ESL Curriculum Mapping

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Learning Needs Inventory for Newcomer/Pre-Functional and Beginner Section 1: Readiness Skills Most/All Wrong - Newcomer/Pre-Functional Half Correct – Low Beginner All/Most Correct - Beginner ASK STUDENT ALL CORRECT MOST CORRECT HALF CORRECT MOST or ALL WRONG Ask student to say first and last name. Ask student to recite address. Ask student to indicate which shapes are different. Δ ∇ Δ Δ Δ ∇ Δ Δ ∇ Δ Ask student to indicate which symbols are the same. ◊ Ω Ψ ∏ Ψ φ ζ Δ Ψ Ask student to indicate whether arrows are going up or down. ↑ ↑ ↑ ↑ ↑ As student to indicate whether arrows are going left to right or right to left. → → → → → Ask student to point to items in the classroom to indicate recognition as you say vocabulary. Provide vocabulary to match your classroom. Ask student to point to the “Exit” sign. Point to key parts of the body to see if student know vocabulary. Ask what student is wearing. Hand student a piece of paper to see if student understands difference between top and bottom and left to right (Use paper with holes).
Ask student “Take out a pencil” to see if student comprehends and responds correctly; also check to see if student holds and uses pencil correctly. Ask student to write name on paper to see if student is able to print legibly, within the lines, with correct directionality, and proper letter spacing. Also, check if student uses capital letters for first and last name. Point to items of primary colors to see if students can identify and name them correctly. Engage student in basic conversation to see if student follows the behavior for conversation and dialogue. For example, “Do you like movies?” Ask student to name members of the family to see if student knows basic vocabulary such as father, mother, sister, brother, etc. Ask student to discuss what she does with her friends. Ask student questions regarding community activities to see if student knows basic vocabulary for shopping, going to the doctor or court, calling 911, etc. Ask students questions using who, what, where, etc., to see if student differentiates information words. Test to see if student understands her class schedule. As student to differentiate between money amounts using coins or flashcards. Ask student to recite days of week and months. Ask student to indicate times on the clock.
Page 1 and 2: Introduction 2010 High School Curri
Page 3 and 4: Reading Readiness Skills Recognizes
Page 5 and 6: BEGINNER - TERM 2A-B FALL OGT UNIT:
Page 7 and 8: BEGINNER - TERM 4A-B OTELA UNIT: We
Page 9 and 10: BEGINNER - TERM 6A-B UNIT: POETRY /
Page 11 and 12: INTERMEDIATE - TERM 2A-B FALL OGT U
Page 13 and 14: INTERMEDIATE - TERM 4A-B OTELA UNIT
Page 15 and 16: INTERMEDIATE - TERM 6A-B UNIT: Tom
Page 17 and 18: ADVANCED - TERM 2A-B FALL OGT (10/2
Page 19 and 20: ADVANCED - TERM 4A-B OTELA UNIT: RE
Page 21: ADVANCED - TERM 6A-B UNIT: READ (3.
Page 25 and 26: SECTION III: Reading and Writing -

ESL Curriculum Mapping

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