Literaturnachweis - Detailanzeige
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 2. Version 1.0. |
Quelle | (1990), (327 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Leitfaden; Unterricht; Lehrer; Adult Basic 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 Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; 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 2, 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: a 93-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 |