Hi,

I have attached the writing standards and strands from the Massachusetts
Adult ESOL Curriculum Frameworks.  Here is the link for the entire
document http://www.doe.mass.edu/acls/frameworks/esol.pdf  It is 190
pages.

Toni

 

Toni F. Borge

Adult Education & Transitions Program Director

Bunker Hill Community College

Chelsea Campus

175 Hawthorne Street

Chelsea, MA  02150

Phone: 617-228-2108   *  Fax:617-228-2106

E-mail: tborge at bhcc.mass.edu

"Our lives begin to end the day we become silent about things that
matter." Martin Luther King Jr.

________________________________

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Wrigley, Heide
Sent: Tuesday, May 08, 2007 2:31 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 1278] Re: Teaching writing to
adultEnglishlanguage learners--discussion next week May 7-11

 

Hi, Kathryn and others, 

 

I think it woud be useful for others to see the writing standards that
Maryland developed and compare those to what other states have outlined
for their adult ESL learners. 

 

Thanks 

 

Heide Spruck Wrigley

 

________________________________

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of
tcqmom at comcast.net
Sent: Monday, May 07, 2007 8:18 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 1272] Re: Teaching writing to adult
Englishlanguage learners--discussion next week May 7-11

 

When I was working at Baltimore City Community College we developed a
systematic writing program for out adult ed ESL classes.  Since the
students were placed in the classes according to their CASAS listening
level, we had a wide range of writing abilities within each class.
Using the Maryland ESL Content Standards for Writing, we set objectives
for Literacy, Low Beginning, High Beginning, and Intermediate writing
levels and kept an individualized writing plan for each student.  It
gave the teachers something concrete to work with.  I no longer have
access to the file on my computer, but if anyone is interested, I'm sure
I could get someone at BCCC to send it to me so I could pass it on.  I
do have paper copies.  

Kathryn Quinn

 

	-------------- Original message -------------- 
	From: "Ginnie Gorin" <ggorin at gmail.com> 
	Dear Linda et al.
	
	I would really really appreciate seeing sample analyses of
students' written work linked to specific prescriptive, sequential plans
of study and benchmarks of progress. I believe this would help both
teachers and students set short, as well as long-term writing goals,
prioritize instruction, and recognize (celebrate) incremental growth.
I'd also like to use portfolios of student work as evidence of learning
in my program, and, to that end, am looking for suggestions as to what
to include in these portfolios and how to standardize their assessment.
I'd be grateful for any suggestions.
	ggorin at gmail.com
	
	

	On 5/4/07, Lynda Terrill <lterrill at cal.org> wrote: 

	Dear subscribers, 

	Recently the Special Topics discussion list hosted a discussion
about the "What Works for Adult ESL Students" study and several related
topics. Archives of that discussion can be found at 
http://www.nifl.gov/pipermail/specialtopics/2007/date.html
<http://www.nifl.gov/pipermail/specialtopics/2007/date.html> . For years
on this list there has been a continuing thread of teachers and tutors
sharing instructional strategies and practice (what works) to help
learners acquire the English proficiency they need and want. 

	To continue with this tradition, next week-and beyond-I am
asking you to share strategies, techniques, and activities that have
worked for you in helping adult English language learners improve their
English writing skills.  

	May 7-11, Sharon McKay will be facilitating the discussion about
what works for teaching writing to adult English language learners.
Below are some initial questions and some background reading. 

	Questions about teaching writing 

			*	What ideas or philosophy guide your
classroom practice related to writing?
			*	What kinds of writing activities do
learners work on in your class? What activities have been most
successful? What do the learners say about the their writing?
			*	How do you integrate writing with the
other skills (e.g., reading, speaking, listening) and lifeskills,
civics, or academic content?
			*	What are some of the challenges in
teaching writing and how are you working through them?

	 

	Background reading  
	Here's some background articles that may help focus the
discussion: 

			*	The writing section of the REEP
Curriculum contains objectives, activities, and resource suggestions for
different levels at 
http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/reepcurriculu
m/writingdevelopment.html
<http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/reepcurricul
um/writingdevelopment.html> 

	 

			*	Improving ESL Learners' Writing Skills 
http://www.cal.org/caela/esl_resources/digests/Writing.html
<http://www.cal.org/caela/esl_resources/digests/Writing.html> 

	 

	I look forward to hearing how you teach writing in your class or
program. 

	Thanks, 

	Lynda Terrill 
	lterrill at cal.org <mailto:lterrill at cal.org>  

	
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