Texas Adult Education Standards and Benchmarks
for ABE ASE and ESL Learners

Implementation Guide
Version 1.1
June 2008

Section 3

Standard: Convey Ideas in Writing for ESL

Determine the purpose for communicating.
Organize and present information to serve the purpose, context, and audience.
Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure.
Seek feedback and revise to enhance the effectiveness of the communication.

Strand 1 of 5: Determine Purpose

Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing independence.

Level 1 Beginning Literacy	Level 2 Low Beginning	Level 3 High Beginning	Level 4 Low Intermediate	Level 5 High Intermediate	Level 6 Advanced
1.1 Write for a basic purpose as directed with minimal attention to audience. Examples * Appropriately use writing instruments to reproduce letters, highly familiar words, symbols, and numbers.	1.2 Write for a purpose as directed with limited attention to audience. Examples * Create a grocery list with at least 5 items for another person to use. * Create a “to do” list for another person to use. * Create a “likes” and “dislikes” chart about food.	1.3 Write for a purpose as directed with increasing attention to audience. Examples * Briefly explain your suggestions on suggestion cards that includes your name, address, and telephone number.	1.4 Write for a specified purpose and audience as directed. Examples * Write a note to a school to explain a child’s absence.	1.5 Write for a self-determined purpose and audience for communicating with limited instructional support. Examples * Write a thank you note to a friend.	1.6 Write for a self-determined purpose and audience for communicating in writing independently. Examples * Write to a landlord explaining a needed repair.

Level 1
Beginning Literacy

Level 2
Low Beginning

Level 3
High Beginning

Level 4
Low Intermediate

Level 5
High Intermediate

Level 6
Advanced

1.1 Write for a basic purpose as directed with minimal attention to audience.

Examples

* Appropriately use writing instruments to reproduce letters, highly familiar words, symbols, and numbers.

1.2 Write for a purpose as directed with limited attention to audience.

Examples

* Create a grocery list with at least 5 items for another person to use.

* Create a “to do” list for another person to use.

* Create a “likes” and “dislikes” chart about food.

1.3 Write for a purpose as directed with increasing attention to audience.

Examples

* Briefly explain your suggestions on suggestion cards that includes your name, address, and telephone number.

1.4 Write for a specified purpose and audience as directed.

Examples

* Write a note to a school to explain a child’s absence.

1.5 Write for a self-determined purpose and audience for communicating with limited instructional support.

Examples

* Write a thank you note to a friend.

1.6 Write for a self-determined purpose and audience for communicating in writing independently.

Examples

* Write to a landlord explaining a needed repair.

Strand 2 of 5: Organize InformationM

Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing independence.

Level 1 Beginning Literacy	Level 2 Low Beginning	Level 3 High Beginning	Level 4 Low Intermediate	Level 5 High Intermediate	Level 6 Advanced
2.1 Organize information following a structured format. Examples * On a structured form reproduce highly familiar words such as address and date. * Write basic personal identification information such as name, address, date of birth and telephone number on simple forms. * Write new vocabulary in organized form (personal dictionary). * Write entries in a personal address book.	2.2 Organize information following a format with limited structure. Examples * Complete a sign in sheet for a doctor’s office visit. * Write a short dialogue to introduce a new class member.	2.3 Organize information into simple and compound sentences following a minimally structured format Examples * Fill out a comment section on a form using simple and compound sentences.	2.4 Organize ideas around a single familiar topic to produce a short, legible, and comprehensible document. Examples * Write a simple paragraph with a main idea and supporting details, i.e. family or country of origin. * Demonstrate use of note-taking to organize information. * Demonstrate use of simple graphic organizers.	2.5 Organize ideas to support a specific purpose to produce a legible and comprehensible document. Examples * Write to convey a personal experience such as a complaint to a store as to why you are returning an item.	2.6 Organize ideas using multiple planning and pre-writing strategies to produce a clear and comprehensible document. Examples * Write to inform, get things done, express feelings and ideas, and persuade others (5-paragraph essay). * Use strategies such as outlining, graphic organizers and categorization of ideas.

Level 1
Beginning Literacy

Level 2
Low Beginning

Level 3
High Beginning

Level 4
Low Intermediate

Level 5
High Intermediate

Level 6
Advanced

2.1 Organize information following a structured format.

Examples

* On a structured form reproduce highly familiar words such as address and date.

* Write basic personal identification information such as name, address, date of birth and telephone number on simple forms.

* Write new vocabulary in organized form (personal dictionary).

* Write entries in a personal address book.

2.2 Organize information following a format with limited structure.

Examples

* Complete a sign in sheet for a doctor’s office visit.

* Write a short dialogue to introduce a new class member.

2.3 Organize information into simple and compound sentences following a minimally structured format

Examples

* Fill out a comment section on a form using simple and compound sentences.

2.4 Organize ideas around a single familiar topic to produce a short, legible, and comprehensible document.

Examples

* Write a simple paragraph with a main idea and supporting details, i.e. family or country of origin.

* Demonstrate use of note-taking to organize information.

* Demonstrate use of simple graphic organizers.

2.5 Organize ideas to support a specific purpose to produce a legible and comprehensible document.

Examples

* Write to convey a personal experience such as a complaint to a store as to why you are returning an item.

2.6 Organize ideas using multiple planning and pre-writing strategies to produce a clear and comprehensible document.

Examples

* Write to inform, get things done, express feelings and ideas, and persuade others (5-paragraph essay).

* Use strategies such as outlining, graphic organizers and categorization of ideas.

Strand 3 of 5: Present Information

Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing independence.

Level 1 Beginning Literacy	Level 2 Low Beginning	Level 3 High Beginning	Level 4 Low Intermediate	Level 5 High Intermediate	Level 6 Advanced
3.1 Convey information by writing some highly familiar words and phrases. Examples * Write names, signatures, addresses, phone numbers, and prices.	3.2 Convey information by writing simple sentences with limited vocabulary, and limited control of grammar, sentence structure, and spelling. Examples * Write a simple sentence or phrase to convey information. * Responding to a prompt from a teacher.	3.3 Convey information by writing connected text with moderate control of grammar, sentence structure, and spelling. Examples * Write simple notes and messages about familiar situations.	3.4 Convey ideas by writing simple paragraph with instructional support. Examples * Write a paragraph with a main idea and supporting details on familiar topics with expected grammatical and spelling errors.	3.5 Convey ideas with several supporting details and/or examples with appropriate vocabulary. Examples * Write out a complete recipe. * Write directions about how to get somewhere. * Write step-by-step instructions. * Write short, well linked paragraphs.	3.6 Convey ideas coherently with several supporting facts, details, appropriate vocabulary, and examples, using a variety of simple and complex sentence structures. Examples * Write a variety of letters such as letter of complaint, business letter, cover letter for a job application, and letter to the editor. * Write a persuasive essay.

Level 1
Beginning Literacy

Level 2
Low Beginning

Level 3
High Beginning

Level 4
Low Intermediate

Level 5
High Intermediate

Level 6
Advanced

3.1 Convey information by writing some highly familiar words and phrases.

Examples

* Write names, signatures, addresses, phone numbers, and prices.

3.2 Convey information by writing simple sentences with limited vocabulary, and limited control of grammar, sentence structure, and spelling.

Examples

* Write a simple sentence or phrase to convey information.

* Responding to a prompt from a teacher.

3.3 Convey information by writing connected text with moderate control of grammar, sentence structure, and spelling.

Examples

* Write simple notes and messages about familiar situations.

3.4 Convey ideas by writing simple paragraph with instructional support.

Examples

* Write a paragraph with a main idea and supporting details on familiar topics with expected grammatical and spelling errors.

3.5 Convey ideas with several supporting details and/or examples with appropriate vocabulary.

Examples

* Write out a complete recipe.

* Write directions about how to get somewhere.

* Write step-by-step instructions.

* Write short, well linked paragraphs.

3.6 Convey ideas coherently with several supporting facts, details, appropriate vocabulary, and examples, using a variety of simple and complex sentence structures.

Examples

* Write a variety of letters such as letter of complaint, business letter, cover letter for a job application, and letter to the editor.

* Write a persuasive essay.

Strand 4 of 5: Revise Content of Writing

Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing independence.

Level 1 Beginning Literacy	Level 2 Low Beginning	Level 3 High Beginning	Level 4 Low Intermediate	Level 5 High Intermediate	Level 6 Advanced
4.1 Recognize the need for revision with instructional support to make appropriate changes. Examples * Recognize mistakes in basic personal information.	4.2 Make a few simple content changes with intensive instructional support. Examples * “I am/have 39 years old.” * Teacher-directed revisions in parts of speech.	4.3 Make a few simple content changes with moderate instructional support. Examples * Teacher-assisted revisions on subject-verb agreement (present, past, and future).	4.4 Make changes in content, organization, and grammar with some independence. Examples * Use feedback from teachers, peers, and others to clarify/revise. * Provide an example or illustration of a general or main point.	4.5 Revise writing to organize and develop ideas independently. Examples * Exchange a writing sample for peer review followed by self-revision. * Check for clear introduction, body, and conclusion. * Improve word choice using a dictionary and thesaurus. * Expand level of detail. * Review grammar use and sentence structure.	4.6 Revise writing independently to check for coherence and progression of ideas. Examples * Add, delete, combine, and rearrange sentences. * Use a variety of compound and complex structures consistently. * Check for transitions between paragraphs.

Level 1
Beginning Literacy

Level 2
Low Beginning

Level 3
High Beginning

Level 4
Low Intermediate

Level 5
High Intermediate

Level 6
Advanced

4.1 Recognize the need for revision with instructional support to make appropriate changes.

Examples

* Recognize mistakes in basic personal information.

4.2 Make a few simple content changes with intensive instructional support.

Examples

* “I am/have 39 years old.”

* Teacher-directed revisions in parts of speech.

4.3 Make a few simple content changes with moderate instructional support.

Examples

* Teacher-assisted revisions on subject-verb agreement (present, past, and future).

4.4 Make changes in content, organization, and grammar with some independence.

Examples

* Use feedback from teachers, peers, and others to clarify/revise.

* Provide an example or illustration of a general or main point.

4.5 Revise writing to organize and develop ideas independently.

Examples

* Exchange a writing sample for peer review followed by self-revision.

* Check for clear introduction, body, and conclusion.

* Improve word choice using a dictionary and thesaurus.

* Expand level of detail.

* Review grammar use and sentence structure.

4.6 Revise writing independently to check for coherence and progression of ideas.

Examples

* Add, delete, combine, and rearrange sentences.

* Use a variety of compound and complex structures consistently.

* Check for transitions between paragraphs.

Strand 5 of 5: Edit Grammar and Mechanics of Writing

Benchmarks: As learners progress across levels, benchmarks become more challenging and are completed with increasing independence.

Level 1 Beginning Literacy	Level 2 Low Beginning	Level 3 High Beginning	Level 4 Low Intermediate	Level 5 High Intermediate	Level 6 Advanced
5.1 Make simple edits of handwriting, spelling, punctuation, and capitalization with instructional support. Examples * Write clearly formed letters – from left to right. * Write and punctuate date appropriately (month/day/ year). * Capitalize proper names.	5.2 Make basic edits, including beginning sentence capitalization, spelling, and punctuation with instructional support. Examples * Use periods and question marks in sentence constructions. * Write from teacher dictation on familiar material. * Practice writing words from word wall.	5.3 Use resources to make basic edits with some instructional support. Examples * Capitalize proper nouns. * Use spelling word lists and simple editing checklists. * Use commas in a series.	5.4 Use resources to make simple edits with increasing independence. Examples * Exchange a writing sample for peer review followed by edit. * Use simplified dictionaries, grammar checklists, and graphic organizers. * Use quotation marks, commas, and apostrophes.	5.5Use resources to make more complex edits with increasing independence. Examples * Exchange a writing sample for peer review followed by self-edit. * Correct omitted or superfluous commas, common spelling mistakes (e.g., its vs. it’s), semicolons, and quotation marks.	5.6Use multiple strategies to edit self-generated text independently. Examples * Reread text and correct as needed. * Read text aloud to identify omissions in punctuation.

Level 1
Beginning Literacy

Level 2
Low Beginning

Level 3
High Beginning

Level 4
Low Intermediate

Level 5
High Intermediate

Level 6
Advanced

5.1 Make simple edits of handwriting, spelling, punctuation, and capitalization with instructional support.

Examples

* Write clearly formed letters – from left to right.

* Write and punctuate date appropriately (month/day/
year).

* Capitalize proper names.

5.2 Make basic edits, including beginning sentence capitalization, spelling, and punctuation with instructional support.

Examples

* Use periods and question marks in sentence constructions.

* Write from teacher dictation on familiar material.

* Practice writing words from word wall.

5.3 Use resources to make basic edits with some instructional support.

Examples

* Capitalize proper nouns.

* Use spelling word lists and simple editing checklists.

* Use commas in a series.

5.4 Use resources to make simple edits with increasing independence.

Examples

* Exchange a writing sample for peer review followed by edit.

* Use simplified dictionaries, grammar checklists, and graphic organizers.

* Use quotation marks, commas, and apostrophes.

5.5Use resources to make more complex edits with increasing independence.

Examples

* Exchange a writing sample for peer review followed by self-edit.

* Correct omitted or superfluous commas, common spelling mistakes (e.g., its vs. it’s), semicolons, and quotation marks.

5.6Use multiple strategies to edit self-generated text independently.

Examples

* Reread text and correct as needed.

* Read text aloud to identify omissions in punctuation.

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Texas Adult Education Standards and Benchmarks for ABE ASE and ESL Learners

Texas Adult Education Standards and Benchmarks
for ABE ASE and ESL Learners