Perspectives in ESL Literacy: The Neighborhood Centers Experience. An English as a Second Language Curriculum Guide Supplement.

Sonst. Personen	Crystal, Catherine (Hrsg.)
Institution	Oakland Unified School District, CA.
Titel	Perspectives in ESL Literacy: The Neighborhood Centers Experience. An English as a Second Language Curriculum Guide Supplement.
Quelle	(1982), (112 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Education; Adult Literacy; Adult Programs; Classroom Techniques; Curriculum Guides; Daily Living Skills; Educational Needs; English (Second Language); Illiteracy; Learning Activities; Lesson Plans; Limited English Speaking; Listening Skills; Literacy Education; Reading Skills; Student Evaluation; Writing Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Klassenführung; Curriculare Materialien; Alltagsfertigkeit; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Analphabetismus; Lernaktivität; Lesson planning; Unterrichtsplanung; Reading skill; Lesefertigkeit; Schulnote; Studentische Bewertung; Writing skill; Schreibfertigkeit
Abstract	Based on the Oakland Neighborhood Centers experience this curriculum guide provides ideas for literacy instruction for nonliterate students in the English-as-a-Second-Language (ESL) program. Section I lists some learning needs common to many literacy students. The three categories of needs are emotional and social difficulties, physical problems, and conceptual difficulties. Section II describes assessment for screening and placement of the nonliterate learner, including formal assessment, informal classroom assessment, and assessment for advancement readiness. Section III, on classroom organization, considers structuring the literacy classroom, pacing class time, organization of students' learning materials, and organization of learning outside the formal classroom (field trips). Section IV outlines the survival/life skills competencies to be considered--personal data, orientation (cultural, spatial, time), health, consumer needs, and community resources. The learning sequence (with corresponding learning tasks and objectives) is presented in section V. (The skills are listening comprehension, verbal, prereading, introductory writing, and reading and writing.) Section VI contains sample lesson plans (each containing topic, goal, materials, and procedure), sample worksheets, and a list of other ideas for classroom activities. A bibliography lists classroom texts, classroom materials, and teacher references. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC