Scope and Sequence Templatefor an ESOL Class Level

INSTRUCTIONS FOR USING THIS TEMPLATE:

  • This template is intended to capture an ESOL scope and sequence to guide one class level.
  • The format may be adapted to your own needs as long as the scope and sequence includes an introduction and all of the elements in the left-hand column of the chart.
  • The template explains each of the required elements of a scope and sequence on pages 2-4, followed by a sample on pages 5-9. A blank template is provided for your use on pages 10-12.
  • Programs may find it easiest to begin with anintermediate class level, rather than an ESOL Literacy level. Once the scope and sequence information is entered into the template for an intermediate level, the next step for programs would be to complete the class levels on either side (below and above) taking care to align the levels and prevent any learning gaps. Once all levels are completed, the program will have an ESOL scope and sequence to guide all levels of instruction.
  • Teacher discussion and engagement are important in the development process.
  • The template is set up so that the document header may be changed to indicate the correct program name, ESOL class level, and SPL Level for this class level.

Program: ______Year: Authors: ______

Revised: Authors: ______

Introduction:


CLASS and SPL Level/ Range ______Teacher(s) teaching this level ______

Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5 / Add or subtract as many columns as needed…
Title of Unit /
Description / Topics Covered
Amount of time for the unit
Purpose of unit: Why your students need—and how will they use—the knowledge and skills learned? /
Unit Goals and Outcomes:
Language
Objectives
Include:
  • R,W,S,L skills
  • Grammatical categories
  • Vocabulary categories
  • ESOL CF priority benchmarks[1]
  • CCRSAE Priority Standards1
  • Digital literacy, technology
/
Unit Goals and Outcomes:
Content
Objectives
Related to:
  • College and/or Career
  • Family/Community
  • Student Goals
  • Navigating Systems
  • Intercultural Awareness
  • Learning Strategies
/ /
Assessment:
How you will assess the extent to which the Language and Content Objectives were metby the end of the unit /
Resources:
(e.g., texts, authentic materials, websites, student-created work; teacher-generated materials, periodicals, and journals)
Year end goals for the level:

CLASS and SPL Level/ Range: ___SPL 4 Intermediate______

Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5 / Add or subtract as many columns as needed…
Title of Unit(by “theme” or
------
by “language function”) / “Getting Started”
------
“Describing oneself and one’ s community” / “Health Care”
------/ “College Awareness”
------/ ------
“Reading maps and charts ” / ------
“Writing about Reading”
Description / Topics Covered / Introductions
Q&A ; Wh- questions
Descriptive vocabulary Common phrases
Comparisons
Adjectives
Past tense / MA Health Connector Obtaining insurance
Describing illness
Giving advice/modals
Talking with doctor
Completing forms / College Vocabulary
Campus visit
Interviews
Reading for info.
Expressing desires and future plans / Bus schedule
Subway map
Academic texts
Giving commands and directions / Reading for main idea and point of view
Evidence from text
Summarizing
Expressing opinion
Essay writing
Amount of time for the unit / 2 weeks / 4 weeks / 3 weeks / 2 weeks / 4 weeks
Purpose of unit: Why your students need—and how will they use—the knowledge and skills learned? / Build basic communication skills; Create classroom community / Expressed need; Timely (e.g., Affordable Care Act) / Introduce idea of college; lay foundations for next steps / Based on assessed need;
Get around town;
Build academic skills / Prepare for next (academic) steps ;
Apply advanced language skills;
Express point of view
Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5 / Add/subtract as many columns as needed…
Unit Goals and Outcomes:
Language
Objectives
Include:
  • R,W,S,L skills
  • Grammatical categories
  • Vocabulary categories
  • ESOL Curriculum Framework priority benchmarks[2]
  • CCRSAE Priority Standards2
  • Digital literacy, technology
/ S&L: Listen and understand short connected statements … spoken at a moderate rate L1.4b
Understand and use intermediate grammatical structures L2.4b S 2.4c
Seek additional information to check understanding L3.4a
Request and provide information with elaboration beyond the minimum S1.4a
Ask and respond to questions using a variety of sentence structures S2.5a
Develop vocabulary for targeted topics S2.3b
Use conversation strategies to participate actively (e.g. turn-taking, / R&W: Identify and search for key words to make meaning (e.g. …cause, symptom, or treatment) R3.5a
Understand the differences in meaning for the simple and continuous verb tenses and simple modals R2.4f
Fill out simple authentic forms – on line and paper W1.4b
Connect several related sentences (e.g. using transition words, conjunctions, and pronouns) W2.3c
S:
Develop vocabulary for targeted topics S2.3b
Describe illnesses / R: Read and understand college catalogue – on-line and paper (inc. vocabulary; format)
Look for key phrases to locate a definition of an unfamiliar word elsewhere in the text R3.5b
S&L: Develop an expanded lexicon of vocabulary to begin expressing shades of meaning (e.g. antonyms, synonyms, and word families) S2.4b
Take risks using language in less predictable situations (e.g. outside of the classroom with support, in less familiar or less controlled situations S3.3d / R: Use text features to predict general idea of a text R1.4d
Distinguish between relevant and irrelevant information R1.5d
S&L: Listen and follow multi-step directions or instructions, with repetition (e.g. Take the #52 bus to Jackson St. The police station is on the corner.) L1.5c
Understand transition words (e.g. then/next, finally, before/after) L2.4c
Seek additional information to check understanding (e.g. What did you say? and What do you mean?) L3.4a
Indicate to the speaker what was (or was not)understood from a spoken message L3.4c / R&W: Identify main idea, supporting details, sequence,and transitions in simplified or adapted multi-paragraph text on a familiar topic R1.4b
Distinguish between fact and opinion R1.5c
Identify writer's purpose and point of view R1.5e
Use a graphic organizer to organize information, ideas, words (e.g. word web, Venn diagram, timeline, K-W-L chart) W3.4d
Explain ideas, opinions, problems, or plans in some detail W1.5a
Write a paragraph with a beginning, middle and end, using teacher support W2.4c
Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5 / Add or subtract as many columns as needed…
Unit Goals and Outcomes:
Language
Objectives, continued
Include:
  • R,W,S,L skills
  • Grammatical categories
  • Vocabulary categories
  • ESOL Curriculum Framework priority benchmarks
  • CCRSAE Priority Standards
  • Digital literacy, technology
/ interrupting appropriately) S3.3c
Engage effectively in a range of collaborative discussions (1-on-1, in groups, teacher-led) CCRS SL3.1
W:
Write several related statements on a familiar topic W1.3a
Write simple affirmative and negative sentences and questions using correct word order W2.3a
Use vocabulary for targeted topics W2.3b / Health-related vocabulary identified by teacher and students
Ask for and give advice, using modal auxiliaries
Relate a sequence of events S1.4c
Take an active role in a conversation (e.g. asking follow up information questions; asking for explanation…) S3.4b / Ask and answer questions about information from a speaker CCRS SL3.3
Report on a topic…recount and experience with appropriate facts and relevant descriptive details.CCRS SL3.4 / Use intermediate grammatical structures (e.g. past continuous and some irregular past verb tenses; comparatives and superlatives)W2.4d
Integrate and evaluate content presented in diverse media and formats, including visually, quantitatively, as well as in words.CCRS ELA A.R7 / Use quotation marks, commas and apostrophes with support W2.4e
Type written work on word processor/computer to facilitate revising W3.4c
Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5 / Add or subtract as many columns as needed…
Unit Goals and Outcomes:
Content
Objectives
Related to:
  • College and/or Career
  • Family/ Community
  • Student Goals
  • Navigating Systems
  • Intercultural Awareness
  • Learning Strategies
/ Describe oneself and one’s classmates.
Converse with classmates, asking for and providing information.
Develop and use social strategies for language learning
Establish relationships with classmates / Navigate Health Care System: (Describe needs;
Identify and locate health services and insurance)
Describe symptoms of health conditions.
Complete health history form. / Navigate a College Campus (e.g., take virtual and actual tours)
Identify steps to attending college through interviewing a college student.
Develop and use strategies to set and achieve personal goals / Use map of the MBTA to plan a trip from Point A to Point B
Give and follow directions to community locations
Develop and use memory strategies
Identify and use independent language learning opportunities inside and outside of the classroom / Specific content – TBD
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas CCRS A.2
Assess how point of view or purpose shapes the content and style of a text. CCRS A6
Develop and use study skills for formal education
Assessment
How you will assess the extent to which the Language and Content Objectives were metby the end of the unit / Student participates in class discussions, uses new language to ask and answer questions about classmates.
Written descriptions of classmate(s). / Role play in which student explains how to get health insurance;
Role play in which student asks for and gives health advice
Completed health care forms / Answer questions in Scavenger hunt about college website and campus
Presentation of interview experience and plan for self / Role play of giving and getting directions using a map and accurate vocabulary and grammar. / Written summary of author’s main point, with evidence from text, followed by written opinion.
Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5 / Add or subtract as many columns as needed…
Resources (e.g., texts, authentic materials, websites, student-created work; teacher-generated materials, periodicals and journals) / Future Series – Level 3
Cultural Differences: Read, Discuss, and Write
Student-generated writing / Future Series Level 3
Medical history forms- digital, paper
Health Pamphlets
Health Insurance forms and websites / College website
NCTN website
Integrating Career Awareness Curriculum.
CARC (College Awareness and Readiness Curriculum)
Future series / Authentic maps of community and MBTA
MBTA Trip Planner website
Map download apps
Change Agent- Health Care issue / Effective Sentences:
Writing for Success;
Amazing Stories
From History
Choice and Consequence: A Critical Reading Text
Cultural Differences: Read, Discuss, and Write / 
YEAR END GOALS FOR THE LEVEL: (e.g., What are the enabling skills necessary for the next level?

Program: ______Year: Authors: ______

Revised: Authors: ______

Introduction:

CLASS and SPL Level/ Range ______

Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5 / Add or subtract as many columns as needed
Title of Unit
Description / Topics Covered
Amount of time for the unit
Purpose of unit: Why your students need—and how will they use—the knowledge and skills learned?
Unit Goals and Outcomes:
Language
Objectives
Include:
  • R,W,S,L skills
  • Grammatical categories
  • Vocabulary categories
  • ESOL Curriculum Framework priority benchmarks
  • CCRS priority standards
  • Digital literacy/ Technology

Unit Goals and Outcomes:
Content
Objectives
Related to:
  • College and/or Career
  • Family/ Community
  • Student Goals
  • Navigating Systems
  • Intercultural Awareness
  • Learning Strategies

Assessment
How you will assess the extent to which the Language and Content Objectives were met by the end of the unit
Resources (e.g., texts, authentic materials, websites, student-created work; teacher-generated materials, periodicals and journals)
YEAREND GOALS FOR THE LEVEL (e.g., What are the enabling skills necessary for the next level?

Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services and SABES PD Center for ESOL, 2015Page 1

[1]Use CCRSAE Anchor standards and MA ESOL Curriculum Framework online as a supporting document from which to copy and paste.

[2]Use CCRSAE Anchor standards and MA ESOL Curriculum Framework online as a supporting document from which to copy and paste.