Beaver County ESL Curriculum
PreK-12
Listening, Speaking, Reading and Writing
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Page 1
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
School Survival Skills
Directions:
Before beginning any instruction related directly to curriculum, the following skills should be addressed.
Introduction to Environment
Location
Known
Bathroom
Office
Water Fountains
Nurse
Cafeteria
Library
Classrooms
Gym
Locker
Computer room
Playground
Bus
Exit signs
Fire drill
Introduction to Personnel
Secretary
Principal
Nurse
Cafeteria staff
Librarian
Teacher
Counselors
Janitors
Personal Information
Tell his/her name
Tell his/her age
Tell his/her home numbers (home, cell)
Tell his/her address
Tell his/her birth date
Tell family names
Other
Classroom Objects according to student needs
Emergency Situations
Identify medical conditions if appropriate
Page 2
N/A
Location
Known
N/A
Notes
Known
N/A
Notes
Known
N/A
Know how to call 911 and what to say
(Allergies, medications, etc…)
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
Student Background Information
Student Full Name (Legal): __________________________________________ Student prefers to be called: __________________________
Address: _____________________________________________________________________________________________________________
Phone Numbers: ____________________________________
___________________________________ ____________________________
Name of Parents: ______________________________________
_____________________________________________
Name and Grade of Siblings: ________________________________________________ ____________________________________________
Country of Origin: ____________________________________________
Language: _____________________________________________
Language Structure Differences:
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Medical Issues/Needs: _____________________________________________________________________________________________________
Amount of Schooling: _____________________________________________________________________________________________________
English Proficiency Level: _________________________________________________________________
Is an interpreter needed? (if yes, possible resources)
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
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Page 3
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
At the given level of English language proficiency, English language learners in Beaver County will process, understand,
produce, or use:
Level 1
Entering
Level 2
Beginning
Receptive Skills
Pictorial or graphic
representation of the
language of the content
areas
Page 4
Level 4
Expanding
Level 5
Bridging
Receptive Skills
Receptive Skills
General language related to
the content areas
General and some specific
language of the content areas
Specific and some technical
language of the content areas
The technical language of
the content areas
Phrases or short sentences
Expanded sentences in oral
interaction or written
paragraphs
A variety of sentence lengths
of varying linguistic
complexity in oral discourse or
multiple, related paragraphs
A variety of sentence
lengths of varying
linguistic complexity in
extended oral or written
discourse, including stories
essays or reports
Productive Skills
Productive Skills
Productive Skills
Productive Skills
Oral or written language
with phonological, syntactic,
or semantic errors that often
impede the meaning of the
communication when
presented with one to
multiple-step commands,
directions, questions, or a
series of statements with
visual and graphic support
Oral or written language
with phonological, syntactic,
or semantic errors that may
impede the communication
but retain much of its meaning
when presented with oral or
written, narrative or
expository descriptions with
occasional visual and
graphic support
Oral or written language with
minimal phonological,
syntactic, or semantic errors
that do not impede the overall
meaning of the
communication when
presented with oral or written
connected discourse with
occasional visual and graphic
support
Oral or written language
approaching
comparability to that of
English proficient peers
when presented with grade
level material
Words, phrases, or
chunks of language when
presented with one-step
commands, directions,
WH-questions, or
statements with visual
and graphic support
Productive Skills
Level 3
Developing
Receptive Skills
Beaver County – ESL Curriculum
Revised - August 2011
Receptive Skills
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Grade
Level
Domain: LISTENING – process, understand, interpret, and evaluate spoken language in a variety of situations.
Level 1
Specific Student
Instructional
How will this
Materials and Resources
Entering
Indicators/Skills
Activities
be Assessed?
Cluster
Follow simple oral
commands with visual
cues (such as: TPR).
PRE KK
1-3
Position manipulatives
or realia according to
one-step oral
commands to show
spatial relations (such
as: “Put the books on
the table.”).
4-5
Identify materials
needed from realia
and oral statements
and complete tasks
(such as: making a
peanut butter and jelly
sandwich).
Page 5
Demonstrate auditory
understanding of the
following with visual
support: Come in, line up,
sit down, stand up, take
out, put away, pick up, put
down, raise your hand, go
to, turn around, circle,
underline, cross out, draw
a line to, by, bottom, left
and right
Use prepositions
accordingly. On/off,
up/down, on top of, under,
behind, in front of, over,
beside/next to, between,
in the middle, in/inside,
out/outside, into, around
TPR (Total Physical Response)
Say & Do, Simon Says
Observation &
Checklist
Various Realia, Let's Go Cards #1,
Hullaballoo (Cranium board game),
Hooray For E Creative Ideas student
activity book 1 p. 74-84, Carousel of
Ideas p. 19(BVIU resource)
Use objects word cards, cutpaste worksheets, or TPR to
demonstrate spatial relations,
Games such as: Simon Says
Observation/checklist
of commands being
followed using spatial
relations
Hooray For English
workbook 2 p. 23
Follow simple commands
using vocabulary clusters:
Family, Body Parts, Food,
Clothing, and animals
Family: picture of family from
verbal prompt, body parts:
show me, create a creature,
Simon Says, Food: sort, make
salad, sandwiches Clothing: cut
outs, dressing dolls, packing
suitcases, seasons
Observation,
discussion,
completion of task,
TPR
Pictures, demonstrating spatial
prepositions list, Creative Ideas, student
activity book 1, Where’s Joe? p. 7484,Creative Ideas 4, p.40-41, Creative
Ideas 2, p. 64-71, Let’s Go Monolingual
Picture Dictionary p. 14-15, Carousel of
Ideas Set 1, p.70 (BVIU resources)
www.mesenglish.com/flashcards/prepositions.php
hands-on materials, picture cards,
plastic food, paper dolls,
paper/pencil/crayons, stickers, Creative
Ideas Series,
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade
/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
6-8
9-12
Page 6
Identify positive and
negative behaviors
from oral statements
supported by
illustrations (such as:
in school, on the
playground, in gym
class, or on the bus).
Point or use gestures to
indicate understanding of
appropriate behaviors in
school and social settings
Show movie clips, puppet
shows, and pictures which
demonstrate of positive and
negative behavior; student
responds with "yes or no"
Observation of
appropriate response
in realistic and
simulated situations.
Sample Scenario:
Standing in line
appropriately in
cafeteria (taking
turns, no line
jumping, no pushing,
standing quietly)
Behavioral visual cards, clip art from
internet, Highlights Magazine (Goofus
and Gallant); Building Bridges(book 1,
unit 1, lessons 5-6; unit 2, lesson 5);
ESL Smart!, section 2; Active Listening
2, unit 4
Follow instructions or
requests supported by
gestures from peers
(such as: “Meet me at
my locker after 8th
period.”).
Demonstrate
understanding of simple
commands with visual
support. Focusing on
expressions, school
commands, and
directions.
Visuals, vocabulary, peer
tutoring, teaching directions,
reenactment, flash cards, and
TPR.
Checklist
School setting and classroom items such
as: desk, chair, flag, paper, pencil, door,
window, book, pencil sharpener,
garbage can, locker, clock etc.
Lets’ Go & IDEA flashcards.
Internet resources:
www.esl-lab.com( listening clips and
quizzes)
www.discoveryeducation.com
http://fog.ccsf.cc.ca.us/~lfried/ listening
clips/activities
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: SPEAKING – engage in oral communication in a variety of situations for a variety of purposes and audiences.
Grade
Level
Level 1
Entering
Specific Student
Indicators/Skills
Instructional
Activities
How will this
be
Assessed?
Materials/Resources
Cluster
PRE K-K
1-3
State basic
autobiographical
information using visual
cues or prompts as
needed.
State name, address, phone
number, parents names, &
birthday
Use visuals of phone, house,
student’s picture, family
pictures or student drawing of
family to elicit appropriate oral
response – repetition
Observation &
Checklist
Visuals, pictures, magazines, toy phone,
Give and ask for
permission or make
requests using gestures
as needed.
Ask to go to the bathroom, get
a drink of water, or go to the
nurse.
Role playing, practice
conversation, play
“Mother...May I? Yes you
may!"
Chart with yes or
no checklist with
specific questions
listed (sample: All
Star English the
Basics p.20)
Let's Chant Let's Sing 2, (BVIU resource), All
Star English The Basics, p.13
Ask for assistance with a
task or for needed
supplies.
Ask for help or to sharpen
pencil, borrow an eraser, or
other school supplies
Role playing, model how to
ask for assistance,
Observation,
discussion, TPR,
Respond to and offer
greetings, compliments,
introductions, or
farewells.
Be able to say, hi, hello, how
are you, fine, alright, thank
you, please, good-bye, make
basic introductions and
participate in basic social
greetings appropriate for
school setting.
Walk around the school and
introduce to various school
personnel. Consistent
greetings every session.
Observation of
student response
to greetings and
basic questions
Various school supplies, picture cards,
Creative Ideas Series, Let’s Go! Series,
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Visual pictures including "Let's Go" cards;
real life situations (school personnel);
ESL Smart! section 2; Active Listening 2, unit
1 and 4.
4-5
6-8
Page 7
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
9-12
Page 8
State preferences for
types of music, games,
TV programs, or
recreational activities.
My favorite is… I
like…because, I don’t
like….because.
Use various hands-on
materials, and/or pictures to
provoke conversation about
student preferences. Role
play conversations about
likes/dislikes as applied to
social situations.
Beaver County – ESL Curriculum
Revised - August 2011
Checklist.
TV shows, music, games, sports, visuals
such as pictures in magazines, etc…
Website suggestions:
www.nflrush.com/play60
www.espn.com
www.nickatnight.com,
www.imdb.com
Whoonu game by Cranium-use to rank items
1, 2, 3 and compare answers to earn chips.
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: READING – process, interpret, and evaluate written language, symbols, and text with understanding and fluency.
Grade
Level
Level 1
Entering
Specific Student
Indicators/Skills
Instructional
Activities
How will
this be
Assessed?
Materials/Resources
Match, sort or classify
pictures of family members or
familiar icons.
Match, sort or classify people
and naming words: shapes,
colors, sizes, animals,
classroom objects, playground
objects, and vocabulary
appropriate to student’s school
Underline, circle, match,
cross out, cut & paste,
color etc…
Verify accuracy
or worksheets,
observation or
activities
Picture cards, memory game, lift a flap books,
Creative Ideas book 2, p.5-7, 10-16, Let's Go
Series, Families by Ann Morris, book (BVIU
resource)
Respond to icons, pictures,
or words on board games or
in activities.
Follow directions according to
pictures or words found in
games or activities
Play games – Candy
Land, Uno – card games,
etc…worksheets, Bingo &
Toss the Cube in
Carousel of Ideas set 1
activity book p.16-17
Rubric
Games, cards, etc…
All Star English The Basics p.167 , 103,
Creative Ideas 3, p. 63, 86, 60,61, Creative
Ideas 4, p.42-43, 86 (BVIU resources)
Identify words or phrases
associated with school or the
community or personal
experiences.
Demonstrate comprehension
of written sets of vocabulary
families and simple verb
phrases appropriate to school
curriculum.
Modeling and repetition,
development of word
walls, games, worksheets,
role-play, games
Accurate
completion of
activities,
worksheets,
picture/word
match,
observations
Search topics of interest on
the internet or in libraries.
Student researches content
area material via the internet
to support learning in the
target language (English)
Research specific topic on
the internet according to
student interest, such as
animals, pop music, food
Observation of
student
distinguishing
between
pertinent and
irrelevant
information.
Student must
bring up five
resources for
chosen topic.
Games, picture cards, visuals, worksheets,
realia, books, social studies text, Internet,
newspapers, magazines, etc…
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Computer, internet , FactMonster.com,
Squirrelnet.com (or other safe searching sites);
Steck-Vaughn level BB, p32F, p35B, p44F
Cluster
PRE KK
1-3
4-5
6-8
Page 9
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
Preview visually supported
text to glean basic facts.
9-12
Page 10
Student uses pre-reading skills
to identify basic concept of
text.
Lessons targeting prereading skills. Use
student’s content area
text to look at pictures and
captions to gather basic
facts/make simple
predictions.
Read low-level stories
and answer
questions/retell to
measure comprehension.
Beaver County – ESL Curriculum
Revised - August 2011
Checklist
Student content area text High-interest, lowlevel materials
KWL Worksheet
www.eduplace.com/graphicorganizer/pdf/kwl.pdf
K.I.M.worksheethttp://www.asdk12.org/MiddleLi
nk/HighFive/KIM/KIM_sheet.pdf
or other appropriate graphic organizer
Book suggestions:
Diary of a Wimpy Kid
Superfudge
The Whipping Boy
Comic books
Pre-reading skills lessons:
http://www.teachervision.fen.com/lessonplan/reading-comprehension/48697.html
www.uiowa.edu/~amreads/teaching_resources/
prereading/index.html
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: WRITING – engage in written communication in a variety of forms for a variety of purposes and audiences
Grade
Level
Level 1
Entering
Specific Student
Indicators/Skills
Instructional Activities
How will this be
Assessed?
Materials/Resources
Cluster
Use drawings to
express thoughts
and feelings.
Student draws a picture
that accurately expresses
how they feel.
looking at emoticons, model
expressions then draw or
illustrate
Accuracy of drawings –
observation
Paper, crayons, emoticons, Kissing Hand,
The Giving Tree, If You Give A Mouse A
Cookie…series, Kevin Henkes series,
paper plates or circle cutouts. Let's Go
Picture Dictionary p. 25 Creative Ideas
p.66-70, 72 (BVIU resource)
Draw illustrations
of personal
experiences.
Student draws a picture
or series of pictures that
illustrates or describes a
personal experience.
First – next- last activities
reinforced by illustrations.
Observation and simple
discussion.
Paper, crayons. All Star English, the
Basics, p. 89-90, Creative Ideas Student
Activity Book 3 & 4, "Artist At Work” pgs.
(BVIU resources)
Work in small
groups to draw,
label and
differentiate
pictures that
illustrate socially
and culturally
appropriate
behaviors around
school or
community.
Students select
appropriate word or
phrase to describe a
behavior illustrated in a
picture (right/wrong;
good/bad)
-Role play; simple commands
-Identify acceptable behavior
illustrated in magazine pictures
(Goofus/Gallant)
-Modeling
-Listening to teacher read simple
stories.
-Word bank-show situational
picture-choose correct word.
-Draw a picture of what you
would do if you saw someone…
(Cheating lost pencil, bullying,
etc.)
-Sequence & Label pictures
showing different scenarios:
make sandwich, brush teeth,
hygiene introductions
-Role play phone etiquette: Dr.
office, school office, take a
personal message, ordering
takeout food, etc.
-Observation and simple
discussion,
-Matching pictures with words
:( right-wrong, good-bad,
polite-impolite, appropriateinappropriate, etc.)
Magazines; videos, books, stories, TV
shows, immediate environment, clip art,
newspaper, picture cards, Internet,
Creative Ideas series,
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
PRE KK
1-3
4-5
Page 11
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
6-8
9-12
Page 12
Respond to
requests or
invitations, and
write “to do” lists
through pictures
and words.
Work with a
partner to write
key points about a
topic of common
personal interest.
Student recognizes
simple question format
and responds with
pictures and simple
answers.
Students select a topic of
common interest and list
nouns and adjectives that
apply.
Written yes/no response to
simple questions.
Create "to do" list for basic
activities, such as playing sports
or preparing food, using words
and/or pictures.
Intro nouns and adjectives via
Schoolhouse Rock DVDs.
Cut/ paste pictures of nouns into
categories.
Provide students with topic
choices and encourage them to
pick one. Ask them to list 3 to 5
words or short descriptions
about the subject.
Student successfully conveys
intended message through
words and pictures.
Matching games, WH Bingo, Food Bingo,
word wall, Steck-Vaughn Think-Along
(Level C pp22-27) People by Peter Spier,
IDEA Cards, Large Theme Cards
Checklist
Student generated list
Word bank if necessary
Schoolhouse Rock DVDs/worksheets to
introduce nouns and adjectives.
Websites:
www.youtube.com/watch?v=MZcka8Zg-uc
http://classroom.jc-schools.net/basic/lagrammar.html
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
Grade
Level
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: LISTENING – process, understand, interpret, and evaluate spoken language in a variety of situations.
Level 2
Specific Student
Instructional
How will this be
Materials/Resources
Beginning
Indicators/Skills
Activities
Assessed?
Cluster
PRE KK
1-3
4-5
Page 13
Follow simple commands
without visual cues (such
as: “Stand up.” Or “Get in
line.”).
Position manipulatives or
realia according to
multiple oral commands
to show spatial relations
(such as: “Put the cubes
in a row across the
paper.”).
Match materials and/or
resources needed to
complete tasks with their
uses based on realia and
oral directions.
Demonstrate auditory
understanding of the
following without any
visual assistance:
Come in, line up, sit
down, stand up, take
out, put away, pick up,
put down, raise your
hand, go to, turn
around, circle,
underline, cross out,
draw a line to, be quiet
Demonstrate auditory
understanding of
commands with multiple
spatial directions:
On/off, up/down, on top
of, under, behind, in
front of, over,
beside/next to,
between, in the middle,
in/inside, out/outside,
into, around and other
vocabulary appropriate
to school setting
Categorize materials by
vocabulary clusters:
(i.e. seasons, weather,
school, house,
occupations, holidays,
and content vocabulary
aligned to school’s
curricula)
Simon Says, show me,
create a picture, gesture to
appropriate visual of stated
cue, Hokey Pokey, TPR
Observation & Checklist
Hands-on Materials, games: Hullaballoo
Creative Ideas student activity book 1 p. 7484(BVIU resources)
TPR, demonstration, role
playing, sequencing, Simon
Says
Observation/checklist with
multiple commands and
directions to follow
Hands-on materials, pictures, sequencing
books All Star English p. 82 (BVIU resources)
Matching activities, role
playing, games
(concentration, bingo,
Simon Says), sorting,
sequence a series of
pictures to go along with a
task that needs to be
completed.
Observation, discussion,
TPR, matching,
categorizing, sequencing
Hands-on materials, games, flash cards,
picture cards, reading passages,
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
6-8
9-12
Role-play examples of
etiquette and manners
associated with activities
based on illustrations and
oral descriptions (such
as: sports rules or turn
taking).
Process and respond to
discourse from unfamiliar
speakers (such as: at
assemblies or on field
trips).
Role play to
demonstrate
appropriate use of
current idiomatic
expressions, gestures,
cultural differences,
slang and school
behaviors.
Interpret general idea of
auditory lecture or
speech.
Talk about student concerns
and create a scenario
related to issues. Role play
through the situation. Allow
student to draw the
situation.
Observation of appropriate
reactions in role playing
activity. Sample scenario:
Bus behavior (potential
bullying situation as well as
bus driver's instruction)
Magazines geared for pre-teens, sports
stories; North Star: Listening and
Speaking(basic/low intermediate, unit 4,
lesson 3; unit 5, p80, 83; "ESL Smart!",
section 3; pragmatic games from Super Duper
Use guest speakers, listen
to songs, read passages,
listen to movies, listen to
books on tape, morning
announcements, easy
conversations on ESL
website.
Checklist
Websites:
www.esl-lab.com,
http://fog.ccsf.cc.ca.us/~lfried/
www.discoveryeducation.com
www.elllo.org/english/NewsCenter
Videos: check with school district for recorded
assemblies
clips from www.nick.com
High-interest, low-level stories that you read to
students, news stories of student’s choice
from daily paper or news website
http://www.breakingnewsenglish.com/
Page 14
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: SPEAKING – engage in oral communication in a variety of situations for a variety of purposes and audiences.
Grade
Level
Level 2
Beginning
Specific Student
Indicators/Skills
Instructional
Activities
How will this be
Assessed?
Materials/Resources
Cluster
PRE KK
Use one word or short
phrase to express likes or
dislikes of items or
concepts as illustrated.
My favorite is… I like… I
don’t like…. (foods,
animals, clothing, weather)
Show two pictures, do
you like, yes or no
Worksheet using
smiley or sad faces for
likes and dislikes
Visual pictures – vocabulary box in IDEA set –
realia, Let's Go cards,
Share feelings and
emotions, likes or dislikes.
I like… I don’t like… I’m
sad… I’m happy… I’m
nervous…. I’m surprised…
I’m angry… I’m tired…. I’m
hungry… I’m bored…. I’m
thirsty… I’m sick, etc… I
feel…
What is this, what does this
mean
Using faces with a
variety of expressions,
match to a feeling, roleplay (introduce action
verbs and subject areas)
Hooray For English 2
workbook p. 19
Visuals, books, short video tapes All Star English
Basics, p. 112-117, 144-145, Let's Go Picture
Dictionary 24-25 Creative Ideas 3 p.66-70,72
(BVIU resources)
You be the teacher –
model appropriate
questions and answers
and encourage students
to “be the teacher” and
replicate your behavior
Observation,
discussion, role
playing, TPR,
Realia, media, conversation, classroom
situations, word walls, etc…
Harcourt Trophies Series,
Creative Ideas Series,
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Distinguish questions from
statements, demonstrate
understanding of question
types and form appropriate
responses.
Role-play, Play games
that necessitate
questions; Repetition of
daily exercises:
questions about calendar
(days of week, season,
etc), clothing worn,
meals, – add on
information daily
Appropriate phrasing
of questions and
responses.
Games: Wh BINGO, Guess Who, Lie Detector, 20
Questions. North Star: Listening and Speaking
(basic/low intermediate, unit 4, lesson 3);
calendar; IDEA cards; Addison-Wesley ESL level
E (life skills sections)
1-3
Ask for or provide the
meaning of words,
phrases.
4-5
Respond to and ask
questions or exchange
information with peers.
6-8
Page 15
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
Describe preferred movies,
magazines, stories, or
authors.
9-12
Page 16
Use appropriate
vocabulary choices, detail,
and intonation.
Ask questions, role play,
repetition, modeling,
video or tape record oral
discourse for later
playback and discussion.
Rubric
Beaver County – ESL Curriculum
Revised - August 2011
Visuals, vignettes, movie lists, stories, books,
etc…
Video/cassette recorder.
Suggested websites: www.nflrush.com/play60
www.espn.com
www.nickatnight.com,
www.imdb.com
www.trailer.apple.com
clips from songs at iTunes
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: READING – process, interpret, and evaluate written language, symbols, and text with understanding and fluency.
Grade
Level
Level 2
Beginning
Specific Student
Indicators/Skills
Instructional
Activities
How will this be
Assessed?
Materials/Resources
Cluster
Recognize own name
and/or names of familiar
adults and children.
Pick out items with their
names on them – mom,
dad, teacher, classroom
friends
Label pictures with
names on them – have
student pick out theirs.
Use classroom setting to
choose certain label
objects
Observation during
ESL instruction as well
as regular classroom
instruction.
Classroom objects; cubbies, student name tags,
mailboxes, labels, pictures, etc…
Respond to words or
phrases on board games
or in activities.
Follow directions
according to words found
in games or activities
Play games –Sorry,
Uno – card games, use
worksheets focusing on
following directions
Observation of game
play using a 5 skill
checklist
Flash cards, card games, "Wh" Bingo, The 3-Letter
Learning Game-What's GNU Game (BVIU resource)
www.mes-english.com/games.php
All Star English the Basics p.167
Use prior knowledge to
make predictions.
While looking at a picture
or after reading a portion
of simple text in a book,
students make predictions
of “what will happen next?”
Ask questions to
establish prior
knowledge – pre-teach
“what will happen next”
using visuals before
moving to stories, use of
worksheets, graphic
organizers,
Observation of ability to
predict –observation of
written predictions –
observation of drawing
predicting “what will
happen next?”,
discussions,
Books, pictures, worksheets,
Trophies Series, Internet, Creative Ideas picture
cards & posters,
Student identifies the “key
word” or “topic” when
looking at ads on
billboards, TV
commercials, etc…
View a variety of
commercials, look at
magazine ads, use
catalogs, etc.; identify
item or service being
advertised and highlight
selling points.
Student classifies
product type and
creates a word list of
selling points;
determines product's
usefulness to self.
Media – with advertisements; Reader's Handbook
(red and yellow); The Good Reader's Guide, p34
PRE KK
1-3
4-5
Classify topics identified
through hypermedia or
multiple sources.
6-8
Page 17
Beaver County – ESL Curriculum
Revised - August 2011
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Final Form
Connect information from
visually supported text to
self.
9-12
Page 18
Student makes personal
connection with visually
supported text.
Use graphic organizers
and encourage students
to make connections to
the pictures and simple
text.
Use simple questions to
guide discussion.
Holiday
customs/traditions
compare/contrast with
student’s home culture.
Checklist
Beaver County – ESL Curriculum
Revised - August 2011
Student content area text and hi-interest, low-level
books or magazine articles.
Graphic organizers.
Phonics for Older Students-use to build vocabulary
The Good Reader’s Guide pages 318-359
Holiday custom/traditions compare and contrast
www.bogglesworldesl.com
www.dubois.cps.k12.il.us/PDFs/comparecontrast.pdf
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain:
Grade
Level
WRITING – engage in written communication in a variety of forms for a variety of purposes and audiences
Level 2
Beginning
Specific Student
Indicators/Skills
Instructional
Activities
How will this be
Assessed?
Materials/Resources
Cluster
Draw or label familiar objects
(such as: family members or
classroom objects).
Student accurately identifies
object and write/copy the
name of the object OR
students accurately draws a
picture of identified object
Labeling objects around
the room – pictorial word
wall, drawing, etc…
Accuracy checklist
Picture cards(Let's Go), drawings,
crayons, Pictionary etc…Addison Wesley
ESL Activity A- p. 9
Draw and label personal
experiences, with words or
phrases.
Student writes simple words
or phrases to describe their
own drawings of personal
experiences.
Observation; accuracy of
word choice using rubric
Flip charts, word cards, paper, crayons,
activity sheets All Star English The
Basics p.128 (BVIU resources)
Write descriptions, based on
pictures or personal
experiences, of socially and
culturally appropriate
behaviors in school or
community.
Student develops a working
vocabulary to describe
appropriate school and
community behaviors (raise
your hand, don’t run, stand
in line)
Labeling personal
experiences with words or
phrases (noun-verb
sentences)
First-next-last – flip charts,
manipulative word cards,
matching words to pictures
-Role play
-Describing pictures
-Daily observations
-Creation of word cards -Show video clip or other
media of inappropriate or
appropriate behavior –
then write a statement
about situation identifying
appropriate or
inappropriate behavior –
discuss the statement and
check for grammatical
structure.
-Discussion of written
product
-Use a picture or other
media and write a
description of what's going
on using specific
vocabulary (right-wrong,
good-bad, polite-impolite,
sharing, etc.)
-
Word walls, pictures, magazines, videos,
paper/pencil, computer, clip art,
newspapers, Internet, write about field
trips and other personal experiences,
Television shows/news, musical lyrics,
etc.
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
Classroom mailbox – email
time, post cards, pen pals
Compose letters to friends
or relatives.
Written completion of
simple scenarios via
email, postcard, text
message
PRE KK
1-3
4-5
6-8
Page 19
Write responses to and create
emails, messages, postcards,
or notes to friends.
Student appropriately
responds to emails,
messages, notes, etc.
Beaver County – ESL Curriculum
Revised - August 2011
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Internet, Good News by Suzy Blackaby,
People by Peter Spier; ESL Smart!,
pp607-609.
Final Form
Create a graphic organizer of
key points of a topic of
personal interest.
9-12
Page 20
Student chooses topic and
determines key points (with
a word bank if necessary)
then selects and creates
graphic organizers using
key points of topic.
Exposure to different
graphic organizers.
Uses of graphic organizers
for specific assignments.
Adjective lessons.
Beaver County – ESL Curriculum
Revised - August 2011
Rubric
Samples of graphic organizers from
search on the internet.
Books, magazines, or internet articles
relevant to student’s interests.
Schoolhouse Rock DVDs/worksheets.
Websites:
http://classroom.jc-schools.net/basic/lagrammar.html
YouTube grammar videos by
MissClifford11adjective clips.
Final Form
Grade
Level
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: LISTENING – process, understand, interpret, and evaluate spoken language in a variety of situations.
Level 3
Specific Student
Instructional
How will this be
Materials/Resources
Developing
Indicators/Skills
Activities
Assessed?
Cluster
PRE KK
1-3
4-5
6-8
Page 21
Follow oral commands to
show simple spatial
relations with real life
objects, (such as: “Put
your hand on your
head.”).
Demonstrate auditory
understanding of
commands with multiple
spatial directions: On/off,
up/down, on top of, under,
behind, in front of, in the
middle, in/out, into, and
other vocabulary
appropriate to school
setting
Follow an oral sequence
of directions to complete a
task.
TPR, demonstration,
role playing,
sequencing, jazz chants
Observation, TPR,
workbook pgs 74-84
Jazz chants, hands-on materials; Creative Ideas 1
pgs.74-84, shoe box and pencil, realia, Hooray For
English! TM level 1 chain drills throughout book
Folding Paper, math
activities, make cards
for the holidays, etc.
The focus is doing: step
1, step 2, and step 3 –
watch me, listen and
then you do it. Recipes
Completed Project use
rubric
Vary – hands on-materials
Creative Ideas 5 p.42, 52 (give pic. To student & give
oral directions to student) Creative Ideas 2 p.73,
Hooray For English! 2, p.5
Follow oral directions to
select materials or
resources needed to
complete tasks.
Follow an oral sequence
of directions, choose
appropriate materials and
complete a task - without
cues.
Folding Paper, math
activities, make cards
for the holidays, draw
picture, etc. The focus
is doing: step 1, step 2,
and step 3 –listen,
choose materials and
then you do it.
Observation, Self
assessment of
completed task, Did
they complete the task
without help?, TPR
Varies depending on instructional activity– hands onmaterials
Role-play positive ways
of interacting socially and
culturally based on oral
descriptions.
Interpret and then
demonstrate through rollplay appropriate behaviors
for various social settings
Have student create
visual instruction
manual of a social
situation (rules of bus,
asking for notes,
ordering at cafeteria,
other student
concerns). Other
students explain the
drawings.
Completion and
evaluation of
completed manual.
Student selects correct
resources for
completion of project.
Follow oral directions
verifying requests with
cues from teachers or
peers (such as: “Fold
the paper in half and
place it on your table the
long way.”).
Beaver County – ESL Curriculum
Revised - August 2011
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
http://freelanguagestuff.com/following-directions/
Pre-teen literature (applicable short stories and
selections to student concerns); "Diary of a Wimpy
Kid" books; "It's Only Temporary", by Sally Warner;
Timesaver Reading Lessons, pp30-31.
Final Form
9-12
Page 22
Process and respond to
discourse from indirect
sources (such as:
cassettes or CDs).
Listen and interpret CD’s,
videos, books on tape
etc… with the intent of
determining the main idea
and/or sequence of
events.
Watch segments of a
movie, video, listen to a
song, etc… Be sure it is
of high interest.
Checklist
Beaver County – ESL Curriculum
Revised - August 2011
Videos, movies, TV shows, CD’s, commercials, etc…
Movies/Books
October Sky
To Kill a Mockingbird
Hatchet
Internet sites:
www.teachnology.com/worksheets/language_arts/sequence/ver1/
www.movieclips.com
www.imdb.com
www.xfinitytv.comcast.net
www.funnyplace.org
www.funny-commercials.org
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: SPEAKING – engage in oral communication in a variety of situations for a variety of purposes and audiences.
Grade
Level
Level 3
Developing
Specific Student
Indicators/Skills
Instructional
Activities
How will this
be Assessed?
Materials/Resources
Participate/interact in
everyday conversation.
Demonstrate knowledge
of colors, numbers,
weather, pronouns, and
vocabulary appropriate to
school setting
Observation,
completion of
worksheets for each
of the reciprocal
strategies.
Various manipulatives, pictures, work books, and realia.
Addison-Wesley ESL Activity Book-A, Let’s Go Picture
Dictionary- (BVIU resources), discussion of a story
Discuss interests,
opinions, or
preferences.
My favorite is… I like… I
don’t like…. because…
Distinguish between fact
and opinion
When additional
information is needed,
student asks who, what,
where, when or why to
gather additional
information. Establish
and state opinions based
on new information.
Observation or
students’ abilities to
rank and categorize
preferences and
distinguish fact from
opinion using a
scored checklist
Observation,
discussion,
Discuss KWL charts,
graphs, and surveys;
discuss
comprehension
questions about a
passage, situation,
personal
experiences, and
content area topics.
TV shows, music, games, sports, visuals, etc…
All Star English The Basics p. 112-117 (BVIU Resources)
Ask questions to seek
information in order to
provide opinions,
preferences, or wishes.
Role-play, color,
draw, play games,
use manipulatives.
Reciprocal teaching
i.e. Summarizing,
questioning, clarifying
and predicting
Use various hands-on
materials, and/or
pictures to provoke
conversation about
student preferences –
ask why and read
stories to establish
Introduce;
who, what,
fact vs. opinion
where, when, why
Use lunch menu –
discuss food choices
Have student choose
a book or movie and
explain why
Build a daily menu
from pictures –
explain why, complete
a survey about
favorite ice cream
from peers.
Cluster
PRE KK
1-3
4-5
Page 23
Beaver County – ESL Curriculum
Revised - August 2011
Visuals, menus, stories, movies, TV, KWL chart, example of
surveys, etc….
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Final Form
Initiate or engage in
conversation with peers
or within small groups.
Ask questions of others.
Participate in group
conversation.
Teach students the
Basketball style of
conversation – pass
the ball back and forth
– you talk when you
have the ball
Sample topics: afterschool activities, TV
shows, video games,
sports, pop music.
Student hosts pretend
talk show. Student
creates oral story
from set of random
pictures.
Observation of
number of rounds
the ball is passed,
appropriate
responses and
phrasing of
questions to
maintain
conversation.
Object to pass: microphone, ball, etc…; conversation
prompts, (North Star Listening and Speaking, unit 9;
Addison-Wesley ESL level E; Oral Story Games, "The
Wrong Game" "Rory's Story Cubes" from Gamewright, IDEA
cards, Whonu game
Recommend games,
songs books, films,
poems, or computer
programs and give
reasons for selection.
State opinion of preferred
book, game, song, film,
etc. and explain why it is
the favorite – using
sentence patterns such
as: because, as a result
of, etc.
Present a persuasive
speech or create a
poster.
Cooperative learning
situations, use cue
cards with sentence
starters, encourage
students to bring in
“favorites” from home
– “show and tell”
Create and present a
short speech or
poster persuading
others of your
selection.
Rubric.
Sentence strips
Word bank of persuasive verbs.
Poster supplies.
Internet access to print pictures for visual aids.
www.dubois.cps.k12.il.us/PDFs/persuasive_writing_tools.pdf
6-8
9-12
Page 24
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain:
Grade
Level
READING – process, interpret, and evaluate written language, symbols, and text with understanding and fluency.
Level 3
Developing
Specific Student
Indicators/Skills
Instructional
Activities
How will this
be
Assessed?
Materials/Resources
Cluster
PRE KK
Name letters from own name to
letters found in classroom print
(such as: “T” in Tomas and
“Today”).
Identify alphabet letters and
basic sounds according to
school curriculum. Identify
letters in their own name.
Repetition, repetition,
repetition – use of key
vocabulary – B is
butterfly, etc…
Observation with
checklist
Letters, pictures, visuals, sounds Let’s Go
Phonics starter workbook and level 1 (BVIU
Resources)
Follow written directions with
peer or teacher assistance.
Demonstrate comprehension
of simple written commands:
understanding of the
following with teacher
assistance: circle, underline,
cross out, draw a line to, list,
color, match, and other
After
making
predictions,
vocabulary
appropriate
to
students
compare their
school curriculum
prediction with what occurs in
the reading selection or
passage.
Require students to read
directions and complete
activities with teacher
support, in a variety of
ways: worksheets,
games, “folder activities”
Logic puzzles
“What did you think would
happen?” “What actually
happened?” – Use comic
strips, simple text, etc…
Use of graphic organizers
Observationaccurate
completion of
worksheets, etc.
worksheets, games, “folder activities” Logic
puzzles – www.superduperinc.com
(see speech and language teacher)
Accurate
completion of a
graphic organizer,
discussion, Student
reads part of story
and
writes/discusses
prediction, then
finish story to
confirm prediction
Graphic organizers, text, comic strips, books,
pictures, Venn Diagram, KWL, Prediction
Charts, any reading textbook, Steck-Vaughn
Comprehension books, Internet, etc..
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Student reads internet
resources and other media
and identifies unnecessary
words, topics and explains
why it is unnecessary.
Highlighting main idea,
listing of relevant and
irrelevant ideas, looking at
internet search results
and identifying which are
relevant to topic.
"Almanac Quiz", Fact
Monster search pages;
fact vs. opinion exercises
Completion of
research activity
Internet, print media, - Steck-Vaughn reading
series (level C and higher, selected activities),
Factmonster.com with printable from
educationworld.com; Reader's Handbook (red
and yellow); The Good Reader's Guide,
pp438-441
1-3
Confirm predictions based on
prior knowledge.
4-5
6-8
Page 25
Sort relevant information from
irrelevant information on topics
gathered from the internet or
libraries.
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
Skim/scan material to confirm
information or hypotheses.
Student uses pre-reading
skills to predict outcome of
assignment or reading
Teach skim, scan,
underling, highlighting,
main idea, outlining
9-12
Accuracy of
outline, discussion
of main idea, etc.
hi-interest, low-level materials
Newspaper/Internet articles
www.brainpopjr.com –reading and writing
comprehension activities
Skimming lesson plan:
http://www.kn.pacbell.com/wired/21stcent
/lskim.html
prediction online activity:
http://www.harcourtschool.com/activity_c
ollections_preview/predict_outcomes/3_p
redict.html
www.dubois.cps.k12.il.us/PDFs/making_p
redictions.pdf
Page 26
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: WRITING – engage in written communication in a variety of forms for a variety of purposes and audiences
Grade
Level
Level 3
Developing
Specific Student
Indicators/Skills
Instructional
Activities
How will this be
Assessed?
Materials/Resources
Repetition of writing the
name, etc. – using a
variety of tactile
experiences, (addressing
an envelope with name,
address) make an all
about me book using
Create
an appropriate
pages from
Creative Ideas
sentence
using a word
Book
wall
Manipulative sentence
building games –
Sentence Scramble,
Sentence Zone, sentence
-Role
play;pocket
video; charts
modeling,
discussion; word wall;
journal entries; story
starters.
-Show video clip or other
media of inappropriate or
appropriate behavior –
then write a description
about situation identifying
appropriate or
inappropriate behavior – if
inappropriate, discuss and
write ways to correct the
behavior and check for
grammatical structure
Complaint box, suggestion
box, create product and
write advertisement
promoting it.
Plan theme party, creating
invitations,
announcements and thank
you notes.
Observation of writing and
completion of worksheets
Various tactile realia- Creative Ideas
Student Activity 1 p.90-92, 94-100 , My
Special Book by Tom Williams, Just Like
Me, book (BVIU Resources)
Simple teacher checklist –
rubric for self-assessment
Pocket charts, games, worksheets
Creative Ideas 2, p.97 (BVIU resource)
Creative ideas 7, 83, 73,68,69,47
-Discussion of written
product. Short paragraph
telling why the behavior is
appropriate or
inappropriate and explain
the consequences of the
actions.
Immediate environment; books, pictures,
videos, Internet, personal experiences,
writing sample, reading passages, etc.
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Written completion of
specific scenario in
appropriate format based
on rubric.
Examples of each form
(letterwritingguide.com); Addison-Wesley
ESL activity book E – paper, stationary,
boxes, etc…; ESL Smart!, pp425-427
Cluster
Write basic personal
information (such as: name,
telephone number, etc.).
Student accurately writes
personal information such
as name, address, phone
number, birthday, etc…
Produce sentences about
personal experiences.
Student uses simple
sentence format to describe
personal experiences.
Write descriptions of an action
to be taken to correct an
impolite/inappropriate
behavior in school or
community.
Student uses appropriate
vocabulary to describe the
impolite/inappropriate
behaviors in our culture and
how to change the behavior
to what is culturally
acceptable.
Write responses to and create
ads, suggestions,
announcements, journal,
entries, complaints, apologies,
or thank you notes.
Student selects correct
written format for particular
setting or reason.
PRE KK
1-3
4-5
6-8
Page 27
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
9-12
Page 28
Work in small groups to
develop interview questions
for a questionnaire on a topic
of personal interest.
Student can develop a
questionnaire on a topic of
personal interest using
correct question formats.
Compile a list of question
formats: yes/no, wh
questions, informational,
can I /may I. Mock
interviews
Question starter games,
question scramble, 20
questions, eye-spy
Beaver County – ESL Curriculum
Revised - August 2011
Rubric
Student made questionnaires, various
games to teach questioning:
“Wh” Bingo, 20 questions handheld
game
The Good Writer’s Guide p.334, 368
Final Form
Grade
Level
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: LISTENING – process, understand, interpret, and evaluate spoken language in a variety of situations.
Level 4
Specific Student
Instructional
How will this be
Materials/Resources
Expanding
Indicators/Skills
Activities
Assessed?
Cluster
PRE KK
1-3
4-5
Follow oral direction as
presented in conversation or
drama with a story or music
(such as: The Hokey Pokey).
Identify specific actions
within a story and reenact
the action or respond
accordingly.
Follow specific oral directions
without visual or nonverbal
support (such as: “Write
your name on the top lefthand side of the paper.”).
Follow specific oral
directions that contain more
complex sentence
structure. (I.e. Adjectives,
verb phrases, superlatives,
etc…)
Analyze and apply visually
supported oral information to
complete a task.
Role-play or identify
situations of peer pressure
based on oral descriptions.
6-8
Page 29
Single word dictation.
Read a story and have
them reenact. Use Jazz
chants, play games such
as Hokey Pokey/Simon
Says, I went to
grandmother’s house and
bought, etc…
Put the blue paper on the
red circle. Place the
smallest red triangle on
the largest square. Answer
questions using
prepositions of place.
Recipes. 1. Read story, 2.
Students role play story
Observation of student
interaction, retelling events
of a story, completing
worksheets/checklists
Jazz chants, stories, games, fairy tales,
Wags and Tags, level A stories, Theme
Pictures (1-18) BVIU-ESL 1743 Cards
(BVIU resources)
Observation or completed
"How to...”"project
Student can self-correct
use a rubric for completed
project
Hands-on materials, visuals, attribute
blocks
Addison Wesley ESL B p.54-55 Creative
Ideas 3, 84-85 (BVIU resource) Simon
Says
Follow more specific oral
directions that contain
complex sentence structure
to complete a task that
requires the sequencing of
materials.
Demonstration speeches,
play games ( be sure to
provide students with oral
directions – they must
choose materials and use
them in proper sequence
to complete task)
Observation of completed
task (Did they follow oral
directions in the correct
sequence?), TPR,
Recipes, games, demonstration topics,
set of written directions to present to the
student orally, reading passages, etc.
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Identify situations of peer
pressure, express an
opinion and choose and
appropriate response.
Listen to situational text,
show movies, discuss
personal stories
Appropriate response to
situational texts and "what
if" questions. Sample
question: "What if your
friend bullies another
student?"
Selected scenes from books: Bystander,
by James Preller; When Zachary Beaver
Came to Town, by Kimberly Willis Holt,
The Chocolate War by Robert Cromier.
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
9-12
Page 30
Follow telephone
conversations, process and
respond to announcements
over the intercom.
Select a topic for
conversation (from life’s
experience) and role play
the event. Discuss
intercom announcements.
Give students real-life
scenarios to role play–
make airline reservations,
talk to the doctor, order
from a restaurant menu,
practice talking on the
telephone.
Rubric
Beaver County – ESL Curriculum
Revised - August 2011
Vignettes, multi-media, real life stories,
etc…
Printable role play scripts and materials:
www.bogglesworldesl.com
Telephone listening practice:
http://www.esllab.com/eslbasic/telephone-cellphone1.htm
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: SPEAKING – engage in oral communication in a variety of situations for a variety of purposes and audiences.
Grade
Level
Level 4
Expanding
Specific Student
Indicators/Skills
Instructional
Activities
How will this be
Assessed?
Materials/Resources
Cluster
Respond to specific
questions in everyday
conversation.
Distinguish questions from
statements, demonstrate
understanding of question
types and form appropriate
responses.
Role play, repetition –
give a statement, you
ask a question – What
animal says, …
Observation and
Accuracy Checklist
Question format resources, printed teacher
resources, Hooray For English 1 TM p.50
Persuade peers to join in
activities or games.
Initiate conversation using
persuasive verbs.
Vocabulary word walls –
introduce persuasive
verbs, role playing.
Create scenarios and
act out,
Students will make a
game and explain how
to play it. (make a
game-Carousel of Ideas
Set 1, sheet #8)
Game simulation, vignettes
Ask for or provide
clarification of information
by restating ideas.
I meant… Did you mean…
Can you tell me that in a
different way?
What does that mean to
you?
Reporting back activities.
Explaining figurative
language (idioms,
similes, etc)
Observation,
conversations,
Menus, realia, various stories, etc…
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Use idiomatic expressions
or slang in conversation.
Use current idiomatic
expressions, gestures, and
slang in appropriate
settings.
Teach idioms – show a
picture of “hitting the nail
on the head” – making a
mountain out of a mole
hill. Play "Pictionary" or
"Charades" using idioms
and have student
explain the literal
meaning.
Student uses 80% of
given idioms correctly
during games.
Magazines, books and lists of idioms, "Rags to
Riches" game
PRE KK
1-3
4-5
6-8
Page 31
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
9-12
Page 32
Discuss pros and cons of
plays, films, stories,
books, songs, poems,
computer programs, or
magazine articles.
Verbally identify strengths
and weaknesses while
using vocabulary
appropriate to the genre.
Pre-teach vocabulary
appropriate to the genre,
adjective lessons, use
of Graphic Organizers to
organize pros and cons,
then show and tell,
interview or debate
Rubric
Beaver County – ESL Curriculum
Revised - August 2011
Books, poems, and films for student to view
graphic organizers, word walls, and classroom
materials
Adjective worksheets:
http://www.englishbanana.com/positive-andnegative-words-1-ev50.pdf
www.descriptivewords.org
http://www.eslflow.com/adjectiveslessonplans.html
Textbook: Access English p. 294-299
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: READING – process, interpret, and evaluate written language, symbols, and text with understanding and fluency.
Grade
Level
Level 4
Expanding
Specific Student
Indicators/Skills
Instructional
Activities
How will this
be Assessed?
Materials/Resources
Games, Go find… pull
item out of bags,
etc…
Observation and
matching worksheet
assessment
Tactile objects, color coded objects, labels, word walls,
etc…Creative Ideas Student Activity Book 1 (BVIU Resource)
www.ESL-kids.com worksheet generator
Require students to
read directions and
complete activities in
a variety of ways:
worksheets, games,
“folder activities”
Logic puzzles –
Hi
interest,
low level
Increase
directions
text
to
fromused
one activity
to
encourage
several at once –
discussion,
use of
string of instructions
graphic organizers,
Holidays, school,
traveling, gestures,
sports, food, etc…
Observationaccurate completion
of worksheets, etc...
worksheets, games, “folder activities” Logic puzzles –
www.superduperinc.com
(see speech and language teacher) Hooray For English! 2,
p.60
Accurate completion
of the assignment.
Read selection,
complete Venn
Diagram, and
discuss similarities &
differences related
to personal
experiences.
Hi interest, low level text, printed materials, Venn Diagram,
Graphic novels,
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Incorporate a variety
of graphic organizers,
including categorizing,
5W?, Venn diagrams,
fact/opinion,
sequence chart,
timeline.
Accurate completion
of appropriate
graphic organizer for
assigned topic.
Grade-level reference materials (science and history texts);
superteacherworksheets.com (graphic organizers); Word
Joggers game
Cluster
PRE KK
Match pictures of
common objects to
familiar words (such
as: ball, book, etc.).
Follow written
directions supported
visually.
1-3
4-5
6-8
Page 33
When given a label,
students can match
shapes, colors, sizes,
animals, classroom
objects, playground
objects, and vocabulary
appropriate to student’s
Demonstrate
school
comprehension of more
complex written
commands with visual
support
Compare/contrast
personal experiences
using a variety of
printed material.
Students accurately
compare their culture (or
other topic) to typical
American culture (or
other topic) after reading
selected printed material.
Arrange information
on topics gathered
from the internet or
libraries in logical
order.
Student chooses
appropriate method
and/or graphic organizer
for assignment.
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
9-12
Synthesize
information from a
variety of print
resources.
After reading a variety of
sources, student selects
most appropriate text for
assignment given.
Discussion of why you
picked this – what is
the assignment
asking of you – how
do you find the
appropriate
resources?
Graphic organizers
Rubric
Variety of text, sources, graphic organizers, rubric etc…
Website for teacher reference:
www.unf.edu/~alderman/BLISS2/choosingsources.html
www.lib.berkeley.edu/instruct/guides/evaluation.html
Website for student use:
http://www.readwritethink.org/files/resources/interactives/hintson-print/
www.virtualsalt.com/evalu8it.htm
The Good Writer’s Guide pages 431-477
evaluating on-line resources rubric
www.tammypayton.net/courses/print/files/rubric3.pdf
Page 34
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: WRITING – engage in written communication in a variety of forms for a variety of purposes and audiences
Grade
Level
Level 4
Expanding
Specific
Student
Indicators/Skills
Instructional
Activities
How will
this be
Assessed?
Materials/Resources
Write labels for visual
representations of
everyday objects.
Student accurately
writes labels for a
variety of vocabulary
theme sets (family,
colors, food, animals,
body parts, shapes,
etc…)
Repetition of
writing the name,
etc... – using a
variety of tactile
experiences.
Observation of
writing
Various tactile realia, Body tracing, Parts of the body posters (classifying),
silhouettes- Hooray For English! TM 1 p. 55
www.ESL-kids.com worksheet generator using themes
Produce illustrated
stories based on
personal
experiences.
Student writes a
sequential series of
sentences explaining a
personal experience in
story format with
drawings.
Writing using the
computer, library
visits to examine
illustrated stories
for ideas;
Rewriting for
accuracy
Evaluation of
story; rubric;
Teacher
conferencing
Library; writing and drawing materials.
Create written plans
to correct
impolite/inappropriate
behavior in school or
community.
Student writes
description of
impolite/inappropriate
behaviors in school or
community using a
choice of different
media.
-Use If/then
clauses –
cause/effect
-Categorize
(classroom,
cafeteria, bus,
grocery shopping,
restaurant)
-Illustrations:
interpret situation
-Read and role
play the media in
class
-Accurate
creation of
media (power
point, journal
entries, writing
a play/story,
poster) with
checklist and
rubric
-Reenact
incidents from
media to
evaluate
understanding
of written form
Computer, paper/pencil, power point, internet, magazines, clip art, reading
passages, personal experiences, picture cards, etc.
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Cluster
PRE
K-K
1-3
4-5
Page 35
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
6-8
9-12
Page 36
Write responses to
multimedia and
create raps, songs,
poetry, or prose.
Student reads a poem
or listens to a song
and accurately writes a
personal reflection of
the piece and/or
student accurately
writes a poem or song.
Introduce basics
of poetry,
modeling the
rhythm of the
language. Play
pop songs and
analyze meaning
and structure of
lyrics. Student
creates original
poem or song.
For example,
arrange studentmade word cards
into original
verse.
Respond to
poetry
comprehension
questions.
Compose short
poem in
accordance
with rubric.
Multi-media, rubrics
Shel Silverstein poems
Current "tween" music (Taylor Swift, Justin Bieber); Reader's Handbook (red
and yellow – unit 7); The Good Writer's Guide, pp338-345; poetry magnets
Write a summary of
material collected
from questionnaires
on topics of personal
interest.
Student will
summarize and
organize information
gathered from
interactive activities.
Development of
summarizing
skills.
Rubric
The Good Writer’s Guide pgs 334-337, 408, 456-457
Grammar in Use pages 4, 10, 92-99
Summarizing Activities:
http://www.pearsonlongman.com/ae/marketing/toefl/topten/pdfs/back_talk.pdf
http://www.readwritethink.org/classroom-resources/lesson-plans/gistsummarizing-strategy-content-290.html?tab=1#tabs
www.dubois.cps.k12.il.us/PDFs/summarynotesbl.pdf
www.readingquest.org/strat/summarize.html
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
Grade
Level
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: LISTENING – process, understand, interpret, and evaluate spoken language in a variety of situations.
Level 5
Specific Student
Instructional
How will this be
Materials/Resources
Bridging
Indicators/Skills
Activities
Assessed?
Cluster
PRE KK
1-3
4-5
6-8
Page 37
Follow sequential commands
without visual or non-verbal
cues (such as: “Take out
your book and open it to
page 10.”).
Follow specific oral
directions that contain more
complex sentence structure.
(I.e. Adjectives, verb
phrases, superlatives,
etc…)
Put the blue paper on the
red circle
Place the smallest red
triangle on the largest
square. Short sentences
and dialogue dictation
Observation or completed
3-5 step activity
Student can self-correct
verbal assessment
checklist
Hands-on materials such as art media to
create a project, Simon Says, Charades,
Addison Wesley ESL-A pg.72-73, Let’s
Go picture dictionary p. 38,48,54 etc.
verb phrases www.havefunteaching.com
sequencing worksheets
Follow sequence from
multiple oral directions (such
as: “Write your name on the
top left-hand side of the
paper, then put the date on
the top right-hand side.”).
Follow more specific oral
directions that contain
complex sentence structure
to complete a task that
requires the sequencing of
materials.
Demonstration speeches,
play games ( be sure to
provide students with oral
directions – they must
choose materials and use
them in proper sequence
to complete task)
Observation of completed
project
Recipes, games, demonstration ideas ,
Simon Says , Creative Ideas 5, story
sequence p.89 (BV IU resource)
Evaluate use of materials or
resources needed to
complete tasks based on oral
discourse.
Make appropriate
judgments about how, when
and/or why to use particular
materials while listening to
and participating in
conversation.
Discuss an example of a
task with specific criteria
(i.e. –give scenario like
planning a picnic, getting
ready for school, or making
dinner for three friends and
give students choices to
respond to questions and
prompts.)
Observations, discussion
prompts, Cloze exercise
based on task given to
student, discuss a list of
questions about task
Role-play consequences of
succumbing to peer pressure
based on oral scenarios.
After listening to a movie
segment, situational text or
a personal story – identify
possible consequences of
succumbing to peer
pressure.
Listen to and respond to
situational text, movies, or
personal story.
Appropriate response to
"What would happen if…"
questions and explain
alternative responses.
Sample line of
questioning: "What if your
friend was bullying a
classmate? What would
happen if you told the
friend to stop? What
would happen if that friend
turned on you?"
Stories, paragraphs, passage,
paper/pencil (teacher discretion), list of
questions, etc.
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Selected scenes from books: Bystander,
by James Preller; When Zachary Beaver
Came to Town, Kimberly Willis Holt;
Other movies and stories related to peer
pressure: Mean Girls, Leave it to Beaver.
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
9-12
Page 38
Analyze and interpret the
appropriateness of oral
messages or information
from a variety of sources
(such as: popular songs and
voicemail messages).
Make judgments and
establish opinions of oral
messages received.
Use current topics, music
titles, simulated phone
conversations, public
service announcements
(PSAs), etc… dialogue
about the appropriateness
of its use in various
settings.
Beaver County – ESL Curriculum
Revised - August 2011
Checklist
Current topics from video clips on news
websites.
Phone conversations: http://www.esllab.com/eslbasic/telephone-cellphone1.htm
Popular song samples using CDs or
mp3s, radio station websites, or iTunes
samples.
Public service announcements:
http://www.themoreyouknow.com/
www.saloproductions.com/public-serviceannouncements
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: SPEAKING – engage in oral communication in a variety of situations for a variety of purposes and audiences.
Grade
Level
Level 5
Bridging
Specific Student
Indicators/Skills
Instructional
Activities
How will this be
Assessed?
Materials/Resources
Cluster
Ask and answer relevant
questions and share
experiences.
Actively participating in
conversation and asking
appropriate questions
about specific
experiences.
Read a book- connect to
the text, watch a movie
and discuss, share
personal experiences,
Show and Tell, draw a
picture and discuss.
Oral question and a
answer assessment
Books, movies, personal experiences, drawing
Negotiate solutions to
problems, interpersonal
misunderstandings, or
disputes.
Justify opinion or actions,
listen to justification of
others and suggest
compromise.
Read a story – discuss
the conflict and
resolution, Skits, role
play, conflict, resolution
instruction according to
school’s established
policies
Observation, Word
cards with a conflict on
each card, student
selects card and
discusses a solution,
rubric to Assess
Student
School policy, text on conflict and resolution,
various stories, movies, etc…
Creative Ideas 4, p.41
Ask for or provide
specific information that
confirms or denies
beliefs.
Initiate conversation to
seek additional information
in order to clarify beliefs
Provide students with
vocabulary that
encourages more
complex questioning.
(i.e. – can you give me
an example, What
makes you think that?
Why do you feel that
way?) Explain why you
like or dislike something,
debating activities,
Observation,
discussions,
conversations
Internet, TV, magazines, content area textbooks,
newspapers, Movies,
song lyrics,
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Use humor or sarcasm in
conversation.
Uses gestures and
expressions with
contemporary language
for purposes of humor or
sarcasm.
Model humor and
sarcasm.
Use comic strips and
predict humor/punch
line. Watch clips from
Three Stooges, Dick
VanDyke and discuss
what makes scenes
funny, read and discuss
"oddities of the English
language"
Student is able to
explain why a
story/situation is funny
Comic strips, vignettes, Reader's Digest, Pearson
Longman Sarcasm Activity Sheet (Google for
adobe file) "Oddities of English Language" list,
What's So Funny by Elizabeth Claire; Dick Van
Dyke Season 1 Episode 22 (scene with Rob in
classroom)
PRE K-K
1-3
4-5
6-8
Page 39
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
9-12
Page 40
Critique and evaluate
plays, films, stories,
books, songs, poems,
computer programs, or
magazine articles.
Verbally express opinions
and discuss similarities
and differences between
written text and movies.
Read novels, comic
books, or plays –
discuss
Watch movies or pieces
of movies – discuss and
then compare
Read book, then watch
movie to
compare/contrast
Rubric
Beaver County – ESL Curriculum
Revised - August 2011
Novels, plays, classroom materials, movies, text,
magazines, etc…
Venn Diagram:
www.eduplace.com/graphicorganizer/pdf/venn.pdf
Book/Movie suggestions:
Frankenstein
Great Gatsby
October Sky/Rocket Boys
Wizard of Oz
Harry Potter
To Kill a Mockingbird
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: READING – process, interpret, and evaluate written language, symbols, and text with understanding and fluency.
Grade
Level
Level 5
Bridging
Specific Student
Indicators/Skills
Instructional
Activities
How will this
be Assessed?
Materials/Resources
Read words/phrases
that is functional
print (such as stop,
exit, etc.).
Read words/symbols that
are found in the “real
world” as opposed to
classroom objects – Kmart, McDonalds, etc…
Field trip around the
school and/or outside
the building, use of
pictures, repetition
Observation with the
use of a checklist
Pictures, visuals, menus, etc…
Follow written
directions
independently.
Demonstrate
comprehension of more
complex written
commands independently
Observationaccurate completion
of worksheet
worksheets, games, “folder activities” Logic puzzles –
www.superduperinc.com
(see speech and language teacher) www.starfall.com
Creative Ideas 4, p.42
Evaluate validity of
information based on
personal
experiences and/or
prior knowledge.
Student demonstrates
ability to distinguish fact
from fiction, fact from
opinion, fantasy from
reality and reads and
rereads to check for
accuracy of prior
knowledge.
Require students to
read directions and
complete activities in a
variety of ways:
worksheets, games,
“folder activities” Logic
puzzles – Increase
directions from one
activity to several at
once – string of
instructions
Talking to the text,
identify unknown
vocabulary, contextual
clues, underlining,
summarizing, identify
question words
Short answer, T/F,
Open-ended, Cloze
statements,
discussion, graphic
organizers, etc…
Reading text, overheads, chart paper, markers, journals,
Hatchet, Trophies Series, High Point, Avenues, Literature for
English Series, Internet, etc.
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Confirm or
summarize
information on topics
gathered from the
internet or libraries.
Student reads and
accurately summarizes
topic using a variety of
text sources.
Work with student to
create rubric; apply
rubric to research
assignment. Read,
analyze, and
summarize a range of
grade-level materials.
Successful
completion of
research project as
assessed by rubric.
Internet, research materials, note cards, highlighters, The
Good Reader's Guide, pp214-237
superteacherworksheets.com (graphic organizers);
Rubistar.com The Reader's Handbook (Yellow and Red,
Units 4 and 5)
Cluster
PRE KK
1-3
4-5
6-8
Page 41
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
Evaluate hypotheses
based on information
from text.
9-12
Page 42
After reading a variety of
sources, student
persuades, debates,
refutes, or supports the
text with evidence from
text and personal
experience.
Debates, persuasive
speech or essay,
conversations.
Presentation of the
paper or speech or
debate, etc… graded
by a rubric.
Variety of materials, internet, texts, research, note cards,
highlighters, etc…
Online video:
www.ehow.com/video_4984636_write-good-hypothesis.html
The Good Writer’s Guide pages 306-312, 431-477
www.dubois.cps.k12.il.us/PDFs/persuasive_writing_tools.pdf
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
English Language Proficiency Standard 1: English language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Domain: WRITING – engage in written communication in a variety of forms for a variety of purposes and audiences
Grade
Level
Level 5
Bridging
Specific Student
Indicators/Skills
Instructional
Activities
How will this
be
Assessed?
Materials/Resources
Cluster
PRE KK
1-3
4-5
6-8
Page 43
Represent stories
and/or
experiences
through a
combination of
pictures, words
and phrases.
Maintain diaries or
journals of
personal
experiences.
Student retells story by
drawing pictures of
beginning middle and
end.
Read story – draw
pictures –
sequencing
activities
Accuracy of the
sequence of the
story events
through the
drawing
Story books, paper, crayons, etc... – Graphic organizer, beginning,
middle, end.
Addison Wesley ESL-A pg. 39-40,58-59
Student expresses in
written form personal
experiences on a daily
basis.
Allow independent
time for journal
entries with minimal
teacher assistance
Select a story
starter and write a
paragraph and
assessed with
rubric
Story starters www. www.scholastics.com/activities/storystarters
Create posters or
multimedia
brochures
contrasting polite
or appropriate
American school
behaviors with
those of the
students’ native
culture/country.
Student compiles and
creates project
illustrating or comparing
(if possible) an
understanding of
appropriate American
cultural behaviors in
school and community
with those of the
student’s native
culture/country.
Independent time to
produce project with
some assistance in
computer lab,
library, interviews,
etc.
(PowerPoint,
bulletin board,
poster, brochure,
game, etc.)
Presentation of
project based on
rubric.
Reference materials, Computer, Internet, school staff, peers, personal
experiences, family, reading passages, etc.
http://www.vrml.k12.la.us/4th/
http://www.kyrene.org/reading/4th_grade/
http://www.esl-lab.com/
http://www.eslfast.com/
www.manythings.org
http://www.esolcourses.com/
www.englishpond.com
www.eslgold.net
Write responses
to and create
humor, idioms, or
language that
contains multiple
meanings.
Student correctly
responds to and/or
creates idioms or
language that contains
multiple meaning.
Student demonstrates
comprehension of
humorous writing.
Exposure to comic
strips, teaching of
idioms, teaching of
multiple meaning
words and phrases
including slang
Watch and analyze
clips from popular
TV shows for
humor.
Use word with
multiple meanings in
as many ways as
possible in creative
writing – ex.: "bill,
roll, run, wind"
Completion of next
scene of comic
strip or humorous
TV episode/movie
demonstrating
understanding of
humor as
assessed by
rubric.
Comic strips, idiom books, TV shows, movie clips, "Amelia Bedelia";
The Good Reader's Guide, pp94-105; The ESL Teacher's Book of Lists,
list 1-14
Beaver County – ESL Curriculum
Revised - August 2011
Final Form
9-12
Page 44
Make written
conclusions and
inferences from
data collected
from
questionnaires
and other
resources.
Develop inferencing
skills. Collect additional
resources and write a
conclusion based on all
data collected
Internet research –
Lessons on
inferencing and
writing conclusions.
Rubric
Internet, graphic organizers
The Good Writer’s Guide pages 49, 156-157
Bridges to Academic Writing pages 210-214
www.mandygregory.com/Inferencing_mini_lessons.htm#ExtensionIdeas
http://leo.stcloudstate.edu/acadwrite/conclude.html
http://academic.cuesta.edu/acasupp/AS/309.HTM
Beaver County – ESL Curriculum
Revised - August 2011
Final Form