication strategies and vocabulary on everyday topics to be understood by a listener familiar with non-native English speakers. a) Produce simple sentences and dialogues that are understood in the ESOL classroom and sometimes understood by sympathetic listeners outside the classroom. b) Begin to use appropriate informal (social) language in classroom settings (e.g., greetings and asking simple information). S2.3 Produce limited learned phrases with simple grammatical structures. a) Produce appropriate prepositions of location/time and produce responses to WH- questions. b) Control some subject + verb affirmative and negative combinations in statements and questions. c) Begin to use the intended intonation for WH- and yes/no questions. d) Apply stress in new two- and three-syllable words (e.g., BEDroom, underSTAND). e) Recognize and imitate /s/ endings on nouns and verbs. f) Recall oral vocabulary through word domains. S2.4 Produce some information with minimal elaboration, using learned vocabulary, phrases, and simple sentences. a) Give minimal explanations using one word and/or simple phrases. b) Provide a brief response to an open-ended question on familiar topics. c) Use simple strategies to enhance communication (e.g., gestures, repeating).


High Beginning Exit Benchmarks - To exit this level, learners will be able to: S3.1 Express basic survival and/or immediate needs in order to meet routine social demands. a) Use appropriate language in routine, predictable face-to-face situations (e.g., extending an invitation, responding to a request for basic information to complete a form). b) Participate in routine social conversations in familiar contexts (e.g., shopping, employment) with sympathetic listeners. c) Communicate on the phone in survival situations (e.g., 911, doctor’s office, children’s school), repeating information as necessary. d) Use simple expressions of satisfaction/dissatisfaction and agreement/disagreement. S3.2 Speak with “beyond basic” communication strategies and vocabulary on everyday topics to be understood by a listener familiar with non-native English speakers. a) Produce speech that is usually understood by the sympathetic listener (e.g. ESOL teachers, close neighbors). b) Use appropriate language in predictable informal situations (e.g., asking for information at the school bus stop with other parents, extending an invitation).

S3.3 Control some basic grammar and limited vocabulary. a) Use simple present, past, and present progressive tenses with some consistency (e.g., “walk,” “walked,” “is walking”). b) Use sentences with subject + verb + complement; may attempt compound sentences with “and.” c) Recognize and produce end-of-question and statement intonation in controlled situations; self-correct grammatical word endings when cued (e.g., “-s,” “-ing”); produce final consonants in routine taught vocabulary. d) Use appropriate words when discussing familiar topics (e.g., transportation, shopping, community activities). S3.4 Produce information using familiar vocabulary, strings of phrases, and simple sentences; provide some elaboration. a) Provide simple descriptions and explanations with direct prompting. b) Speak with longer phrases on the same topic, connected by strategic pauses. c) Use simple strategies to monitor and enhance communication (e.g., spell simple words, seek assistance from a more fluent speaker).


Virginia ESOL Listening Standards

Teachers will need to select listening tasks based on their context (e.g., workplace, family, community, correctional) and the expressed needs of each learner. Teachers and administrators should also keep in mind that the listening standard, benchmark, and indicators describe a student’s ability upon exiting a particular level.

There are four general areas around which the benchmarks and indicators are organized: • .1: General comprehension: Comprehend spoken language from a variety of sources (e.g., face-to-face, radio broadcast) with a variety in degree of complexity (e.g., familiar or unfamiliar vocabulary) and at different rates of speech. • .2: Main idea: Comprehend directions, instructions, questions, and commands as well as, at a higher level, identify topic and purpose from streams of speech. Identify the gist of a conversation. • .3: Detail: Listen with a purpose for specific information. Listen for specific details such as the status of a flight over an airport loudspeaker. • .4: Listening strategies: Use strategies to overcome barriers to communication (e.g., recognize tone, register, appropriateness) and use clarification phrases.

ESOL Listening Standard: Adult English language learners understand English spoken at normal speed, enabling them to function effectively in everyday life, social, and workplace situations relevant to their needs.


Exit Benchmarks with Indicators

Beginning Literacy ESL Exit Benchmarks—To exit this level, learners will be able to: L1.1 Demonstrate comprehension of very simple learned phrases using familiar vocabulary spoken slowly in familiar face-to-face situations. a) Comprehend emergency and personal information vocabulary (e.g., “911,” “help,” “telephone number”). b) Comprehend learned phrases, sentences, and questions with basic English grammatical forms in familiar face-to-face situations (e.g., “Open your books,” “Can I help you?”). c) Respond to simple social greetings and polite expressions appropriately, verbally or nonverbally.

L1.2 Respond appropriately to simple learned directions/instructions and questions in familiar face-to-face situations.

a) Follow one-step directions (e.g., “Turn left”) and instructions (e.g., “Close your book”) with model. b) Respond to very simple yes/no questions in familiar contexts. c) Respond to very simple information questions in familiar contexts (e.g., “Where are you from?”). d) Predict what should be said using prior knowledge of common expressions (e.g., “What is your name?”, “Hello”) in familiar contexts (e.g., school, workplace, doctor’s office).

L1.3 Recognize proper names and familiar vocabulary.

a) Recognize spoken letters of the alphabet in a face-to-face situation. b) Recognize some spoken cardinal (1–100) and ordinal numbers (e.g., first to twelfth grade). c) Distinguish familiar names and limited vocabulary from a stream of speech (e.g., public health department, Social Security office).

L1.4 Recognize the need to ask for and respond appropriately to simple requests for repetition.

a) Use verbal strategies to demonstrate lack of comprehension (e.g., asking the speaker to repeat).

b) Use nonverbal strategies to demonstrate lack of comprehension (e.g., shrugging and shaking head). c) Repeat when repetition is requested (e.g., in response to “What?”).

Low Beginning Exit Benchmarks—To exit this level, learners will be able to:

L2.1 Demonstrate comprehension of simple learned phrases and short sentences using familiar survival vocabulary spoken slowly.

a) Respond appropriately (verbally or nonverbally) to simple learned phrases that contain familiar survival vocabulary (e.g., “boss,” “post office,” “clinic”). b) Respond appropriately (verbally or nonverbally) to simple learned phrases, questions, and sentences in a face-to-face situation (e.g., “What is your phone number?”). c) Respond to basic greetings and polite expressions appropriately (verbally or nonverbally).


L2.2 Respond appropriately to simple commands, instructions, and questions in some familiar situations with little repetition. a) Follow one-step instructions and commands (e.g., “Turn on the light”). b) Respond to simple yes/no questions in familiar contexts. c) Respond to an open-ended question in familiar contexts (e.g., “Where do you work?”, “How many children do you have?”).

L2.3 Identify letters, numbers, learned vocabulary, and phrases related to immediate needs within familiar contexts.

a) Recognize letters of familiar vocabulary (e.g., the learner’s name) when spelled or dictated in the classroom. b) Recognize spoken cardinal and ordinal numbers (e.g., days of the month, first to thirty-first). c) Distinguish familiar phrases from a stream of speech (e.g., name of Metro stop).

L2.4 Recognize the need for and respond appropriately to simple requests for clarification.

a) Recognize simple clarification phrases when spoken to in order to respond correctly (e.g., “What do you mean?”). b) Acknowledge to the speaker that there has been a misunderstanding.

High Beginning Exit Benchmarks - To exit this level, learners will be able to:

L3.1 Demonstrate comprehension of learned phrases using familiar survival vocabulary spoken slowly.

a) Respond appropriately to short phrases, questions, and sentences in face-to-face situations (e.g., “Your appointment is at 2 o’clock. Is that OK?”). b) Respond to simple conversation in familiar contexts with familiar vocabulary (e.g., small talk with a co-worker or neighbor). L3.2 Respond appropriately to commands, requests, and questions in a variety of familiar situations. a) Follow two-step directions, instructions, and commands (e.g., “Go straight one block, and turn left.”, “Open your books. Turn to page 14.”). b) Respond appropriately to questions with familiar vocabulary and short learned phrases (e.g., “Paper or plastic [bag]?”, “How long have you worked there?”). c) Respond appropriately to requests with familiar vocabulary and learned phrases (e.g., “Help me please.”). L3.3 Identify vocabulary and phrases related to immediate needs within familiar contexts. a) Recognize familiar words when spelled or dictated in familiar contexts beyond the classroom (e.g., at a doctor’s office or hospital, in an accident). b) Identify some specific details relevant to immediate needs in simple face-to-face conversations (e.g., understanding a child’s performance as spoken in a parent/teacher conference). c) Listen with a purpose for specific information in familiar non-face-to-face contexts (e.g., listening to weather closing announcements on TV).


L3.4 Use emerging listening strategies to overcome barriers to communication.

a) Recognize some contractions in spoken speech (e.g., “don’t”, “I’m”). b) Interpret meaning of sentence stress and intonation (e.g., “Do this now” versus “Do this now”). c) Begin to apply prior knowledge and contextual cues to understand some information in a conversation (e.g., recognizing cognates, recognize familiar proper names such as stores). Low Intermediate Exit Benchmarks - To exit this level, learners will be able to:

L4.1 Demonstrate comprehension of learned and some new phrases and sentences spoken slowly.

a) Begin to predict the meaning of vocabulary used in familiar and some unfamiliar contexts (e.g., new duties in a job). b) Comprehend some short phrases and sentences in non-face-to-face situations (e.g., TV, radio, telephone). c) Respond to a short social conversation that contains some unfamiliar vocabulary in familiar contexts (e.g., shopping, employment, school). d) Comprehend faster speech with familiar topics but may need slower speech with unfamiliar topics. L4.2 Identify topic and purpose in simple conversations in familiar situations. a) Follow simple two- and three-step directions, instructions, and commands (e.g., at the DMV: “Take a number. Fill out this form. Wait to be called.”). b) Use context clues (e.g., listening for repeated words, keywords, and familiar vocabulary) to identify the topic of simple conversations. c) Guess the topic using prior knowledge in familiar and some unfamiliar contexts. d) Use verbal (e.g., tone, intonation) and nonverbal (e.g., body language) context clues to identify purpose in simple conversations (e.g., apology, complaint, command). L4.3 Identify specific information relevant to needs in familiar and some unfamiliar contexts.

a) Identify key information/details in a description (e.g., place, person, event)

b) Identify some details in simple, non-face-to-face situations (e.g., TV, radio, recorded information).

c) Listen with a purpose for specific information in familiar and some unfamiliar contexts (e.g., bus or Metro schedule). d) Distinguish tense or time markers (e.g., present or past tense).

L4.4 Use an increasing number of listening strategies to overcome barriers to communication.

a) Distinguish differences in register (e.g., informal versus formal English). b) Recognize conventions of speech (e.g., reduced speech such as “wanna” and “gonna”). c) Apply prior knowledge and contextual cues to understand some information in a conversation (e.g., recognize cognates, recognize familiar proper names such as stores). d) Respond to simple requests for elaboration (e.g., “Can you tell me more about your last job?”). Virginia ESOL Reading Standards


Organization of Benchmarks/Indicators

The reading team identified three general areas around which the benchmarks and indicators are organized: 1. General comprehension: Comprehend text on familiar and unfamiliar topics that present new

vocabulary or material related to everyday life. 2. Vocabulary and syntax: Understand and, at higher levels, interpret text with emerging

understanding of English vocabulary, syntax, sentence pattern, and purpose (e.g., narrative, descriptive, rhetorical).

3. Main idea/details: Identify key vocabulary, main ideas, and supporting details in reading materials.

Beginning ESL Literacy Exit Benchmarks—To exit this level, learners will be able to:


R1.1 Recognize letters of the alphabet, numbers 1–100, common sight words, previously learned phrases, and the directionality of English written language.

a) Read from left to right, top to bottom, and front to back. b) Identify uppercase and lowercase letters of the alphabet and numbers 1–100. c) Recognize conventional use of numbers, symbols, and letters (e.g., dates, analog/digital clock times, coins/currency, prices, measurements). d) Apply sound/symbol relationships to decode letters of the alphabet, consonant blends, and common sight words (e.g., personal identification information, environmental print, contractions, words that are not easily sounded out). e) Sight read (recognize) previously learned phrases (e.g., “What’s your name?”).

R1.2 Use familiar or previously learned vocabulary and syntax to understand simple text.

a) Sight read previously learned text (e.g., dialogues practiced orally, simplified personal identification forms). b) Recognize text related to immediate needs (e.g., medicine labels, work schedules, clothing care labels, school notices). R1.3 Use visuals or other aids in combination with real-world knowledge to recall vocabulary and recognize previously learned phrases. a) Identify previously learned vocabulary and phrases when prompted (with realia, visuals, miming, sound, or other aid). b) Make connections between real-world knowledge and text to construct meaning. c) Use prior knowledge to interpret pictures in order to predict text.

R2.1 Comprehend simple sentences using familiar vocabulary, contexts, and previously learned sentence patterns.

a) Understand simple directions in authentic text using the imperative (e.g., “Sign here,” “Do not enter,” “Turn here”). b) Understand simple two- and three-step written instructions (e.g., recipes, medicine dosage, work orders, clothing labels, test directions). c) Interpret a map to follow directions (e.g., street names, landmarks, towns). d) Understand a short simple paragraph on a single topic with familiar vocabulary (e.g., a description of a person, place, thing, or activity).

R2.2 Understand simple authentic or simplified materials using familiar vocabulary and syntax in previously encountered formats.

a) Scan for specific information in authentic documents or formats (e.g., utility bills, pay stubs, computer screens, websites, diagrams, menus, receipts). b) Understand familiar or previously learned vocabulary that has been combined in new ways to achieve different meanings at a similar level of simplicity (e.g., “birthdate” versus “date of birth”). c) Recognize abbreviations of familiar vocabulary (e.g., abbreviations for date of birth, Social Security number, days of the week, months of the year, addresses, directions).


d) Interpret signs and symbols encountered in everyday life (e.g., international symbols for driving, push, pull, exit). R2.3 Use visuals or other aids in combination with real-world knowledge to understand new vocabulary and phrases.

a) Use decoding skills (e.g., applying phonics, word attack skills, using knowledge of word families) to associate new vocabulary and phrases with their written forms. b) Use realia or visuals to understand new vocabulary (e.g., captions, picture dictionaries, environmental print, circulars).

R3.1 Comprehend simple authentic material on familiar topics.

a) Scan simple authentic materials (e.g., weather reports, want ads, supermarket ads) for specific information. b) Understand written instructions that may include more than three steps or some unfamiliar vocabulary (e.g., recipes, medical instructions, sending a fax, telephone calling card, ATM instructions). c) Understand connected text on a single topic with some unfamiliar vocabulary that is not essential for comprehension of the meaning (e.g., thank you note, invitation, phone message). R3.2 Interpret simplified materials on familiar topics in connected text containing previously learned vocabulary, syntax, and sentence patterns. a) Understand connected text (e.g., descriptive or sequential) of two to three paragraphs on a familiar topic. b) Comprehend a story or description containing familiar vocabulary (e.g., use pictures and titles to make predictions and confirm through reading to reach conclusions).

R3.3 Use visuals or other aids in combination with linguistic context and real-world knowledge to comprehend short, simplified connected text on unfamiliar topics.

a) Use visuals or other aids (e.g., tables, charts, boldface) and real-world knowledge to predict content or draw logical conclusions about text. b) Use linguistic context (e.g., some adverbs of sequence and frequency, verb tenses, pronouns) to understand text.

Low Intermediate Exit Benchmarks—To exit this level, learners will be able to:

R4.1 Comprehend authentic materials on familiar topics that have a simple and clear underlying structure.

a) Scan authentic materials for specific information (e.g., job applications, classified ads, phone book, dictionary, brochures, school field trip form). b) Understand most instructions with some unfamiliar vocabulary required to perform a task (e.g., completing an insurance claim form, operating a DVD player). c) Understand authentic connected text on a single topic with some unfamiliar vocabulary (e.g., job announcement, simple newspaper articles, messages from school, public information notices, children’s storybooks and nursery rhymes for family literacy classes).


R4.2 Interpret a variety of simplified materials in narrative and descriptive text.

a) Identify the main ideas and supporting details in simplified texts (e.g., passages from newspapers like Easy English News and level-appropriate texts). b) Make sensible guesses about the main idea and supporting details in texts about familiar and some unfamiliar topics.

R4.3 Use linguistic context and real-world knowledge to identify main ideas and supporting details in a variety of materials.

a) Use linguistic clues (e.g., transitions: “therefore,” “in conclusion,” “hence,” “as a result,” “so”; adverbs of emotion: “unfortunately,” “regrettably,” “hopefully”; and conditionals: “if...then”) to understand the main idea and supporting details in a text. b) Use real-world knowledge to make sensible guesses to identify main ideas and supporting details in a variety of texts (e.g., health-related texts, disaster-related texts). Virginia ESOL Writing Standards The writing benchmarks represent the writing skills and abilities that learners need to master to move to the next highest level. The benchmarks reflect a progression from:


· more familiar to less familiar contexts; · less to more confidence, ease, and independence; · less to more control of English structure; · fewer to more complex language structures; and, · a greater to a smaller number of mechanical errors.

In addition, adult English language learners at higher levels will write more extensively and develop the ability to know when and how to use a range of strategies to accomplish varied writing purposes.

Organization of Benchmarks

There are four general areas four general areas around which the benchmarks and indicators are organized: 1. • Purposes, contexts, and audiences: the range of contexts (e.g., familiar, unfamiliar, family,

school, academic) and audiences (familiar or unfamiliar) that a writer is able to address. 2. • Organization and development: the extent to which the writer is able to organize and develop

types of text 3. • Mechanics: the degree of control that the writer displays vis-à-vis spelling, punctuation, and

structure 4. • Planning, editing, and revising: the extent to which the writer can plan, edit, and revise writing

ESOL Writing Standard: Adult English language learners write to communicate for a range of purposes, contexts, and audiences using appropriate organization, development, structure, and mechanics.

Beginning Literacy ESL Exit Benchmarks—To exit this level, learners will be able to: W1.1 Write basic information to communicate ideas for purposes in very familiar contexts.


a) Complete personal information (e.g., names, addresses, phone numbers) on simplified forms (e.g., sign-in sheet, registration form). b) Write numbers (e.g., dates, money amounts, digital clock times). W1.2 Organize and complete simple written tasks following a model. a) Write simple learned sentences (e.g., “My name is Yvonne.”, “Today is hot.”, “I live in Virginia.”). b) Organize personal information related to personal needs (e.g., envelopes, money orders, checks).

W1.3 Write numbers, words, phrases, and simple learned sentences legibly, although not without errors.

a) Use periods with simple learned sentences. b) Use upper and lowercase letter conventions (e.g. “Tom” vs. “tOm”). c) Write numbers using conventions (e.g., 703-666-9999, $24.92, 04/09/07). d) Use page conventions (i.e., left to right, top to bottom, and front to back). W1.4 With guidance, plan basic writing. a) Copy simple text (e.g., vocabulary and sentences related to tasks, phone numbers, words and numbers from grocery ads and other realia). b) Use manipulatives to spell words, write words and numbers, and sequence words in sentences related to relevant tasks. c) List (e.g., names of children).

Low Beginning Exit Benchmarks - To exit this level, learners will be able to:

W2.1 Write to communicate ideas in familiar contexts, demonstrating some awareness of audience.

a) Write short descriptions (e.g., job duties, family). b) Request information or permission (e.g., time off from school or work). c) Complete personal information on simplified forms (e.g. job applications, health and school forms).

W2.2 Organize and complete simple written tasks focused on one topic following a model.

a) Write a series of sentences on one topic related to personal experiences and everyday life (e.g., family members, job duties). b) Organize personal information in written form (e.g. job applications, health and school forms, daily schedule).

W2.3 Write statements, questions, and commands with limited control of basic English language structures and use of basic mechanics, although not without errors.

a) Use subject-verb order, simple present tense, and adjective-noun order. b) Use periods, question marks, and capitalization. c) Spell basic words (e.g., “job,” “family,” “am,” “is”).

W2.4 Plan and edit writing, with guidance.


a) Select words (e.g., from a picture dictionary) appropriate for a given task. b) Organize ideas and information appropriate to a given task, alphabetically or chronologically (e.g., timeline of daily activities, alphabetized list of family members). c) Edit end punctuation (e.g., “Is she sick.” to “Is she sick?”) and spelling of basic words (e.g. “job,” “am”). d) Identify irrelevant sentences (e.g. “My child is sick. She has a fever. I like hamburgers. Please excuse my child from school.”) High Beginning Exit Benchmarks - To exit this level, learners will be able to:

W3.1 Write to communicate ideas in familiar contexts and for familiar purposes, demonstrating awareness of audience.

a) Write for a variety of purposes: · Inform (e.g., about self, work, family). · Request information or permission (e.g., request time off). · Organize daily tasks (e.g., make a shopping list and a daily schedule). · Express likes and dislikes (e.g., favorite foods, colors, places) and feelings (e.g., angry, tired,

thankful). · Express courtesy (e.g., thank-you notes, get well cards).

b) Write to school authority (e.g., teacher, principal), employer, coworker, and classmate briefly for one of the purposes above.

W3.2 Organize simple texts with connected ideas that address a particular writing task with limited development, details, and vocabulary following a model.

a) Write short paragraphs, notes, and messages related to familiar contexts and purposes (e.g., “My Country,” get well card, work report). b) Develop writing using chronological order. c) Use guided questions to develop details and vocabulary (e.g., who, what, when, where, why).

W3.3 Write simple texts with some control of basic English language structures and use of mechanics.

a) Use “because” clauses (e.g., “I like my school because I learn a lot.”) and conjunctions such as “and,” “or,” and “but” (e.g., “I like pizza and ice cream.”). b) Use simple past (e.g., “He came last week.”). c) Use place and directional prepositions (e.g., “in,” “on,” “at”) and transition words (e.g., “first,” “next,” “finally”). d) Use salutations (e.g., “Dear Dr. Barns,” “Hi, Jose”) and commas for conjunctions (e.g., “We went to the museum, the park, and the restaurant.”) e) Spell familiar words, although not without errors.

W3.4 With guidance, plan, revise, and edit writing.

a) Plan by brainstorming vocabulary and content and answering guided written questions. b) Make a few simple content revisions (e.g., add content included in the model).


c) Make a few simple edits of subject-verb agreement; simple present and past tenses (e.g., “He eat yesterday.” to “He ate yesterday.”); spelling; punctuation; and, capitalization.

Low Intermediate Exit Benchmarks: To exit this level, learners will be able to:

W4.1 Write at some length to communicate ideas in familiar contexts, demonstrating some sense of purpose and engagement.

a) Write for a variety of purposes in work, school, social, and community contexts: · Inform and describe (e.g., about customs in native countries and personal life experiences, on a simplified medical history form, on a resumé). · Request and respond to information (e.g., a favor, telephone and e-mail messages). · Complain and compliment (e.g., report a problem to the landlord, thank someone for a favor).

b) Write to school authority, employer, coworker, and classmate briefly for one of the purposes above. W4.2 With guidance, organize texts that use some development, details, and vocabulary that are appropriate to the writing task.

a) Write connected paragraphs (e.g., letters, essays, e-mails). b) Use details for support and illustration (e.g., examples, reasons, contrasts). c) Sequence ideas (e.g., organize paragraphs by verb tense—past, present, future). d) Develop and clarify ideas with descriptive vocabulary, personalization, opinion, and explanations. e) Connect ideas with compound and complex sentences.

W4.3 Write texts with control of simple verb tenses, some control of complex structures, and consistent use of mechanics that do not distract from meaning. a) Use compound sentences with “and,” “or,” “but,” and “so” (e.g., “He lives in Winchester, but he works in Fairfax.”) and complex sentences with “when,” “after,” “before,” “while,” and “if” (e.g., “If it snows, we will cancel the party.”). b) Use simple present, simple past, and future. c) Use mostly conventional spelling and commas.

W4.4 Plan, revise, and edit writing with guidance and feedback.

a) Develop a simple outline, brainstorm ideas for the topic, and cluster ideas to plan writing. b) Make some content revisions (e.g., add details, use different vocabulary, reorganize sequence). c) Make focused edits of grammar, spelling, punctuation, and capitalization. d) Use a simple checklist, peer and teacher feedback, and spell check to improve writing.


Instructional Tier · The modularization of instruction into shorter-term units ... flexibility in...

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