Purpose Simply stated, scope and sequence refer to decisions about what will be taught and in which order. This new document has been developed from the theme-based curriculum in use for ESOL instruction at College Bound Dorchester since 2010. At that time, the idea for a theme-driven curriculum grew out of interest in better aligning all ESOL levels. Additionally, there was concern for establishing a greater sense of continuity and collaboration among the ESOL classes, which follow a morning and evening schedule, regardless of the instructor. The ESOL curriculum includes eight themes: Foundations, US Civics, Health and Nutrition, Education, Community Resources, Employment, Financial Literacy, and US Culture. They were selected and ordered according to the needs of the community of students and their families. These themes also reflect the organization’s mission. In continuation of these goals and to further align with Department of Elementary and Secondary Education (DESE) standards, the new scope and sequence offer ease of use to all instructors, with the benefit of streamlining the onboarding of new instructors, while granting current instructors opportunity to hone practice and enhance materials. By developing a clear and thorough scope and sequence, instructors can focus more on their students’ needs and less on sourcing and gathering material and deciphering standards contained in the Massachusetts Curriculum Framework and the College and Career Readiness Standards (CCRS). By incorporating CCRS standards, math, technology, and several other key components, these efforts will yield increased instructional rigor, thereby underlining success in college as a baseline expectation. To the instructor Every instructor has (or should have) his or her own teaching philosophy and be able to adapt to a variety of students, as well as new research and concepts. Most noteworthy, this curriculum is applicable to all instructors’ methods and approaches. Regardless, instruction should be grounded in sound second language acquisition () principles and educational best practices. Furthermore, an instructor’ growth requires both internal and external professional development geared at improving teaching skills and fostering fresh approaches.
organized and translated for use at a later time. The linguistic areas of focus of this theme are reading and writing. Vocabulary/Sub-Themes The education system (pathways to and within college) Learning resources Vocational and professional courses Titles of professionals in education (e.g. counselor, coach) Educational evaluations/assessments (e.g. SAT, TOEFL, GRE, Accuplacer) College (e.g. campus, advisor, dean, major) College majors Cost of education Content Objectives Articulate academic and vocational goals and aspirations Get a library card and use the library Distinguish between degrees and certificates Write a paragraph with heading, title, and indent, paying attention to margins Math Interpret a bar graph Read pie charts and tables Pronunciation – one thousand one hundred vs. eleven hundred vs. a grand percentages mean, median Grammar The future with will and be going to, including contractions and gonna Expressing future plans with want to, hope to, plan to, going to be, would like to so and because as cause and effect The simple past, present, and future of be, including contractions and questions The simple past of regular and irregular verbs, including questions Language Objectives Transitional words L2.4e Understand common contractions and word reductions in everyday topics or speech (e.g. did not didn’t; going to gonna; want to wanna; got to gotta) L3.3d Take risks despite anxiety (e.g. encouraging oneself through positive statements, accepting that errors are part of language learning) L3.4c Indicate to the speaker what was (or was not) understood from a spoken message W2.4c Write a paragraph with a beginning, middle and end, using teacher support W2.3e Use basic punctuation (e.g. period for abbreviations; commas for series of words) L1.4d Identify specific information in everyday contexts (e.g. phone message, brief conversations) with some support/ scaffolding S1.4c Relate a sequence of events (e.g. to give instructions, to tell a story, to explain a process) L2.3c Distinguish between yes/no and information questions