organized and translated for use at a later time. The linguistic areas of focus of this theme are reading and writing. Vocabulary/Sub-Themes The education system (pathways to and within college) Learning resources Vocational and professional courses Titles of professionals in education (e.g. counselor, coach) Educational evaluations/assessments (e.g. SAT, TOEFL, GRE, Accuplacer) College (e.g. campus, advisor, dean, major) College majors Cost of education Content Objectives Articulate academic and vocational goals and aspirations Get a library card and use the library Distinguish between degrees and certificates Write a paragraph with heading, title, and indent, paying attention to margins Math Interpret a bar graph Read pie charts and tables Pronunciation – one thousand one hundred vs. eleven hundred vs. a grand percentages mean, median Grammar The future with will and be going to, including contractions and gonna Expressing future plans with want to, hope to, plan to, going to be, would like to so and because as cause and effect The simple past, present, and future of be, including contractions and questions The simple past of regular and irregular verbs, including questions Language Objectives Transitional words L2.4e Understand common contractions and word reductions in everyday topics or speech (e.g. did not didn’t; going to gonna; want to wanna; got to gotta) L3.3d Take risks despite anxiety (e.g. encouraging oneself through positive statements, accepting that errors are part of language learning) L3.4c Indicate to the speaker what was (or was not) understood from a spoken message W2.4c Write a paragraph with a beginning, middle and end, using teacher support W2.3e Use basic punctuation (e.g. period for abbreviations; commas for series of words) L1.4d Identify specific information in everyday contexts (e.g. phone message, brief conversations) with some support/ scaffolding S1.4c Relate a sequence of events (e.g. to give instructions, to tell a story, to explain a process) L2.3c Distinguish between yes/no and information questions
organized and translated for use at a later time. The linguistic areas of focus of this theme are reading and writing. Vocabulary/Sub-Themes The education system (pathways to and within college) Learning resources Vocational and professional courses Titles of professionals in education (e.g. counselor, coach) Educational evaluations/assessments (e.g. SAT, TOEFL, GRE, Accuplacer) College (e.g. campus, advisor, dean, major) College majors Cost of education Content Objectives Articulate academic and vocational goals and aspirations Get a library card and use the library Distinguish between degrees and certificates Write a paragraph with heading, title, and indent, paying attention to margins Math Interpret a bar graph Read pie charts and tables Pronunciation – one thousand one hundred vs. eleven hundred vs. a grand percentages mean, median Grammar The future with will and be going to, including contractions and gonna Expressing future plans with want to, hope to, plan to, going to be, would like to so and because as cause and effect The simple past, present, and future of be, including contractions and questions The simple past of regular and irregular verbs, including questions Language Objectives Transitional words L2.4e Understand common contractions and word reductions in everyday topics or speech (e.g. did not didn’t; going to gonna; want to wanna; got to gotta) L3.3d Take risks despite anxiety (e.g. encouraging oneself through positive statements, accepting that errors are part of language learning) L3.4c Indicate to the speaker what was (or was not) understood from a spoken message W2.4c Write a paragraph with a beginning, middle and end, using teacher support W2.3e Use basic punctuation (e.g. period for abbreviations; commas for series of words) L1.4d Identify specific information in everyday contexts (e.g. phone message, brief conversations) with some support/ scaffolding S1.4c Relate a sequence of events (e.g. to give instructions, to tell a story, to explain a process) L2.3c Distinguish between yes/no and information questions
ESOL-ScopeSequence-CBD.docx