Washington State Core Competencies Model Curriculum: English as a Second Language, Level 3. Version 1.0

Autor/in	und weitere
Sonst. Personen	Hagen, Stacey (Hrsg.)
Institution	Adult Basic and Literacy Educators Network of Washington, Seattle.
Titel	Washington State Core Competencies Model Curriculum: English as a Second Language, Level 3. Version 1.0
Quelle	(1990), (367 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Behavioral Objectives; Competency Based Education; Curriculum Design; Daily Living Skills; English (Second Language); Evaluation Criteria; Grammar; Language Patterns; Language Skills; Listening Skills; Literacy Education; Monetary Systems; Reading Skills; Skill Development; Speech Skills; State Standards; Statewide Planning; Vocabulary Development; Writing Skills; Washington + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrplangestaltung; Alltagsfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Sprachmodell; Sprachstruktur; Language skill; Sprachkompetenz; Monetary system; Währungssystem; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Mündliche Leistung; Sprachfertigkeit; Planwirtschaft; Wortschatzarbeit; Writing skill; Schreibfertigkeit
Abstract	The Washington State Core Competencies Project is designed to implement competency-based adult education in the state's 38 adult basic education programs. A model curriculum was developed and field-tested over several years. The resulting curriculum outline of core competencies for English as a Second Language, level 3, is presented here. The competencies are statements of student outcomes, organized around a sequence of basic skills. They are more general than traditional outcome statements because they are intended for use in a wide variety of settings. Core competencies are divided into five discrete areas: listening/observing; speaking; reading; writing; and computation for daily living needs (e.g., money management, measurement). For each competency, the curriculum provides the following: a general objective; suggested individual and group activities; related structures, vocabulary, and materials or resources; evaluation methods; recommendations for expansion of skills; notes on distinctive features of related structures in languages that may be students' native tongues; prerequisite skills or knowledge; possible life skills applications; and methods of assessment of the competency. Two bibliographies are appended: an 80-item list of supplementary materials for students and a 43-item list of teacher resources for levels 2 and 3. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC