Texas
Adult Education Standards and Benchmarks
for ABE ASE and ESL Learners
Implementation Guide
Version 1.1
June 2008
Section 4: Resources
Helpful Hints for Implementing the Standards
National Reporting System
Equipped for the Future (EFF) Wheel
TAESP Lesson Plan Template
Helpful Websites
Professional Development Training in Content Standards Implementation
Adult Education Acronyms
Even Start Acronyms and Abbreviations
Lesson Plan Template
Texas Adult Education Standards
Lesson Plan
Before you begin
Title:
Setting:
NRS Level(s):
Open entry/exit:
Context:
Standard(s):
Benchmark(s):
Objective:
Materials:
Estimated time needed to prepare for this lesson plan:
Estimated time needed to complete this lesson plan:
The Lesson Plan
Introduce the lesson: Review previously learned content and create an environment for learning. Remember to not start teaching the lesson just yet, but create interest.
Teach the lesson: Teach the new information or skill.
Practice the lesson: Have the students apply the information from the lesson by practicing a new skill. Remember that the best lessons have more practice than presentation.
Assess the lesson: Assess the students to see if they can perform the skill they just practiced. You may use a variety of assessments, such as a check list, a quiz, or a report-back session.
Apply the lesson to the real world: Create an activity where the students have to apply the new information or skill to life outside the classroom.
Submitted by:
Texas Adult Education Standards Teaching Learning Cycle
| Cycle Steps | The Texas Standards Teaching/Learning Cycle Guiding Questions | On-going Practices |
|---|---|---|
1.
Determine individual learner’s goals and purposes and identify
the Standards that will help him/her achieve them. Identify student’s
prior knowledge about these goals and Standards. |
What
do individual learners say they want or need to do in their lives? Which Standards would help them make progress toward their
goals? (If you are working with one person go to Step 3. If you are working with a group, go to Step 2.) |
|
2.
In a group, identify a shared interest, purpose or goal and determine
the group’s prior knowledge of this topic. Identify the
Standard that will help the group address this shared goal. Make
clear the connection between the class focus and individuals’ needs. |
What is the class as a group excited or concerned about? How can we come to a consensus on a shared priority that can focus our work as a group? What Standard will we use to focus this activity? What do learners already know and what can they do in relation to the Standard? In relation to the shared goal? What else will students need to know or learn to carry out
this activity? |
|
3.
Design a learning activity to address the real-life concerns
of the learner(s). |
What do learners and I need to do to plan a meaningful learning activity that will address their priority? What opportunities can we build into the activity to allow students to develop and practice all the components of the Standard we have identified? What scaffolding will I need to provide to allow every learner to work on the Standard at a level that is challenging to him or her? In what ways will I help learners identify the cognitive and metacognitive learning strategies they already use, develop new strategies, and choose the most appropriate strategies for their purpose? |
|
4.
Develop a plan to capture evidence and report learning. |
What are the purposes of assessment for this activity? What assessment activities can be built into the on-going teaching and learning process? What assessment guides, rubrics and other tools do we need to develop for this learning activity? What can I do to make sure learners have a clear understanding of what will be assessed? |
|
5.
Carry out the learning activity. |
What can I do to help learners understand the connection between the skill-building steps and the overall purpose of the learning activity? | |
6.
Observe and document evidence of performance of the standard. |
In what ways will we observe and document evidence of learner performance of the Standard? | |
7.
Evaluate and reflect on how what was learned is transferable
to real-life situations. |
How will learners and I use the results of the assessment process? What links can learners make between what they have learned and how it addresses their goals? How do I help learners transfer skills and strategies from one role to another? |
|
8.
Determine next steps to help learners meet their goals. (Return
to Step 1 or 2) |
What additional learning and practice do learners need in order to use their skills fluently, independently, and in a range of situations? |
The following lesson plan was completed by Judy Dean, an adult education teacher.
Texas Adult Education Standards
Lesson Plan
Before you begin
Title: Writing a Thank You Letter
Setting: ESL
NRS Level(s): Level 5: High Intermediate
Open entry/exit: Yes
Context: Community
Standard(s): ESL Convey Ideas in Writing
Benchmark(s): 1.5, 2.5, 3.5, 4.5
Objective: To create written communication that conveys a message of gratitude
Materials: Chalkboard, chalk, pencil, paper
Estimated time needed to prepare for this lesson plan: 30 minutes
Estimated time needed to complete this lesson plan: 2 hours
The Lesson Plan
Introduce the lesson:
Review the basic parts of a letter with the whole class. Discuss
the significance of the history and meaning of an American holiday
(e.g. Thanksgiving). Discussion should center around expressing and
giving thanks.
Teach the lesson:
As a class, identify a person to whom the students all share a sense
of gratitude and plan thank you letters to be sent to this person. Students
will be instructed on how to outline the body of the letter with an
introductory paragraph, a paragraph expressing the reasons they wish
to thank this person, and a closing paragraph that conveys a sense
of good will.
Practice the lesson:
As a class, students will participate in brainstorming ideas. One
student might be assigned to write the results of the brainstorming on
the chalkboard or allow someone to volunteer. Students will use the ideas
from the brainstorming session to construct individual thank you letters. The
teacher should observe each student to make sure students are applying
proper letter-writing format, to make sure their ideas are organized
in distinct paragraphs, and offer advice about grammar, spelling and
vocabulary.
Assess the lesson:
Instructor feedback is given individually at various stages of the
letter writing process.
Apply the lesson to the real world:
Students can apply this lesson to any real-world situation where expressing
gratitude in writing is appropriate (e.g. birthday gifts, Christmas
gifts, etc).
Submitted by: Judy Dean
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