How to Use the Content Standards : An Introductory Training Module

1. How to Use the Content Standards: An Introductory Training Module Maryland Department of Labor, Licensing and Regulation Adult ESL/ESOL Workgroup Maryland Adult ESL/ESOL Workgroup Coordinator: Peggy Seufert Module Design: Michelle Wichman, Frederick County Adult Education Training Guide Session I

2. Caroline County Frederick County Howard Community College Montgomery County Prince George’s County University of Maryland Baltimore County Washington County Wicomico County DLLR Program ESL Standards I Program Management and Leadership II Recruitment, Orientation, Intake III Assessment, Curriculum, Instruction IV Retention, Transition, Support Service V Professional Development MSDE ESL/ESOL Workgroup 2000-2001

3. What are Content Standards? What do they mean for programs and instructors? Think, Pair, Share

4. Content Standards A framework that serves as the foundation for developing curriculum, lessons, and individualization. 4

5. Top Five What are the top five reasons for content standards? Think-Write-Pair-Share

6. Purpose of the Content Standards • Ensure consistency • Assist in meeting state performance measures • Link assessment to curriculum and instruction • Orient new instructors • Serve as reference for experienced teachers

7. Level Descriptions Language Skills The Content Standards

8. Language Skills • Listening • Speaking • Pronunciation • Reading • Writing • Grammar 8

9. NRS Educational Functioning Level Descriptors • ESL Literacy • Low Beginning ESL • High Beginning ESL • Low Intermediate ESL • High Intermediate ESL • Advanced ESL Literacy Paints a picture of learner’s skills in the workplace and in social settings 9

10. Content Area Skills • Competencies • Cultural Notes • Workplace Skills • Technology Skills • Metacognitive Skills 10

11. Utilizing the Content Standards Assessment Curriculum Instruction

12. Let’s take a closer look!

13. Assessment Assessment Formal Assessment Class Profile Needs Assessment Curriculum Instruction

14. Curriculum Assessment Instruction • Unit Plans • Informal and Formal • Assessments • Goals and Objectives • Learning Activities and • Resources • Assessment • Lesson Plans • Motivation • Presentation • Practice • Application • Assessment

15. Instruction Whole group One-on-one Small group Curriculum Assessment

16. Let’s put the pieces together!

17. Solving the Puzzle

18. From Content Standards to Instruction... Context: sharing personal information At the low beginning level: • Produce simple statements in familiar situations. (l&s) • Complete short, simplified forms…(w) • Recognize alternate forms of basic information words…(r) At the high intermediate level: • Ask and answer questions(l&s) • Complete authentic forms…(w) • Follow specific written directions to perform an activity. (r) What is the learner’s goal?

19. Student Information • Lorena B. • In the U.S. for one month • Practiced law in Mexico • Has a seven-year-old child • High Beginning • CASAS (L51) score: 196 • Reading/writing skills are higher than listening/speaking • Goals (long term): attend college in the U.S. (short term): deal with child’s teachers, school work 19

20. Student Information • Jose S. • In the U.S. for one year • Employed at Pizza Mart • Completed 7th grade in Mexico • Has a two-year-old child • High Intermediate • CASAS (L55) score: 219 • Listening/speaking skills are higher than reading/writing • Goals (long term): take the GED test, employment advancement (short term): communicate better at work 20

21. Lesson Idea Comparison Lesson Ideas

22. Lesson Ideas

23. A Closer Look at the Standards Defining Standards and Putting the Standards into Action

24. A Closer Look at the Standards

25. Monitoring & Evaluation ongoing

26. The Maryland ESL Content Standards • Introductory Training Module • Content Standards by Level • Content Standards by Skill • Content Areas • Competencies • Cultural Notes • Workplace Skills • Technology Skills • Metacognitive Skills • Instructional Resources 26