Michigan Department of Energy, Labor and Economic Growth

Division of Lifelong Learning - Office of Adult Learning

English as a Second Language Curriculum Framework for Adults

Level (EFL):Low Beginning ESL

CASAS:181-190

Strand A:Listening

Listening Content Standard
Students will become increasingly able to understand the spoken word from a variety of English speakers in diverse situations.
Benchmarks
On exit of this level, the student is able to: /

Applications

Examples of How/Where Students May Use This Skill in Life or Work
2.1.1Follow simple commands. /
  • Respond to simple and multi-step directions.

2.1.2Demonstrate ability to understand and respond to simple questions. /
  • Give short answers to yes/no and information questions such as: “Are you sick?” “Do you have a driver’s license?”

2.1.3Demonstrate comprehension of simple words in context of common, everyday situations. /
  • Follow the teacher’s simple classroom directions.
  • Make statements related to basic needs using previously learned words and phrases.

2.1.4Demonstrate understanding of simple face-to-face conversations using previously learned material. /
  • Understand and give short answers to yes/no information questions.
  • Answer simple questions with yes/no.
  • Agree/disagree and respond appropriately.
  • State emotions, feelings, and requests in simple language.
  • Distinguish between statements and questions.

2.1.5Demonstrate strategies to check for understanding. /
  • Clarify meaning by repeating the word.
  • Ask related questions.
  • Ask for repetition.

2.1.6Respond appropriately to short emergency warnings. /
  • Respond to “Stop!” “Get back.” “Slow down.”

2.1.7Demonstrate understanding of simple audio recordings using previously learned material. /
  • Answer simple questions about the topic, such as: “What day are they meeting for lunch?”, “What time are they meeting?”

2.1.8Recognize spoken cardinal numbers 20 to 100 and ordinal numbers “first” to “fifteenth.” /
  • Circle the number spoken by the teacher.
  • Differentiate between numbers that sound alike, such as “fourteen” and “forty.”
  • State dates with ordinal numbers, such as:
“It’s the third of October.” It’s the fifteenth of November.

Michigan Department of Energy, Labor and Economic Growth

Division of Lifelong Learning - Office of Adult Learning

English as a Second Language Curriculum Framework for Adults

Level (EFL):Low Beginning ESL

CASAS:181-190

Strand B:Speaking

Speaking Content Standard
Students will become increasingly able to express themselves orally using English in the home, community, and workplace.
Benchmarks
On exit of this level, the student is able to: / Applications
Examples of How/Where Students May Use This Skill in Life or Work
2.2.1Pronounce English sounds that are comprehensible to the American listener. /
  • Pronounce his/her name, address, and telephone number understandably and repeat when asked.
  • Know and produce the sounds of the English alphabet.

2.2.2Interact using a limited active vocabulary. /
  • Verbally respond to the teacher and classmates andcoworkers.
  • Ask for directions and demonstrate the answer.

2.2.3State in simple language emotions and feelings and make requests. /
  • Describe in simple words: symptoms, feelings, and emotions at the doctor’s office, at the hospital, and in social situations.
  • Ask for time off.
  • Request supplies and materials when needed.

2.2.4Make statements related to basic needs using previously learned words and phrases. /
  • Ask for assistance.
  • Request simple information and objects.
  • Find and buy groceries, purchase clothing items, and purchase medications.

2.2.5Answer simple questions with yes, no, one word, or short-phrase responses. /
  • Respond appropriately to simple requests or questions.

2.2.6Ask simple questions using the question words (who, what, where, when, why, and how). /
  • Ask such questions as:
“Where can I find . . . .?”
“What time is it?”
“How do I get to . . .?”
“Where is the time-clock?”
“What is the address?”
2.2.7State emotions and feelings. /
  • Tell a doctor or nurse how he/she feels.
  • Call in sick to work, school, etc.
  • Express daily feelings.

2.2.8Speak with a partner on an assigned topic. /
  • Ask and answer simple questions in dialog fashion.

2.2.9Obtain simple job interview skills /
  • Answer simple job interview questions.
“What can you do?”
“Can you cook?”
“Do you like to work indoors?”

Michigan Department of Energy, Labor and Economic Growth

Division of Lifelong Learning - Office of Adult Learning

English as a Second Language Curriculum Framework for Adults

Level (EFL):Low Beginning ESL

CASAS: 181-190

Strand C:Reading

Reading Content Standard
Students will become increasingly able to read the written word with fluency and comprehension.
Benchmarks
On exit of this level, the student is able to: / Applications
Examples of How/Where Students May Use This Skill in Life or Work
2.3.1 Read simple sentences, short paragraphs, and simple advertisements, and abbreviations. /
  • Read and understand simple advertisements for product or services.
  • Read and understand simple instructions.
  • Read and interpret want ads, employment ads, sales ads and classified ads.

2.3.2 Relate phonological sounds to letters and clusters of letters (sound/symbol correspondence). /
  • Decode a simple unknown word.

2.3.3 Recognize basic sight words. /
  • Read simple sentences containing sight words.
  • Read and understand simple paragraphs in a lesson, in a job description and in workplace instructions.

2.3.4 Interpret sentences using vocabulary and structures previously learned orally. /
  • Read sentences and answer questions based on vocabulary and grammar lessons.
  • Read test questions.
  • Use simple context clues to discern meaning of unknown words, such as homophones (i.e. “sum” and “some”).

2.3.5 Discriminate between basic punctuation marks, such as: period, comma, apostrophe, question mark, and exclamation point. /
  • Identify the ending of a sentence.
  • Identify commas in a list of items.
  • Identify apostrophes in simple contractions.
  • Identify a “?” or “!” at the end of a sentence.

2.3.6 Read the time on a variety of clocks and watches. /
  • Circle the picture of the clock showing the time printed.

2.3.7 Recognize the values of currency and coins. /
  • Circle the picture of the currency and coins showing the amount printed.
  • Recognize net, gross and payroll deductions on a paycheck.

Michigan Department of Energy, Labor and Economic Growth

Division of Lifelong Learning - Office of Adult Learning

English as a Second Language Curriculum Framework for Adults

Level (EFL):Low Beginning ESL

CASAS:181-190

Strand D:Writing

Writing Content Standard
Students will become increasingly able to express themselves in written English using clear and grammatically correct structures.
Benchmarks
On exit of this level, the student is able to: / Applications
Examples of How/Where Students May Use This Skill in Life or Work
2.4.1 Print the letters of the alphabet legibly. /
  • Write his/her name and address.
  • Write the numerical date.
  • Write his/her birth date.
  • Write the days of the week.
  • Write the months of the year.
  • Write weather expressions.

2.4.2 Write cardinal and ordinal numbers. /
  • Fill out a blank check.
  • Write a telephone number.
  • Write a social security number.
  • Complete a time card.
  • Write times of the day, such as: a.m., p.m. afternoon, morning and evening.
  • Write analog and digital time.

2.4.3 Communicate simple thoughts and information in journal entries using high-frequency patterns. /
  • Write a weekly journal.
  • Write short messages to an e-mail pal.
  • Write a short note to a teacher/co-worker/supervisor.
  • Write a thank you note.

2.4.4 Communicate basic emotions and needs especially related to health, well-being, and safety. /
  • Write a simple note to a child’s teacher explaining an absence.
  • Write a simple request for time off or an absence.

2.4.5 Write a list. /
  • Write a short, dictated list of items.
  • Take a food order.
  • List tools for the job.
  • Write a grocery list.
  • Write an invitation list.

2.4.6 Copy or transcribe familiar words, phrases, and high-frequency expressions from learned materials. /
  • Accurately copy a vocabulary list from the board.
  • Copy daily activities/responsibilities.

2.4.7 Fill out simple forms which require biographical/personal information. /
  • Complete a simple job application.
  • Complete a registration form.
  • Fill in a chart, such as: medical, factory or service information.

2.4.8 Alphabetize lists or items. /
  • Alphabetize vocabulary words.
  • Place in alphabetical order lists of names.
  • Alphabetize names of tools.
  • Alphabetize names of restaurant foods.

2.4.9 Use basic punctuation correctly. /
  • Begin each sentence with a capital letter.
  • End each sentence with a period.
  • End each question with a question mark.
  • Correctly place an apostrophe in a contraction.

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English as a Second Language Low Beginning Curriculum Framework