ABE Scope and Sequence Template for an ELA Class Level
Class Level and GLE Range: _C_(GLE 4-5)
SCOPE & SEQUENCE ELEMENT
Title of the Unit
Unit 2
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Unit 3
Community Food Security: What Part Do We Play In
Our Current Food Systems?
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20 hours
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The town of Ware fulfills some of the criteria of a
“food desert” because of limited food accessibility and
public transportation, resulting in implications for
student health. This unit had the potential to improve
the lives of members in the community by connecting
community resources with community needs and
creating awareness of food systems, food security, and
food justice. Thus, it combines both social studies and
science content.
Students will gather and read diverse digital and
print sources in order to understand the factors
affecting food access in their own communities and
the solutions to improve it. Students will
demonstrate their knowledge by producing
brochure panels that share what they learned about
local and national food systems. In so doing, they
will answer the following essential questions:
1. Would changing the way we produce and
consume food change our environmental
impact? (ENVIRONMENT)
2. Who gets wealthy off our current food
production system? (ECONOMY)
3. What is the connection between health care
AMY’S HINT: Reflect the topic of the
content (e.g., voting rights, extreme
weather), not skill development.
Amount of Time/Hours for
the Unit
AMY’s HINT: # of hours (not just
weeks) is important!
Purpose of the Unit (e.g., for use
beyond the HiSET, because to be
college and career ready requires
more than passing the HiSET)
AMY’S HINT: Think: “Why is this topic
important for students as adults?”
Unit Goals and Outcomes
AMY’S HINT: Include/adapt the first
and second sentence of the Unit Goal
Statement; use Essential Questions.
Teacher(s) teaching this level: __JANE DOE________________________________________
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Unit 4
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
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ABE Scope and Sequence Template for an ELA Class Level
Class Level and GLE Range: _C_(GLE 4-5)
Priority CCRSAE Standards
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REMINDER: Use ACLS notation: e.g.,
W2 (for an Anchor Standard) or W2C
(for a level). See Q7 at
http://www.doe.mass.edu/acls/fram
eworks/FAQ.html
Assessment of Priority
Standards and Key Content
…
AMY’S HINT: Use the 2nd and 3rd
sentences in the Unit Goal
Statement. Be sure to assess the ELA
Standards. The topic content may
also be assessed, but the primary
focus should be the Priority
Standards.
Teacher(s) teaching this level: __JANE DOE________________________________________
crises and the food we eat? (NUTRITION)
Overarching: W2C, W7C
Pillar: R4C, R7C, R8C, W6C, W8C, SL1C
Students will demonstrate their knowledge by
producing brochure panels that share what they
have learned about local and national food
systems. The panels will be combined to form
one brochure that will be shared with fellow
community members. We will use a classdeveloped rubric (based on W2) to give feedback
on the brochure panels.
Additional formative assessments (checklists,
simple rubrics, etc.) will be incorporated
throughout the unit to provide feedback on other
Priority Standards.
Main Texts (Include authentic
History/Soc. Studies and
Science/Technical or literary texts)
AMY’S HINT: Include readability
information.
…
The Omnivores Dilemma 2009 (Young Reader’s edition
(GLE 4-7, determined by publisher)
Additional online sources selected by students
Year-end goals for the level
Amy’s HINT: Think of these as Level-End Goals. These should not just be a repeat of the ELA standards—or a sampling of them. Think in more global terms: maybe one statement for reading, one for
writing, etc.
GO TO NEXT PAGE!
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
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ABE Scope and Sequence Template for an ELA Class Level
Class Level and GLE Range: _C_(GLE 4-5) Teacher(s) teaching this level: __JANE DOE________________________________________
College and Career Readiness Anchor Standards Aligned to Each Unit: Teachers may check off the ELA Anchor standards which are the focus of
instruction and assessed within each unit below. Alternatively, teachers might indicate the Level (A-E) within the unit column for each Anchor.
AMY’S HINT: Indicate Priority (P) and Secondary (S) Standards. Priority Standards are ones taught with explicit, scaffolded instruction within a unit.
Secondary Standards are ones reviewed/practiced from previous units or “touched on”/ “hit” by students in passing. Plan on revisiting standards,
either as P or S, so that students can practice them in new contexts AND new students can be introduced to them.
Reading
Anchor 1
Anchor 2
Anchor 3
Anchor 4
Anchor 5
Anchor 6
Anchor 7
Anchor 8
ELA Anchor Standards
Unit 1
Unit 2
Unit 3
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.*
Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.*
Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.*
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.*
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.*
Assess how point of view or purpose shapes the content and style of a text.*
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S
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S
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Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.*
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.*
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P
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P
Unit 4
Unit 5
P
* Reading: Apply this standard to texts of appropriate complexity as outlined by Standard 10.
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 3
ABE Scope and Sequence Template for an ELA Class Level
Class Level and GLE Range: _C_(GLE 4-5) Teacher(s) teaching this level: __JANE DOE________________________________________
College and Career Readiness Anchor Standards Aligned to Each Unit: Teachers may check off the standards which are the focus of instruction and
assessed within each unit below. Alternatively, teachers might indicate the Level (A-E) within the unit column for each Anchor.
ELA Anchor Standards
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.*
Read and comprehend complex literary and informational texts independently and
proficiently.
Unit 1
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Unit 2
…
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Anchor 1
Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
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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.
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Anchor 3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details and well-structured event sequence (not a priority after
Level B).
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Anchor 4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to the task, purpose, and audience.
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Anchor 5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
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S
Anchor 6
Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
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P
Reading
Anchor 9
Reading
Anchor
10
Writing
Unit 3
Unit 4
Unit 5
P
* Reading: Apply this standard to texts of appropriate complexity as outlined by Standard 10.
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
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ABE Scope and Sequence Template for an ELA Class Level
Class Level and GLE Range: _C_(GLE 4-5) Teacher(s) teaching this level: __JANE DOE________________________________________
College and Career Readiness Anchor Standards Aligned to Each Unit: Teachers may check off the standards which are the focus of instruction and
assessed within each unit below. Alternatively, teachers might indicate the Level (A-E) within the unit column for each Anchor.
ELA Anchor Standards
Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
Unit 1
…
Unit 2
…
Unit 3
P
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.
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P
Writing
Anchor 9
Draw evidence from literary or informational texts to support analysis, reflection, and
research
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Writing
Anchor 7
Speaking and Listening
Anchor 1 Prepare for and participate effectively on a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
Anchor 2
Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
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Anchor 3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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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 the
task, purpose, and audience.
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Anchor 5
Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
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Anchor 6
Adapt speech to a variety of contexts and communicative tasks, demonstrating a
command of formal English when indicated or appropriate.
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Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Unit 4
Unit 5
P
Page 5
ABE Scope and Sequence Template for an ELA Class Level
Class Level and GLE Range: _C_(GLE 4-5)
Teacher(s) teaching this level: __JANE DOE________________________________________
College and Career Readiness Anchor Standards Aligned to Each Unit: Teachers may check off the standards which are the focus of instruction and
assessed within each unit below. Alternatively, teachers might indicate the Level (A-E) within the unit column for each Anchor.
ELA Anchor Standards
Unit 1
Unit 2
Unit 3
Anchor 1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
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S
Anchor 2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
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.
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S
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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.
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Anchor 5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
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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.
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Unit 4
Unit 5
Language
Anchor 3
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
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