INSTRUCTIONSFORUSING THISTEMPLATE:

A scope and sequence is an overview of the skills and content covered in your program’s curriculum at each class level over a period of time (scope) and in a particular order (sequence). Fully developed unit plans will require more detail than the outlines sketched here in the scope and sequence.

Thistemplateisintendedtocapture anESOLscope andsequenceto guideone classlevel.Thefirstpagesexplaineach oftherequiredelementsofthe scopeandsequence, followedbyablanktemplatefor youtofill in.

  • Thedocument header in the blanktemplate maybechanged to indicatethecorrectprogramname,ESOLclasslevel,and SPLforthisclass level. The footer in the blank template is currently set to re-start at page 1.
  • Once the template is filled in, you may wish to print it out on legal-sized paper.
  • Theformatmaybeadaptedtoyourownneedsaslongasthescopeandsequenceincludes:

oan introductionwiththeindicatedpoints;

  • alloftheelements in theleft-handcolumnofthechart;
  • theCCR ELA Anchor Standards Matrix at the end of the template is optional but is strongly recommended.
  • Once the scope andsequence is completed for a level, the next steps are to:
  • revisethis draft as needed and/orrecommended from the feedback you received;
  • use this draft to develop coherent instructional units and sample lesson plans;
  • complete the other class levels, taking care to align the levels and prevent any learning gaps.

Criticalcomponentsofthisdevelopment processinclude:

  • an understanding of
  • the MA ABE Curriculum Frameworks for ESOL()
  • the College and Career Readiness Standards for Adult Education();
  • teacher discussionandengagement;
  • periodic revision of your scope and sequence.

Program: ClassLeveland SPL Range:

DateCreated: / Authors:
DateRevised: / Authors:

Introduction

Program: / Class Level and SPL Range:
Unit 1 / Unit 2 / Unit 3 / Add columns as needed...
Title
Reflect the content topic through which skills will be developed. /
Time: # of hours, and # of weeks /
Purpose
Why is this topic and skillsetimportant for adult students? /
Goals and Outcomes
“Students will [use what English language skill and how] in order to …”
“Students will show learning by … [end product ])” /
Priority Benchmarks and Standards from the MA ABE Curriculum Frameworks for ESOL
Priority level-specific CCR Standards
List only the standards which will be explicitly taught and assessed. /
Key Resources
List 2-3 authentic and relevant resources that students will read and/or listen to. /

Mass.Dept.ofElementaryandSecondaryEducation,ACLS, and SABES PD Center for ESOL5/18/2016p.1

Program: / Class Level and SPL Range:
DateCreated: / Authors:
DateRevised: / Authors:

Introduction:

Unit 1 / Unit 2 / Unit 3 / Add columnsasneeded...
Title
Reflect the content topic through which skills will be developed.
Time: # of hours, and # of weeks
Purpose
Why is this topic and skillsetimportant for adult students?
Goals and Outcomes
“Students will [use what English language skill and how] in order to …”
“Students will show learning by … [end product ])”
Priority Benchmarks and Standards from the MA ABE Curriculum Frameworks for ESOL
Priority level-specific CCR Standards
List only the standards which will be explicitly taughtand assessed.
Key Resources
List 2-3 authentic and relevant resources that students will read and/or listen to.
Program: / Class Level and SPL Range:

The CCR ELA Anchor Standards Matrix for Unit Alignment (optional):ESOL teachers may track the ELA CCR standards which are the focus of instruction and assessed within each unit below by noting the level (A-E) within the unit column for each Anchor.

Addunitcolumnsasnecessary.

ELA AnchorStandards / Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5
Reading / *ApplyReadingStandards1-9totextsofappropriatecomplexityasoutlinedbyStandard10.
AnchorR1 / Read closelytodeterminewhatthetextsaysexplicitlyand to makelogicalinferencesfromit;citespecifictextualevidencewhen writingor speaking to supportconclusionsdrawnfromthetext.*
AnchorR2 / Determinecentralideasorthemesof atextand analyzetheirdevelopment;summarizethekeysupporting detailsand ideas.*
AnchorR3 / Analyzehowandwhyindividuals,events,and ideasdevelop and interactoverthe courseof a text.*
AnchorR4 / Interpretwordsand phrasesastheyareused ina text,including determining technical,connotative,and figurativemeanings,and analyzehowspecificword choicesshapemeaning or tone.*
AnchorR5 / Analyzethestructureof texts,including howspecificsentences,paragraphsandlargerportionsofthetext(e.g., a section,chapter,scene,orstanza)relateto eachotherand thewhole.*
AnchorR6 / Assesshowpointofvieworpurposeshapesthecontentand styleof atext.*
AnchorR7 / Integrateandevaluatecontentpresentedin diversemediaand formats,including visuallyandquantitatively,aswellasinwords.*
AnchorR8 / Delineateandevaluatethe argumentand specificclaimsin atext,including thevalidity of thereasoning aswellastherelevanceand sufficiency oftheevidence.*
AnchorR9 / Analyzehowtwo ormoretextsaddresssimilarthemes ortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.*
AnchorR10 / Read and comprehend complexliteraryand informationaltextsindependently and proficiently.
ELA AnchorStandards / Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5
Writing
AnchorW1 / Writeargumentstosupportclaimsin an analysisof substantivetopicsor texts,using valid reasoningand relevantand sufficientevidence.
AnchorW2 / Writeinformative/explanatory textsto examineandconveycomplexideasand informationclearlyand accuratelythrough theeffectiveselection,organization,and analysisof content.
AnchorW3 / Writenarrativestodevelop realor imagined experiencesor eventsusing effectivetechnique,well-chosen detailsandwell-structured eventsequence(nota priorityafter LevelB).
AnchorW4 / Produceclearand coherentwriting inwhich thedevelopment,organization,andstyleareappropriateto thetask,purpose,and audience.
AnchorW5 / Develop and strengthen writing asneeded byplanning,revising,editing,rewriting, ortrying a newapproach.
AnchorW6 / Usetechnology,including theInternet,toproduceand publish writing and to interactandcollaboratewithothers.
AnchorW7 / Conductshortaswellasmoresustained researchprojectsbasedon focused questions,demonstrating understanding of thesubjectunderinvestigation.
AnchorW8 / Gatherrelevantinformation from multipleprintand digitalsources,assessthecredibilityandaccuracy ofeach source,and integratetheinformation whileavoiding plagiarism.
AnchorW9 / Drawevidencefromliteraryorinformationaltextsto supportanalysis,reflection,and research
Program: / Class Level and SPL Range:
ELA AnchorStandards / Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5
Speakingand Listening
AnchorSL1 / Prepareforand participateeffectively ona range of conversationsand collaborationswith diversepartners,building onothers’ideasandexpressing their ownclearlyandpersuasively.
AnchorSL2 / Integrateandevaluateinformation presented in diversemediaand formats,including visually,quantitatively,andorally.
AnchorSL3 / Evaluatea speaker’spointofview,reasoning,and useofevidenceand rhetoric.
AnchorSL4 / Presentinformation,findings,and supporting evidencesuch thatlistenerscan followthelineofreasoning and the organization,development,and styleareappropriatetothetask,purpose,andaudience.
AnchorSL5 / Makestrategicuse of digitalmediaand visualdisplays of datato expressinformation andenhanceunderstanding of presentations.
AnchorSL6 / Adaptspeechtoavariety ofcontextsand communicativetasks,demonstrating acommand of formalEnglish when indicatedorappropriate.
Language / Unit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5
AnchorL1 / Demonstratecommandoftheconventionsofstandard English grammarand usagewhenwritingorspeaking.
AnchorL2 / Demonstratecommandoftheconventionsofstandard English capitalization,punctuation,andspelling whenwriting.
AnchorL3 / Applyknowledgeof languageto understand howlanguagefunctionsin differentcontexts,tomakeeffectivechoicesformeaning or style,and tocomprehend morefullywhen readingor listening.
AnchorL4 / Determineor clarifythe meaning of unknown andmultiple-meaning wordsand phrasesby usingcontextclues,analyzing meaningful word parts,and consulting generaland specialized referencematerials,asappropriate.
AnchorL5 / Demonstrateunderstanding of figurativelanguage, word relationships,and nuancesinwordmeanings.
AnchorL6 / Acquireand useaccurately a rangeof generalacademicand domain-specificwordsand phrasessufficientforreading,writing,speaking,and listening atthecollegeand careerreadinesslevel;demonstrateindependencein gatheringvocabulary knowledgewhenencountering a wordorphraseimportantto comprehension orexpression.