EL CIVICS HANDBOOK
TABLE OF CONTENTS
INTRODUCTION
Civics Overview and Timeline
Definition of EL Civics Program (CASAS)
EL Civics FAQs
EL CIVICS OBJECTIVES
Accessing EL Civics website
Civics Objectives and Additional Assessment Plans (AAP)
List of Pre-Approved Civics Objective by category.
NEEDS SURVEY
Writing and Administering Needs Survey
Student Needs Survey –Check for current year
CURRICULUM AND LESSON PLANNING
Tips for EL Civics Teachers
Internet, Print and Speaker resources Info for Teachers
Civics Objective Task Lesson planning grid
Sample Tasks lesson planning
ADDITIONAL ASSESSMENT PLANS
How to score rubrics by task type
AAP Rubric score sheets for
1.4 Banking
10.6 Maps & Local Agencies
13.6 Education – Contacting schools
16.5 Emergencies (9-1-1)
19.8 Immigrant Rights
28.5 Health Care-Doctor Appointment
32.5 & 32.6 Job Requirements-Research occupations
33.7 Employment – Job Application and Interview
43.3 Environment –Recycling
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INTRODUCTION TO EL CIVICS
CIVICS OVERVIEW (TIMELINE)
•Prior to start of semester:
 Confirm that you are teaching an EL Civics class section.

Looking at the list for the current program year, consider ONE EL Civics unit that you
would be able to teach and assess during the semester.

Read the SRJC Noncredit ESL wikispaces website (www.srjcncesl.wikispaces.com) on
the “EL Civics” webpage to familiarize yourself with the requirements of the program.
YOU MAY WANT TO BOOKMARK THIS LINK as a reference and for
announcements related to EL Civics during the semester.
•Week 1-2: It is optional, but useful to give “Student Needs Survey” to fill out no later than
Week 2 to inform instruction. Notify the EL Civics Coordinator of your need for any I.A.s, as
EL Civics sections get priority after literacy level classes. For more details about the Needs
Survey, read page on “Writing and Administering Needs Survey.”
•Week 3: Confirm with the EL Civics Coordinator which EL Civics objective # you plan to
teach. *The earlier start, the better retention!
• Go to the CASAS website under “EL Civics”  “Pre-Approved Additional Assessment
Plans List” to view the criteria for that objective’s assessment. (See instructions on
accessing EL Civics website)
• Think about which AAP best suits our students’ educational goals, is easy to administer,
has content already developed.
E.g. Medical Care is objective #28. For 2007-08 #28 had 4 different AAPs: 28.5, 28.6,
28.7, 28.8. Only ONE (decimal) AAP within a topic will be chosen for all teachers who
want to cover that topic Thus, all those teachers use the same AAP rubric and tasks.
•Check out the ESL non-credit Adjunct library. There are a few shelves of EL Civics
materials, including videos.
•Note that the first CASAS testing begins around 3rd week of classes. Plan accordingly.
•Week 4-5: Coordinator will email or phone all instructors confirming their AAP choice.
•Coordinator will send Rubric score sheet for your chosen objective as an e-mail
attachment, if needed. This described the tasks that students will be aiming for.
The Coordinator will also send any other handouts related to their specific topic. E.g. #28
‘Medical Care’ has rubric, scripts, medical history forms.
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INTRODUCTION TO EL CIVICS
Note: By October 31st, Coordinator goes to CASAS website and selects up to 6 AAPs for the
Program Year (July -June). Our AAP selections may be added/deleted all the way through
April 30, thus allowing for changes in Spring term. If you want to choose from an objective
NOT among the selected 6 AAPs, contact the coordinator immediately.
•Weeks 5-10: Stay in touch with the Coordinator and other Civics instructors as needed. Each
of us are great resources for handouts, lessons, web and textbook resources.
•If teacher needs assistance with administering a task (AAP), try arrange for someone else to
come in (must be another teacher or a native-speaker) or contact the Coordinator.
•Teachers with reminder that rubrics are due by the end of 11th week; before the 2nd
scheduled CASAS testing.
Completed AAPs must be turned in! The target
minimum is 10 completed AAPs. Put all score sheets in the Coordinator’s
•Week 11:
mailbox in the ESL office. April O. or Edelweiss C. will input the results near or just after the
end of each semester.
Remember: A LOT happens in the final weeks of a term (2nd CASAS
testing, SLO writing, promotion, attendance numbers for A&R, etc), so
you are advised to COMPLETE AAPs before major holidays, e.g.
Thanksgiving.
•Week 12-14: ALL civics AAP makeups are due and submitted to the
Coordinator. If any section is missing, the Coordinator will PHONE the teacher and him/her
to contact their students immediately for makeup Civics AAPs.
•Teachers may need to remind particular students for makeup AAPs These may be done in
student’s own class or at a specified date and time arranged by the Coordinator.
•Also, turn in yellow timesheet for Civics non-instructional paid hours, including cover
sheet that describes how the paid time was spent. For example, 2 hours for organizing AAP
materials, and 1 hour for checking rubrics. Leave both in the Coordinator’s mailbox on the
main campus at least three days before the 20th of the last month in the semester.
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INTRODUCTION TO EL CIVICS
(Insert Definition of EL Civics Program page)
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INTRODUCTION TO EL CIVICS
EL CIVICS - F AQs
Why EL Civics?
English Literacy and Civics Education is a practical way for students (and teachers) to
focus on the language skills needed in everyday life to fully participate in the larger
context of their local US community. Through directed ESL teaching, adult learners
“understand and deal with social issues through community research projects,
collecting and analyzing information, and interpreting findings in ways that connect
school-based learning with personal knowledge and community experience.”
What is required for our department to receive money from EL Civics Grant?
For every payment point we receive, we need to show:
1. Two(2) CASAS test scores on each student during the school year (across Fall and
Spring semesters is fine), but within one semester is preferred for ensuring
maximum funding.
PLUS…
2. A passing score on a Civics assessment (a.k.a. Additional Assessment Plan or
COAAP) We receive one payment point ($$) for each assessment a student passes.
It is possible for a single student to pass 1, 2, or even 3 Civics assessments within a
school year. Usually one per semester is doable.
Please note: A student can pass an assessment, but NOT be counted for payment
points if he or she is missing two CASAS tests scores. That’s why it’s important to
get two CASAS test scores per student, with the help of make up testing (New in
2009).
Who administers the assessment and how is it scored?
The assessment is performance-based and demonstrates a student’s competency in
skills associated with the civics topic. E.g. for the health care unit a student will role
play a visit to the doctor.
The tasks within the assessment are administered and scored by the teacher or a
trained Civics assessor using a standardized rubric. The rubric has a rating scale for
each level. E.g., a low beginner needs fewer points to pass than a high intermediate.
Due to the multi-level nature within a class section, a teacher may mark the ESL
level that more accurately defines the specific student’s English level, despite the
assigned class level, e.g. there may be BL (713) in a BH (714) class.
What do EL Civics teachers need to do for EL Civics?
Civics Objective: The most important thing is to plan for and have fun with one
specific objective (topic) that is based on the students’ needs and teacher’s interest.
General content areas are: consumer economics, community resources, health,
employment, and government and law. Maps, banking, employment, medical
appointments, government and health nutrition are some of the more popular
objectives that have been taught in the recent past. Go to www.casas.org/elc for
the full list of objectives.
Starting program year 2010-11, a needs survey will be given to students in the
spring or summer session PRIOR to the start of the fall semester. Based on the
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INTRODUCTION TO EL CIVICS
results, a list of objective topics will be made available to teachers BEFORE the
semester begins. By the end of the 2nd week of classes (before CASAS testing),
teachers should inform the EL Civics coordinator of their ONE chosen objective topic
for that semester. AAP scoring rubrics (See AAP section) will be available online or
sent to each teacher.
Start teaching to the objective topic as early in the semester as possible! Thereby,
you can turn in AAPs well before the end of the semester.
Student Hours: Civics regulations estimate that a minimum of 30 hours instruction be
given to ESL students per objective. Therefore, teachers should mark somehow
when they started teaching directly to the learning objective, e.g. on attendance
sheet or lesson plans. Those hours are recorded on each student’s assessment
rubric (a.k.a. score sheet), so think ahead!
Communication: Communicate with the Civics Coordinator as often as needed. The
coordinator will supply you with the rubric master you need once a Civics objective is
identified. The coordinator may give you materials, ideas, and training as requested
and as the budget allows. Meeting with all Civics teachers are minimal due to the
varied locations and schedules of outlying sites. However, collaboration among
Civics teachers is encouraged. Please let the coordinator know about related
concerns and how best to contact you, the teacher.
Remember: Read NESL and check the target timeline for EL Civics.
AAP (or COAAP): Obtain the rubric score sheet for your selected objective ASAP. Then,
start teaching to the topic early in the semester. Plan on preparing your students
early in the semester, so that attendance is at a maximum when the assessment
date(s) occur. Make copies of the score sheet enough for one per student. Give the
Additional Assessment Plan to as many ready students as possible and as early as
possible. Language tasks vary by objective. For example, the assessment may have
two written tasks and one oral task. Arrange for specific materials and/or extra help
when scoring AAP rubrics, e.g. prompts, extra helper/aide/friend, etc. Once
completed to indicate “pass/no pass”, turn in the rubric sheets (only) to the
coordinator. Again, refer to the timeline and read NESL for due dates.
Important: Due to diminishing funding per payment point, it is critical that we target
a minimum of 10 “Pass” student assessments (per Civics section) be turned in by
the end of the semester. As of Fall 2009, teacher non-instructional hours will be
paid dependent on whether the section meets this criteria.
Civics Fair (optional): Consider giving the chance for your students to present and share
with other ESL classes what they’ve learned. This can be done as a site based or
whole Civics program event. These can be videotaped, shared and might provide
fun for students!
What support do Civics teachers have?
The coordinator will help with questions about the process. A finite number of paid
hours (at non-instructional rate) are offered to teachers for the extra time needed to
score the rubrics, prepare AAP forms, and any trainings.
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INTRODUCTION TO EL CIVICS
NEW! As of Fall 2009, teacher non-instructional hours will be paid dependent on
whether the section meets this criteria.
Instructional helpers (Cultural Liaisons) are readily assigned if Civics teacher needs
them, especially on assessment days. This may be affected by budget cuts, but
Civics teachers would get high priority. Contact the Coordinator with dates for
needing an IA.
Resource materials for classroom use are available in binders and packets are
available in the ESL non-credit office. Here’s a partial list:
In the ESL Resource room shelf, labeled EL Civics
Objective
Topic
#
Speaking Up at Work (Spiral bound reader) courtesy of Ellen Licht (2004)
Voter Information (binders in English and Spanish)
Various
CD-ROM of 2003 CA EL Civics Mini Grants Products: Supplemental Program
Resources Topics include Basic Transactions, Job Interview, US History,
Local Government
Various
VHS tapes “Learning English with Raul” 5 units: medical emergency, Law
enforcement, Responding to Legal Documents, Interview Critique (3) &
_______________________ (2002 from Napa Valley Adult School)
16
Emergencies-An EL Civics Reader (Binder) with Disasters
32
Job Requirements (Binder) courtesy of Andreas Argyres (coming in F2009)
33
Employment (Binder)– Unit 2 with VHS video
33
Employment Civics Reader (Binder) courtesy of Marti Estrin (Spring2004)
33
Civics Lessons-Employment (Binder) courtesy of Linda Hauser (2003)
33
Computer-based Employment search lessons (binder)
33
DVD of 2003 CA EL Civics Mini Grants Products: Job Interviews and
critiques; VHS also available.
36
Work Safety (binder) courtesy of Emily Krispin (2009)
43
Environment (binder) courtesy of Emily Krispin (2009)
46.3
Civics Nutrition (Binder)– P.E.A.C.E. downloads
37.1 &
Workplace Culture (binder) courtesy of Andreas Argyres and Eileen
37.2
Fong-Jang (Fall 2004)
 Packets are available from the coordinator for the following topics upon request:
Maps
Maps-Community
Employment
Emergencies
Nutrition
Health
Banking
Government
 List of Internet Resources related to EL Civics topics is printed in the Civics Overview
binder or from the Coordinator.
Readers on “Recycling” and “Information Technology” (from Oxford University Press)
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EL CIVICS OBJECTIVES
ACCESSING THE EL CIVICS WEBSITE
Teachers are encouraged to look at site, especially the language & learning objectives, rubric
and tasks. Many teachers include some of this info in their syllabus.
To preview Civics Objectives & AAPs at the start of semester. You do NOT need an ID or
password to access this information.
CIVICS ADDITIONAL ASSESSMENT PLANS (AAP) ONLINE
To access the EL Civics website online, follow these steps:
1. Go online to: www.casas.org
2. Find “EL Civics” and click. (they keep moving this on home page).
3. Look to the right for listings under the heading “Civic Participation”. Click the
2nd link titled “PRE-APPROVED ADDITIONAL ASSESSMENT PLAN LIST.
This is a detailed list of all 46 objectives (as of 2009) and the individual add’l
assessment options for each.
4. Draw down menu: select NUMBER (#) of the civics obj. you want and click
“GO.”
Note: Different additional assessment plans for the same objective # is
designated by a number to the right of a decimal point. For example, SRJC
chose 28.5 in 2007-08.
5. Once you have page for the specific obj #, click in right column “VIEW
DETAILS” for the decimaled objective. This will show the how many tasks,
content of each task, and scoring rubric.
Note: The Civics Coordinator adapts the scoring rubric into a more userfriendly format for your actual use, but much of the description and text is the
same as on the website for the specific objective.
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NEEDS SURVEY
WRITING AND ADMINISTERING “STUDENT NEEDS SURVEY”
Background
During Spring or Summer semester, we conduct a Student Needs Survey to determine which
civics topics are of greatest interest to our students for the following program year (July – June).
How to
Each civics teacher receives a master copy and is responsible for surveying his/her class by the
end of Week 2. Teachers tally and communicate results (top 3 vote-getters) to Civics
Coordinator. Based on the survey results, the Civics Coordinator selects up to 6
appropriate Additional Assessment Plans (AAPs), one plan for each topic per
program year.
*If we want to go over the allotted 6 AAPs, approval from CDE representative is necessary. Talk
to the Civics Coordinator ASAP about this and any related curriculum development necessary.
Deadlines
Our agency’s AAPs must be “on record” with CASAS by October 31. AAP selections may be
changed through April 30. E.g. if spring Needs Survey shows interest in a topic not-yet-selected,
then AAP may be added to current list.
Versions
Currently, there is one simple Needs Survey (with pictures and 1-2 word topic) and an English
only Needs Survey of the same choices.
Based on 5 years of prior surveys (2003-2008), the Needs Survey reflects a limited choice of
possible topics. That is, of the 46 topics available, maybe 7-10 topics have proven to be popular
over and over again. We found that too many choices yielded too few votes for any one topic.
An idea to start with 2010-11 year is to alternate between a second list of choices, so that
different choices may be given to students.
Recordkeeping
A hard copy of the survey should be kept on file. In addition, hard copies of one completed class
set of surveys should be kept on file in case of audit.
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LESSON
Teacher:
Site:
Date:
EL Civics 2010 STUDENT NEEDS SURVEY
Directions: Look at all the pictures and topics. Circle only 3 areas that you need to learn about the most.
Banking. (1)
Maps in community. (10)
Communicate with
schools. (13)
911 and emergencies. (16)
Know immigrant rights in the U.S.A.
Prescription medicine.
(30)
(19)
Doctor appointments. (28)
Different jobs. (32)
Job interview. (33)
Working safety. (36)
U.S. government. (38)
Environment problems and
solutions (e.g. recycling).
(43)
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Prepare for U.S.
Citizenship test. (40)
LESSON
Teacher:
EL Civics 2010
Site:
Date:
STUDENT NEEDS SURVEY
Directions: Please read ALL the statements carefully. Check () only 3 that are
important to you.
(1) Understand and use banks and financial services.
(10) Read a map to find important places in my city/town.
.
(13) Contact schools for information by phone and in writing.
(16) Call 911 in an emergency and knowing what to do in an emergency.
_____ (19) Understanding my rights as an immigrant.
(28) Talk to a nurse, doctor and dentist and describe your symptoms.
(30) Order a prescription on the phone and read labels on medicine.
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LESSON
(32) Learn about different jobs and compare job requirements.
(33) Learn to find a job and prepare for an interview.
_____
(36) Identify and report safe and unsafe working conditions.
(38) Identify different branches of federal, state & local government.
(40) Give answers to questions related to U.S. Citizenship.
(43) Identify a problem and give possible solutions related to
saving the environment (e.g. recycling).
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CURRICULUM AND LESSON PLANNING
TIPS FOR EL CIVICS TEACHERS:
Tip 1: Backwards planning helps tremendously with lesson planning.
Think of the language function as well as class content. Consider what language skills and
mode of communication the students need to practice for the assessment. For example,
filling out job applications requires students to understand and write their name, address,
date of birth. The function would be to talk or write about themselves, using different verb
tenses according to ESL level.
Materials used to teach the content can vary a lot. For example, for oral interview, your
students may practice Wh- questions with a doctor’s office, a job interview, or school
registration.
Tip 2: Chunk content, Review language, then Assess
Set up students for success by having them learn vocabulary, language skill, and practice the
language function across lessons. When enough review has happened, plan on assessing
one Task at a time. The teacher can easily keep track of which student has or has not
attempted all the tasks for the chosen objective by keeping the rubric score sheets altogether,
with supporting assessment materials/script when possible. Then, the AAPs are filled out
and ready to turn in as soon as the last task is assessed.
Tip 3: Highlight or set aside your role sheets on the days of CASAS testing and any EL Civics
assessment. Then, you can easily see who still needs to take the CASAS (pre- or post-)
and/or AAP tasks. See also Tip #2 (above) and Tip #6 (below)
Tip 4: Fill in section number, teacher name, location and level (if your class is truly homogenous)
before copying rubric.
Tip 5: Ask students to bring in and fill in their SID on the day of Civics assessment or ahead of
time. They can write their name and level (if multi-level class) on the rubric as well.
Tip 6: Create a file with student packets that include a cover sheet for tracking all required
paperwork for EL Civics - two CASAS tests, the AAP rubric sheet, and task prompts (e.g.
job application). Carefully plan your rubric tasks/materials to make it clear and easy to
grade. Also, see Tip #2 above.
It is imperative that each Civics student completing the AAP also be tested
twice for CASAS within a program year. Since students move between semesters,
it is better to follow up on which students took pre- and post-tests within the
semester. All teachers need to report which students need makeup tests, as well as
encourage students to show up for CASAS testing times. Makeup testing will be
available starting Fall 2009.
More tips from Civics teacher feedback:
 Go to the trainings! That’s where veteran Civics teachers shared curriculum.
 Consult with other teachers in your lesson planning. (Mentorship?)
 Select an objective topic that works with the book that Ss are using in class.
 Integrate the topic into your semester’s class curriculum.
 Don’t try to cover too much materials on the given Civics objective.
 Collect realia for assessment tasks (as appropriate).
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CURRICULUM AND LESSON PLANNING
Internet Resources for EL Civics Teachers
 CASAS.org/elc Details on specific objectives and Additional Assessment Plans
https://www.casas.org/elc/index.cfm?fuseaction=COAAPSList.welcome
 Download 14 different units from P.E.A.C.E.(Process of English and Civics Education)
from California Literacy:
http://www.cpcc.edu/esl/civics/curriculum-materials/california-literacy-2
 OTAN English Literacy Civics publication with links to five different units, including U.S.
History, Job interview, Basic Transactions.
http://www.otan.us/images/publicarchive/ArchivesDigitalFiles/ELCivics/003562/CVAS_Cover.
pdf
** CD-ROM of supplemental materials (“2003 CA EL Civics MiniGrant Products”) available
for checkout from the ESL Office on Santa Rosa campus**
 Adult Instruction.Org from Los Angeles USD Scroll down the page to the section titled
“ESL Department Publications”. The document called “Tools for ESL Lesson Planning” is
excellent! Under another section titled, “ESL Instructional Pages”, there is a link for ESL
Action photos. There are lessons printed in appropriate binders of existing EL Civics topics
(as of Aug. 2009)
http://esl.adultinstruction.org
 EL Civics for ESL Students: Good for ESL computer lab; Reading with photos related to
Civics topics, such as banking, healthy foods, emergencies, housing and employment
http://www.elcivics.com/esl-lifeskills-lessons.html
 www.johnmh.com has multiple practice activities (reading and listening), for beginning
level students on a variety of topics, such as shopping, jobs, community and health.
 EL Civics Lessons (from Catalina) for beginning levels on topics of Employment,
Emergencies, and more. Some PowerPoint presentations. Handouts are reproducible.
http://www.tinkerbellchime.com
 Torrance Adult School: EL Civics- Curriculum materials with lesson plans that allow ESL
teachers to share and post files useful for teaching specific EL Civics objectives, including
environment, emergencies, recreation, nutrition with related weblinks.
http://esl.tas.tusd.org/
 Colorado Dept. of Education: EL Civics weblinks and resources, including description of
different assessment activities (by language skill) common in EL Civics with sample rubrics
descriptors. Of particular interest is “EL/Civics Activity packet” and “Navigating the
American School System”.
http://www.cde.state.co.us/cdeadult/ELCivics.htm
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CURRICULUM AND LESSON PLANNING
 Bill’s Rockin’ EL Civics Page (from Literacy Volunteers of Roanoke Valley, Virginia)
Seven categories that cover EL Civics topics, such as health care, employment, consumer
skills.
http://www.lvarv.org/el-civics/NewLessonPlan Index.htm
 Central Piedmont Community College with weblinks to other Civics websites, including
P.E.A.C.E. (listed above), computer literacy and Adult ESOL lesson plans (from Palm Beach)
http://www.cpcc.edu/esl/civics/curriculum-materials
 Designed by teachers at ABC School in Cerritos, CA. EL Civics materials include Jobs
(http://www.santamariaesl.com/Civics_Jobs.html), Emergencies, Schools, US History and
Government
http://www.santamariaesl.com/ELCivics.html
 LanternFish Teacher-friendly website with ready-to-use activity worksheets, including
lessons for role plays for “Job Fair” (interviewing), “telephone language”, banking, doctor
visit, and more!
http://bogglesworldesl.com
 Renton Technical College (in WA state) EL Civics page with many topics (e.g.
Environment) and printable handouts
http://webs.rtc.edu/ii/elcivics.html - Environment
 The Learning Edge (from Canada) Newspaper layout with clickable links to specific pages
for reading and listening practice. Great interactive nature for students.
http://www.thewclc.ca/edge
 Adult Learning Activities-California Distance Learning Project. Good for Intermediate to
Advanced level students.
http://www.cdlponline.org/
 Mt. San Antonio College EL Civics Group- website for sharing files with EL Civics
teachers. As of August 2009, there are many files on employment, environment, emergencies,
and health. If you want to post or share, you need to join.
http://elcivicsgroup.pbworks.com/
 Fairfax County, Virginia (High Intermediate to Advanced ESL) with modules on
Consumers (e.g. credit, debt, budgeting),
Government (e.g. letter of complaint, understanding the Bill of Rights) and
Health (e.g. health insurance, first aid)
http://www.aelweb.vcu.edu/publications/ELCivics/
 NorthWest Internet Gateway for Adult Educ.- EL-Civics Lesson Plans. Links to many
websites, including “46 EL-Civics Lessons” that emphasize citizenship:
http://www.nwlincs.org/NWLINCSWEB/elcivicsLP.htm
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CURRICULUM AND LESSON PLANNING
 ESL Library.com (requires membership fee$)-ESL lessons and ready-to-print flashcards.
https://www.esl-library.com
====================================================
Internet Sites by Objective Topics
Note: You are welcome to add to this list. Please notify EL Civics Coordinator, so that other
ELC teachers know new resources as well.
 Emergencies Objective #16
Mt. San Antonio College-forum to share handouts, PowerPoint, or audio for EL Civics teachers.
http://elcivics16.pbworks.com/
 For Employee Rights #37?
Univ. of Massachusetts Labor Extension Program- A Workers' Rights Curriculum
called, "The Boss Can't Do That, Can He?" with 10 modules to teach, including
http://www.cpcs.umb.edu/lep/WRrev.html#app
 For Environment – Recycling Objective #43
Watsonville/Aptos Adult School- Lessons and weblinks based in Santa Cruz county
http://www.waas.pvusd.net/curriculum/ELCivics/el_civics_lesson_bank/elcivlessonbank.html
 For Nutrition Objective #46
USDA MyPyramid.gov outlines steps to a healthier you. More general Food and Nutrition
Information Center:
http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=1
Eating Well, Living Well lesson plans and materials available for various ESL levels.
http://eatingwell.ca5aday.com/lessons.asp
Eating Well, Living Well for intermediate level students to watch, read and listen online.
http://www.lessonsforlivingwell.org/index.html
 For Immigrant Rights in the USA American Friends Service Committee (Quaker
organization) -. Up-to-date information for (online) Advanced level reading
http://www.afsc.org/ImmigrantsRights/
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CURRICULUM AND LESSON PLANNING
INTERNET WEBSITE FOR TEACHING EL CIVICS:
EMPLOYMENT Objectives 32, 33, & 37
 US Dept. of Labor Occupational Outlook Handbook 2008-09 edition-qualification and
working conditions for jobs from A to Z
http://www.bls.gov/OCO/
 CA.gov Labor Market Info Overview (EDD) – Occupational guides and Unemployment
resources.
http://www.labormarketinfo.edd.ca.gov/
 EDD Jobs and TrainingWorkforce Investment Act Look at California’s Eligible
Training Providers list at http://etpl.edd.ca.gov/
 O*Net Occupational Information Network-Find occupations, Skills search
http://online.onetcenter.org/
 CareerOneStop.org Pathways to Career Success from Minnesota
http://www.careeronestop.org/
 LanternFish Teacher-friendly website with ready-to-use activity worksheets, including
lessons for role plays for “Job Fair” (interviewing)
http://bogglesworldesl.com/lessons/job_fair.htm
 California CareerZone Assess, explore by industry and get “reality check” about
California jobs.
http://www.cacareerzone.org/graphic
 Career Voyages-Good Jobs, Better Pay From the US Dept. of Educ. & Labor with
sections for students, parents, career changers. Also available in Spanish.
http://www.careervoyages.gov/
 Sonoma County JobLink Categories for Job Seekers and information about the Labor
Market. Advantage: Local office in Santa Rosa and Sebastopol
http://www.socojoblink.org
 For student practice…Reading, conversations, and listening practice related to jobs. Grid
shows ESL level.
http://www.johnmh.com/pages/jobs.html
 The Learning Edge (from Canada) Newspaper layout with clickable links to specific pages
for reading and listening practice. Workplace issues are fun and interactive for students.
http://www.thewclc.ca/edge/index.html
 Mt. San Antonio College webpage for elcivics 33. Many practice activities for students, and
files that can be used as prompts for Employment #33 tasks.
http://elcivics33.pbworks.com/
rev 3/9/2016
-17-
CURRICULUM AND LESSON PLANNING
 Adult Learning Activities-California Distance Learning Project. Click on “Working”
photo to get many stories (with listening!) and activities. Good for Intermediate to Advanced
level students.
http://www.cdlponline.org
 Univ. of Massachusetts Labor Extension Program- A Workers' Rights Curriculum called,
"The Boss Can't Do That, Can He?" with 10 modules to teach, including health and safety
http://www.cpcs.umb.edu/lep/WRrev.html#app
rev 3/9/2016
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CURRICULUM AND LESSON PLANNING
Civics Objective:
TASK:
(Lesson 1)
Materials/Activity Ideas:
(Lesson 2)
Materials/Activity Ideas:
(Lesson 3)
Materials/Activity Ideas:
(Lesson 4)
Materials/Activity Ideas:
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Assessment?
CURRICULUM AND LESSON PLANNING
TASK:
rev 3/9/2016
(Lesson )
Materials/Activity Ideas:
(Lesson )
Materials/Activity Ideas:
(Lesson )
Materials/Activity Ideas:
(Lesson )
Materials/Activity Ideas:
CURRICULUM AND LESSON PLANNING
Civics Objective: Health (ESL 713 class)
TASK: Making a Medical Appointment
(Lesson 1)
Teach Body Parts
Materials/Activity Ideas:
Use Oxford Picture Dictionary
(OPD) and Handouts
-brainstorming vocab
-Pantomime (maybe charades?)
-Use Stand Out series
Assessment?
(Lesson 2)
Teach physical ailments Vocabulary
Materials/Activity Ideas:
OPD
Stand Out
Discussions
Different vocab review activities
Teacher
observation
Discussion
(Lesson 3)
Medical Appointment
Materials/Activity Ideas:
Use EL Civics script, Stand Out
-Ss practice in pairs
-Large chunk
-Controlled writing tasks
Observe pairwork
(Lesson 4)
Medical Appointment
Materials/Activity Ideas:
Use Script and pair work
Use AAP rubric
score sheet
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BINGO game
CURRICULUM AND LESSON PLANNING
Civics Objective: Emergencies (ESL 715 class)
TASK: Dialogue with Emergency Dispatcher
(Lesson 1)
Give personal information and physical
description
Materials/Activity Ideas:
Use All Star (AS)Unit 1
-Partner interviews
-vocab related to physical
description
-teach/review Simple present tense
--Question and answer formation
Assessment?
Role play call to
emergency
dispatcher part 1
(Lesson 2)
Identify different city agencies for
emergencies
Materials/Activity Ideas:
AS Unit 2
practice with maps, addresses,
numbers
-More Question and answer
formation
Role play call to
emergency
dispatcher part 2
Give address and location of emergency
(Lesson 3)
Describe injuries
Materials/Activity Ideas:
AS Unit 8
-Practice using body vocabulary and
Do activities
-Injury vocabulary with TPR
-Computer listening websites about
emergencies
(Lesson 4)
Sequence of steps to handle an
emergency
Materials/Activity Ideas:
-Cut up steps for Ss to put in order
-Use Action English book about
emergencies (stove on fire)
rev 3/9/2016
Photo ID agency to
contact
CURRICULUM AND LESSON PLANNING
Civics Objective: Employment (ESL 715 class)
TASK: Job Application
(Lesson 1)
Personal Information
Materials/Activity Ideas:
-Piece by piece of application form
to fill out; NOT all at once
-Elicit what should be therethey
make one first
(Lesson 2)
Education background
-Include SRJC classes
Materials/Activity Ideas:
Practice on computer templates
(Lesson 3)
Employment history
Materials/Activity Ideas:
-focus on order in REVERSE
chronological order (recent
earlier)
-dates review (mm/yy)
(Lesson 4)
Work Skills
- include equipment
Materials/Activity Ideas:
-Use picture dictionaries about
skills, and tools
Assessment?
Remind Ss of clear
writing
Use AAP rubric
score sheet and
check that all parts
of the application
are filled out.
Resources: Collaborations, Working Culture??, Civics binder and readers (in ESL N-C office)
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CURRICULUM AND LESSON PLANNING
Civics Objective: Employment (ESL 715 class)
TASK: Job Interview
(Lesson 1)
Opening/Closing of interview
Include availability and contact
information
Materials/Activity Ideas:
-video critique
-role plays with students as “coach”
-board games with typical interview
questions
-vocab cards
Assessment?
Pair interview
(with cheat sheet)
(Lesson 2)
Talking about present of past
employment
Including job title, job skills
Materials/Activity Ideas:
Develop vocabulary for talking
about skills
-past/present tense practice
-“I can..or can’t…, but I can learn”
-board games with typical interview
questions
*At end of each
lesson, practice
everything up to
that point
(Lesson 3)
Soft skills
Materials/Activity Ideas:
-emphasize importance of the soft
skills
-practice speaking with
confidence—“Be BIG” about
oneself, especially for interviews.
-board games with typical interview
questions
*
(Lesson 4)
Materials/Activity Ideas:
Interviewee questions
-role plays with students as “coach”
including practice of the whole interview -Elicit and practice interview
with each student choosing one
question to ask
*
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CURRICULUM AND LESSON PLANNING
Civics Objective: Education-Contacting Schools (ESL 715
class)
TASK: Write a letter requesting assistance
(Lesson 1)
Oral discussion of different problems and
solutions related to school or agency
common to students
Materials/Activity Ideas:
-brainstorm problems and solutions
-role play
Vocab for problems and solutions,
e.g. safety on campus
Assessment?
Teacher
observation
Role play
(Lesson 2)
Develop body of letter with 6 parts
Vocabulary and “chunks” of info for
making suggestions and requests
Materials/Activity Ideas:
-Model letter format and writing
-Fill-in blank letters
-Use Stand Out (2 or 3?) on letter
writing
(Lesson 3)
Develop paragraph for letter
Materials/Activity Ideas:
Correct draft, return
to student for
revision
(Lesson 4)
Revise paragraph
Format letter
Materials/Activity Ideas:
-Form for business letter
Check format of
letters
For final letter, use
AAP rubric to score
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CURRICULUM AND LESSON PLANNING
Civics Objective: Education 13.6 (level 715)
TASK 1: Role play a telephone call to the school or agency office to explain an absence and will include
6 pieces of information. Can be for child or for SRJC class.
(Lesson 1)
Examine valid excuses
for absences
Materials/Activity Ideas:
What’s an excuse?
- Define the word
-
for work schedule changes?
Show funny video of excuses that are
acceptable or not
Putting English to Work DVD Unit 15
Assessment?
Ss read list with
understanding of all
vocabulary
-
for school absence?
Elicit valid reasons from students as to
excuses to be absent. T. writes on overhead
transparency (OHT) “I can’t come to class
because…”
(Lesson 2)
Pieces of information
needed to report an
absence
Homework: Write their
responses to the phone
conversation about
reporting an absence.
(Lesson 3)
Do Role Play in pairs
blank OHT
Materials/Activity Ideas:
Review list of excuses. Add some that Ss have called Ss give reasons
in with. Include some less valid reasons for missing
why some are valid
class.
excuses
Divide class into two groups-one with children in
Homework practice
school, one who work
-Ss match the question and answer as in the generic
dialogue for the role play.
-Whole class checks and T. points out important
details that should be given in answers, e.g. spelling
of full name.
HANDOUT copies:
-Sorting activity of a phone conversation (Task 1 Sort
Activity)
-Task 1 Fill-in activity
Materials/Activity Ideas:
Students practice pair conversations.
T. looks over student scripts
As pairs are ready to NOT look at script, T. assesses
two at a time
Need: cell phone as prop and Score sheets
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Assess task 1
CURRICULUM AND LESSON PLANNING
TASK 2: Write a list of 5 things students can do or parents can help their children do to be successful
learners (e.g., BH - turn off the TV. BL - label pictures of the 5 things with appropriate vocabulary words.)
(Lesson 1)
Materials/Activity Ideas:
Remind students of their goals in
this class.
T. asks, “What makes a good
student?”
Ss brainstorm as a cluster map.
Ss in pairs share whether or not they were a
good student as a child. Why or why not?
Assessment?
Ss volunteer to share in whole class or T.
summarizes some of the stories heard.
Optional “jump-off” Reading: “Parent in
School” (True Stories”)
(Lesson 2)
Materials/Activity Ideas:
Grammar point: negative or
opposite forms of verbs
Reading with Yes/No (agree/disagree) on
Good and Bad Study Habits
Self-reflection
about being a “good
student” or not
In groups, Ss write down a list of qualities
of a hypothetical good student (Jorge) and a
bad student (Manuel).
On white board, T. divides board space into
two areas. T. writes statements as S
dictates. Then, Ss write down the negative
form of the verb in each case. For example,
a good study habit might be “Jorge attends
class on time” “Miguel doesn’t attend class
on time.”
(Lesson 3)
Materials/Activity Ideas:
Writing and vocabulary review at
sentence level
Ss give ideas to complete the sentence..
A good student…
(Lesson 4)
Given a picture prompt, students
are asked NOT to describe the
picture, but to write five
statements to complete the
sentence, “ A successful
student…
Homework: Study and be prepared to write
a list in class.
Materials/Activity Ideas:
T. reviews list (OHT) and rereads list to
check student understanding.
OHT of picture prompt from Stand Out 3
(Unit1 Lesson 4) of two students at home.
Score sheets
rev 3/9/2016
Students write five
(or more) habits of
a successful
student.
?May use list
generated in class
and reading
CURRICULUM AND LESSON PLANNING
TASK 3: Write a letter to a school official (e.g., teacher, principal, counselor) describing a situation or
problem that the person in the prompt (adult student or child) is having in school. After describing the
problem, the student will explain how the situation or problem can be fixed to student's satisfaction and ask
for an appointment to discuss the situation, if applicable. Prompt or case study may be given.
(Lesson 1)
Materials/Activity Ideas:
Assessment?
Describe parts of a letter
All-Star 3 Unit 2 (p. 38-39) Writing
strategy: Purpose for writing a letter
Ss identify and
name all parts of a
letter
(Lesson 2)
Materials/Activity Ideas:
Elicit ideas of problems in school with
children
Vocab for problems and solutions,
e.g. class environment or school
safety
Ask about problems related to present
class and site
Homework: Ss think about possible
solutions
Develop body of letter with 6 parts
Homework: Write about a problem and
one possible solution
-Instructions for writing task,
including some common problems
to write about o a school official
Vocabulary and “chunks” of info for
making suggestions and requests
Show model letter to M. Velasquez
(from M. Drayton)
to review letter format and writing
Blank letter for writing first draft
(Lesson 2)
Read first draft letters
Materials/Activity Ideas:
As Ss complete their letters, they
read in small groups for speaking
and listening practice. Focus on
completeness and clarity
T. looks as time and opportunities
allow
rev 3/9/2016
Correct draft, return
to student for
revision
CURRICULUM AND LESSON PLANNING
(Lesson 3)
Materials/Activity Ideas:
Revise and rewrite letter
Score sheets
Check format of
letters
For final letter, use
AAP rubric to score
Task 1- Sample reasons for absences
I can’t come to class because…
 I’m
sick.
 my
child is sick.
 my
car is not working.
I
don’t have transportation.
I
have to work. My schedule changed, and I have to work.
 I’m
going out of town.
I
had to work late.
I
have to watch the children.
I
have to drive my friend somewhere.
I
have an appointment. I didn’t have time.
 I’m
rev 3/9/2016
too tired.
ADDITIONAL ASSESSMENT PLANS
EL CIVICS Add’l Assessment Plans:
HOW TO SCORE RUBRICS FOR DIFFERENT TASK TYPES (Samples)
1. Read the task instructions.
2. Pay attention to the type of PROMPT (picture, oral, written) in order to know what
materials to prepare
3. Look at the number of prompts and other criteria for your student’s ESL level.
4. Print out lists of questions, role play scripts and other documents needed when assessing the
task.
5. Notice where to mark the sheet as you score. For example, tasks with multiple photo
prompts would require a tally of # of utterances (or # situations) to each of the photos in
order to multiply by a certain number of points per utterance, and calculate a total score for
that task.
6. Remember that the task total is a “holistic” score. If you don’t mark in the appropriate
boxes, write a Task Total number of points that reflects the student’s success is completing
the task on the whole.
WRITING TASK –Simple
Banking Obj. 1.4
TASK 2: Check and
Check Register
Content A: Given a bill and a blank check, Ss write a check
to pay the bill.
Level: BL - BH
Content B: Given a check register with multiple entries, Ss
fill out a check register with info from the check just written
into 5 columns: check #, date, payee, amount, balance,
(deposit area is left blank).
SCORING RUBRIC
CONTENT
Beginning levels
ONLY
rev 3/9/2016
Points
Possible
Content A: Check is appropriate, clear, complete and correct. 5
3
Check has correct content but may be partially complete in
ways that would NOT cause bank to return it. There may be
errors but they don’t interfere with meaning.
0
Check is incomplete and/or has errors that would cause bank
to return (e.g. amount in number and written amt don’t agree,
Check is unsigned)
5
Content B: Register entry is clear, complete and has correct
content. May be errors but they don’t interfere with meaning.
3
Register entry has correct content but may lack one of these
items: #, date, payee, balance. OK if payee is misspelled or
amount is slightly off.
0
Register entry is incomprehensible and/or amount of check is
missing.
Task 2 Total possible =10 pts.
-30-
Student’s
score:
ADDITIONAL ASSESSMENT PLANS
WRITING TASK –Simple
Education Obj. 13.6
TASK 2: List
Activities of
Successful Learners
Student will list in writing 5 things students can do or parents
can help their children do to be successful learners (e.g., BH turn off the TV. BL - label pictures of the 5 things with
appropriate vocabulary words.)
SCORING RUBRIC all levels
CONTENT
Level: BL - Adv
# things
Student’s
score:
Statement is appropriate, clear, complete, and has correct
content. There may be errors, but they do not interfere with
meaning. (2 pts. each)
Statement is appropriate and has correct content. It may be
partially complete. There may be errors that interfere with
meaning, but the statement can be understood with inference.
(1 pts. each)
Statement is inappropriate, incomprehensible, or incorrect, or
there is no statement. (0 pts. each)
Task 2 Total points possible: 10
WRITING TASK – chart form
Environment Obj. 43.3
TASK 2: Locate
S given level-appropriate information on up to 5 different
Community Agencies local recycling and disposal agencies (BL-BH=3, IL=4,
(WRITTEN)
IH-A=5), student will complete a chart that includes
level-appropriate information such as days/hours of
operation, address, phone, description of services, cost of
service, and transportation/directions.
Note: Simplified
resources may be use
for BL students
CONTENT
IL-Adv < 13points
BL-BH <9 points
Neatness, Legibility,
Spelling
All levels < 2 points
rev 3/9/2016
Level: BL - Adv
Information given to students is in the form of brochures,
flyers, pages from the telephone directory, or web site
and includes information about services.
SCORING by level
Int Low-Adv: 90% correct and complete.
Int Low-Adv: 80% correct and complete.
Int Low – Adv: 70% correct and complete.
BL - BH: 80% or more correct and complete.
BL – BH: 70% correct and complete.
BL – Adv: less than 70% correct or incomplete.
Points
Possible
13
11
9
7
5
0
Neat and legible. Spelling errors do not interfere with
meaning.
2
Not neat and/or not legible. Spelling errors interfere with
meaning.
0
Task 2 Total points possible: BL-BH=7 IL-Adv=15
-31-
Student’s
score:
ADDITIONAL ASSESSMENT PLANS
WRITING TASK – letter form
Education-Obj. 13.6
TASK 3: Write a
Letter Requesting
Assistance
Int. Low – Adv.
ONLY
CONTENT
Max. 14 points
Grammar and
Mechanics
Max. 4 points
Neatness, Legibility,
Spelling
Max. 2 points
Given a prompt or case study, student will write a letter to a
school official (e.g., teacher, principal, counselor) describing a
situation or problem that the person in the prompt (adult
student or child) is having in school. After describing the
problem, the student will explain how the situation or problem
can be fixed to student's satisfaction and ask for an
appointment to discuss the situation, if applicable.
(see script for Sample Problems)
SCORING RUBRIC
Level: IL - Adv
Addresses all parts of the task effectively. Ideas are well
stated, clearly expressed and supported with concrete, relevant
detail. No inference is required. Written in a well-organized
paragraph(s).
Addresses all parts of the task adequately. Some ideas may not
be well stated. Contains some relevant detail. May require
minimal inference. Written in an adequately-organized
paragraph(s).
Addresses the task in a general way but may have gaps. Many
ideas may not be well stated. May lack appropriate or
sufficient detail or clear focus. May require some inference.
May be written in a loosely-organized paragraph(s).
Addresses the task minimally but relation to the task is
evident. May be unfocused or unclear. Little or no supporting
detail. May require a substantial degree of inference. May be
written in a paragraph(s).
Nothing written or content is incomprehensible or inapprop.
Almost no errors in grammar, structure, spelling,
capitalization or punctuation.
Some errors in grammar, structure, spelling, capitalization or
punctuation that do no distract the reader.
Errors make the writing difficult to understand even with
inference.
Uses standard letter format including a date, salutation, a
closing and the writer’s signature. May also include sender
and recipients addresses. Writing is neat and legible.
Not in letter format or writing is neither legible nor neat.
14
Points
Possible
12
10
8
0
4
3
2
2
0
Task 3 Total points possible: 20
rev 3/9/2016
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Student’s
score:
ADDITIONAL ASSESSMENT PLANS
ORAL- Simple response
Emergencies Obj. 16.5
TASK 1: Identify
Emergency Service
(Oral)
5 situations
# situations
SCORING RUBRIC
CONTENT
e.g. BL-BH may respond
with “911” or agency name
Beg Low – Adv
Examiner presents 5 situations requiring emergency
services (e.g. fire dept) or community-assistance
service (e.g. police). Student gives oral response to
picture prompt by naming the approp. agency to
contact.
Show picture and ask “Who would you call?”
Student’s
score:
Correct identification of service req’d.
(1 pt. each)
Incorrect or incomprehensible identification. (0 pt.
each)
IL-ADV names each agency
Total pts. possible: 5
ORAL – Role Play
Health Care Obj. 28.5
TASK 3:
VISIT A DOCTOR
(Role play)
Criteria:
IL-A =6 utterances
BL-BH =5 utterances
See scripts
Apply scoring as a
whole (Content A &B)
Content A: Student will perform a level appropriate role play
with the Assessor who will take the part of health care
provider. Student will make up to 6 approp. utterances:
greeting, name, what’s wrong, symptoms, response to doctor’s
question(s), closing.
Content B: Student answers 1-2 Q to demonstrate that s/he
understands doctor’s diagnosis and/or instructions for
treatment.
SCORING RUBRICUtterances are appropriate, clear and have correct content.
There may be a few errors, but they do not interfere with
meaning.
Utterances are clear & approp. but have errors that require
doctor to ask for clarification once or twice.
Utterances are clear and have approp. content but errors or
simplicity of response requires further questioning and/or
clarification by assessor 3 or more times.
Response is not always appropriate and/or content may be
unclear and/or errors interfere with meaning.
Beg Low – Adv
Points
16
14
12
8
Task 3 Total Points possible: IL-Adv =16
BL-BH=14
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Student
Score
ADDITIONAL ASSESSMENT PLANS
LISTENING (and WRITING) – from Script
Health Care Obj. 28.5
TASK 2:FILL OUT
MEDICAL HISTORY
FORM
Student will complete an authentic medical history
form. To protect privacy, student fills out form
based on SCRIPTED information about a fictional
patient.
SCORING RUBRIC
IL-A <16 points
BL-BH <10 pts.
Legibility, Neatness,
Spelling
IL-A Form is at least 90% complete and accurate.
IL-A Form is 80% complete and accurate.
IL-A Form is 70% complete and accurate.
IL-A Form is <70% complete and accurate.
BL-BH Form is 80% complete and accurate.
BL-BH Form is 70% complete and accurate.
BL-BH Form is <70% complete and accurate.
Form is neat, legible and most or all words spelled
correctly.
Form is messy or illegible.
Beg Low– Adv
Points
16
14
12
0
10
8
0
2
0
Task 2 Total Points Possible: IL-A = 18
BL – BH = 12
rev 3/9/2016
-34-
Student
Score