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Resources for Teaching Writing

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Writing Verification Checklists

Writing Sample Activities with Real-life Applications

Writing Glossary

Writing Internet Resources

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GPS for Success, Part 2 -59- 11/2010 Revision

ABE Writing Verification Checklist Level 1 – Grade Level 0.0-1.9

Student Instructor Date Enrolled


ABE Writing Verification Checklist Level 2 – Grade Level 2.0-3.9



W.1.1 Readability/Accuracy

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W.1.1.1 Recognize and copy manuscript letters of the alphabet.W.1.1.2 Recognize and copy numerals to 100.W.1.1.3 Write numerals (0-20) from memory.W.1.1.4 Write uppercase and lowercase letters from memory.W.1.1.5 Recognize and write common symbols. W.1.1.6 Write words identifying objects in the classroom, home, or workplace.W.1.1.7 Recognize and write common abbreviations often found on forms.W.1.1.8 Write personal information and dates accurately on a simple form and from dictation.W.1.1.9 Accurately space words to form simple sentences.W.1.1.10 Accurately copy at least one paragraph of written material.

W.2.1 Composition

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W.2.1.1 Compose simple, original sentences without regard to punctuation and capitalization.W.2.1.2 Edit simple sentences for completeness, punctuation, and capitalization.W.2.1.3 Edit simple sentences for correct spelling.W.2.1.4 Use a computer to type personal information and dates accurately on a simple form.

W.3.1 Capitalization, Punctuation, and Spelling D

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W.3.1.1 Correctly capitalize simple sentences.W.3.1.2 Correctly capitalize the pronoun “I.”

W.3.1.3 Capitalize proper nouns which include names, titles, places, and abbreviations.W.3.1.4 Distinguish between de-clarative, imperative, interrogative, and exclamatory sentences when presented orally by the instructor.W.3.1.5 Correctly punctuate simple sentences with end punctuation including periods, question marks, and exclamation points.W.3.1.6 Correctly punctuate abbre-viations of common titles.W.3.1.7 Correctly punctuate dates within sentences.W.3.1.8 Spell 98% of the words on the preprimer Dolch word list.W.3.1.9 Use a computer to com-pose simple sentences with proper capitalization and punctuation.

W.4.1 Grammatical Concepts/Sentence Structure D

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W.4.1.1 Distinguish between nouns, verbs, and pronouns.W.4.1.2 Identify nouns, pronouns, and verbs in a sentence.W.4.1.3 Identify the differences between singular and plural nouns and pronouns.W.4.1.4 Identify the simple subject and simple predicate in a simple sentence.W.4.1.5 Identify proper subject and verb agreement in a simple sentence.W.4.1.6 Write related simple sen-tences using correct capitalization, punctuation, and grammar.

W.5.1 Parts of Speech, Verb Tense, and Usage D

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W.5.1.1 Identify nouns, pronouns, and verbs in simple sentences.W.5.1.2 Distinguish between past and present tense in simple sentences.W.5.1.3 Compose simple sentences in both present and past tense.

ABE Writing Verification Checklist Level 3 – Grade Level 4.0-5.9Student Instructor Date Enrolled


W.1.2 Readability/Accuracy

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W.1.2.1 Write short sentences from dictation.W.1.2.2 Recognize and copy both capital and lowercase cursive letters of the alphabet.

W.2.2 Composition

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W.2.2.1 Compose topic sentences from a given selection of prompts.W.2.2.2 Generate supporting sentences for topic sentences.W.2.2.3 Use the prewriting process (brainstorming, clustering, and freewriting) to create paragraphs that include topic sentences and supporting details.W.2.2.4 Use the proofreading step of the writing process to edit paragraphs for grammar and mechanics.W.2.2.5 Compose a sequential set of simple instructions for a common task.W.2.2.6 Find and correct spelling errors.W.2.2.7 Type, edit, and print a paragraph using a computer.W.2.2.8 Type the inside address, salutation, and closing of a letter using a computer.


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W.3.2.1 Capitalize the inside address, salutation, and closing of personal and business letters.W.3.2.2 Capitalize proper nouns including days of the week, months of the year, holidays, continents, countries, states, and cities.W.3.2.3 Use commas to correctly punctuate items in a series, dates, and addresses.W.3.2.4 Use commas to correctly punctuate the salutation and closing of a personal letter.

W.3.2.5 Use apostrophes to form contractions.W.3.2.6 Use apostrophes to show possession.W.3.2.7 Spell the months of the year, days of the week, and numbers from 1 to 121.W.3.2.8 Spell 98% of the words on the preprimer through third grade list on the Dolch word list.

W.4.2 Grammatical Concepts/ Sentence Structure D

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W.4.2.1 Change fragments and run-ons to complete sentences.W.4.2.2 Combine simple sentences to form compound sentences using commas and conjunctions.W.4.2.3 Identify and use possessive, objective, and demonstrative pronouns.W.4.2.4 Identify and use modifiers in sentences.W.4.2.5 Use irregular plural forms of nouns correctly.W.4.2.6 Correctly indent paragraphs.


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W.5.2.1 Correctly identify the singular and plural forms of nouns.W.5.2.2 Distinguish between correct use of verbs in affirmative and negative forms in simple sentences.W.5.2.3 Identify correct use of verbs in affirmative and negative forms in simple sentences.W.5.2.4 Identify nouns, verbs, pronouns, adjectives, and adverbs in sentences.W.5.2.5 Identify the appropriate forms of common regular and irregular verbs.W.5.2.6 Make pronouns and antecedents agree in number and gender.


W.2.3 Composition

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W.2.3.1 Use prewriting strategies to generate and organize ideas related to an essay topic.W.2.3.2 Generate an outline using a logical organizational pattern. W.2.3.3 Write correctly punctuated and constructed narrative paragraphs using chronological order.W.2.3.4 Write correctly punctuated and constructed descriptive paragraphs.W.2.3.5 Compare and contrast sets of objects or events using correctly punctuated and complete sentences.W.2.3.6 Effectively use supporting details and transitional words.W.2.3.7 Define and identify the elements of an essay to include an introduction, body, and conclusion.W.2.3.8 Develop an introductory paragraph, supporting paragraphs, and a conclusion paragraph for an approved topic.W.2.3.9 Compose a business letter (i.e., thank you letter, letter of application, etc.) on the computer.W.2.3.10 Find and correct spelling errors, including homonyms.W.2.3.11 Use a dictionary to spell and write words having phonetically irregular beginnings.W.2.3.12 Use an online dictionary and thesaurus.W.2.3.13 Apply rules for adding common prefixes and suffixes.


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W.3.3.1 Capitalize titles of books, magazines, poems, songs, television shows, movies, etc.W.3.3.2 Use a comma before the conjunction in complex sentences.W.3.3.3 Use a comma to set off proper names in direct address.W.3.3.4 Use commas to set off an appositive.


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W.4.3.1 Identify complete subjects and complete predicates in sentences.W.4.3.2 Identify compound subjects and predicates in sentences.W.4.3.3 Identify the understood subject of a command.W.4.3.4 Identify phrases and independent and dependent clauses.


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W.5.3.1 Identify nouns, verbs, pronouns, adjectives, adverbs, conjunctions, prepositions, and interjections.W.5.3.2 Write the appropriate forms of common regular and irregular verbs, past, present, and past participle.W.5.3.3 Distinguish present tense, past tense, and future tense of common verbs.W.5.3.4 Identify and use nominative and objective cases correctly.

ABE Writing Verification Checklist Level 4 – Grade Level 6.0-8.9Student Instructor Date Enrolled


W.2.4 Composition

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W.2.4.1 Using the writing process, draft, and revise an essay.W.2.4.2 Using the writing process, write an expository essay.W.2.4.3 Using the writing process, write a persuasive essay.W.2.4.4 Edit writing to produce a final document that is correct in spelling, punctuation, grammar, and clarity and has logical organization.W.2.4.5 Understand the difference between plagiarism and student-generated text.W.2.4.6 Use the writing process to generate text about topics in content areas. W.2.4.7 Use computer skills to create an essay or report using a word-processing program.


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W.3.4.1 Appropriately use all forms of capitalization.W.3.4.2 Appropriately use all forms of punctuation.W.3.4.3 Correctly spell all words in a written text.


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W.4.4.1 Identify parts of the sentence, including complete and simple subject and complete and simple predicate.W.4.4.2 Explore how the parts of a sentence create meaning in a sentence (for example: phrases used as adverbs, subordination of independent clauses).

W.4.4.3 Recognize how parts of a sentence are used to manipulate meaning in sentences (independent clauses, introductory clauses, and phrases, etc.).W.4.4.4 Sustain a consistent point of view throughout a multiple paragraph text.W.4.4.5 Develop appropriate tense use throughout a multiple paragraph text.W.4.4.6 Use a computer to create paragraph divisions in an extended text and mark them through indentation.W.4.4.7 Write paragraphs with stated or implied topic sentences.W.4.4.8 Write paragraphs with clear connections and transitions between sentences.


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W.5.4.1 Identify all parts of speech, including nouns, verbs, adjectives, adverbs, conjunctions, prepositions, interjections, and verbals (verbs used as nouns, adjectives, or adverbs such as infinitives, participles, and gerunds).W.5.4.2 Identify how parts of speech work in a particular sentence, i.e., noun used as an object instead of a subject.W.5.4.3 Correctly use the nominative and objective cases of pronouns, i.e., she/her.W.5.4.4 Identify passive voice (for example: Passive=The man was bitten by the dog. Active =The dog bit the man).W.5.4.5 Demonstrate mastery of past and present tense.W.5.4.6 Establish and maintain tense in a writing piece.

Level 1 – Grade Level 0.0-1.9 ABE Writing Verification Checklist with Materials Used and Mastery Level

Page 1 of 2


W.1.1 Readability/Accuracy Materials Used - Include specific activity, book, page number, etc.

Mastery Level %

Date & Initials

W.1.1.1 Recognize and copy manuscript letters of the alphabet.

W.1.1.2 Recognize and copy numerals to 100.

W.1.1.3 Write numerals (0-20) from memory.

W.1.1.4 Write uppercase and lowercase letters from memory.

W.1.1.5 Recognize and write common symbols.

W.1.1.6 Write words identifying objects in the classroom, home, or workplace.W.1.1.7 Recognize and write common abbreviations often found on forms.

W.1.1.8 Write personal information and dates accurately on a simple form and from dictation.

W.1.1.9 Accurately space words to form simple sentences.

W.1.1.10 Accurately copy at least one paragraph of written material.

W.2.1 Composition Materials Used - Include specific activity, book, page number, etc.

Mastery Level %

Date & Initials

W.2.1.1 Compose simple, original sentences without regard to punctuation and capitalization.W.2.1.2 Edit simple sentences for completeness, punctuation, and capitalization.

W.2.1.3 Edit simple sentences for correct spelling.

W.2.1.4 Use a computer to type personal information and dates accurately on a simple form.

W.3.1 Capitalization, Punctuation, and Spelling

Materials Used - Include specific activity, book, page number, etc.

Mastery Level %

Date & Initials

W.3.1.1 Correctly capitalize simple sentences.

W.3.1.2 Correctly capitalize the pronoun “I.”



Page 2 of 2


W.3.1 Capitalization, Punctuation, and Spelling, continued


Mastery Level %

Date & Initials

W.3.1.3 Capitalize proper nouns which include names, titles, places, and abbreviations.

W.3.1.4 Distinguish between declarative, imperative, interrogative, and exclamatory sentences when presented orally by the instructor.W.3.1.5 Correctly punctuate simple sentences with end punctuation including periods, question marks, and exclamation points.W.3.1.6 Correctly punctuate abbreviations of common titles.

W.3.1.7 Correctly punctuate dates within sentences.

W.3.1.8 Spell 98% of the words on the preprimer Dolch word list.

W.3.1.9 Use a computer to compose simple sentences with proper capitalization and punctuation.

W.4.1 Grammatical Concepts/Sentence Structure


Mastery Level %

Date & Initials

W.4.1.1 Distinguish between nouns, verbs, and pronouns.

W.4.1.2 Identify nouns, pronouns, and verbs in a sentence.

W.4.1.3 Identify the differences between singular and plural nouns and pronouns.

W.4.1.4 Identify the simple subject and simple predicate in a simple sentence.

W.4.1.5 Identify proper subject and verb agreement in a simple sentence.

W.4.1.6 Write related simple sentences using correct capitalization, punctuation, and grammar.

W.5.1 Parts of Speech, Verb Tense, and Usage


Mastery Level %

Date & Initials

W.5.1.1 Identify nouns, pronouns, and verbs in simple sentences.

W.5.1.2 Distinguish between past and present tense in simple sentences.

W.5.1.3 Compose simple sentences in both present and past tense.



Page 1 of 2


W.1.2 Readability/Accuracy Materials Used - Include specific activity, book, page number, etc.

Mastery Level %

Date & Initials

W.1.2.1 Write short sentences from dictation.

W.1.2.2 Recognize and copy both capital and lowercase cursive letters of the alphabet.


Mastery Level %

Date & Initials

W.2.2.1 Compose topic sentences from a given selection of prompts.

W.2.2.2 Generate supporting sentences for topic sentences.

W.2.2.3 Use the prewriting process (brainstorming, clustering, and freewriting) to create paragraphs that include topic sentences and supporting details.W.2.2.4 Use the proofreading step of the writing process to edit paragraphs for grammar and mechanics.W.2.2.5 Compose a sequential set of simple instructions for a common task.

W.2.2.6 Find and correct spelling errors.

W.2.2.7 Type, edit, and print a paragraph using a computer.

W.2.2.8 Type the inside address, salutation, and closing of a letter using a computer.



Mastery Level %

Date & Initials

W.3.2.1 Capitalize the inside address, salutation, and closing of personal and business letters.W.3.2.2 Capitalize proper nouns including days of the week, months of the year, holidays, continents, countries, states, and cities.W.3.2.3 Use commas to correctly punctuate items in a series, dates, and addresses.

W.3.2.4 Use commas to correctly punctuate the salutation and closing of a personal letter.



Page 2 of 2


W.3.2 Capitalization, Punctuation, and Spelling, continued


Mastery Level %

Date & Initials

W.3.2.5 Use apostrophes to form contractions.

W.3.2.6 Use apostrophes to show possession.

W.3.2.7 Spell the months of the year, days of the week, and numbers from 1 to 121.

W.3.2.8 Spell 98% of the words on the preprimer through third grade list on the Dolch word list.

W.4.2 Grammatical Concepts/ Sentence Structure


Mastery Level %

Date & Initials

W.4.2.1 Change fragments and run-ons to complete sentences.

W.4.2.2 Combine simple sentences to form compound sentences using commas and conjunctions.W.4.2.3 Identify and use possessive, objective, and demonstrative pronouns.

W.4.2.4 Identify and use modifiers in sentences.

W.4.2.5 Use irregular plural forms of nouns correctly.

W.4.2.6 Correctly indent paragraphs.



Mastery Level %

Date & Initials

W.5.2.1 Correctly identify the singular and plural forms of nouns.

W.5.2.2 Distinguish between correct use of verbs in affirmative and negative forms in simple sentences.W.5.2.3 Identify correct use of verbs in affirmative and negative forms in simple sentences.W.5.2.4 Identify nouns, verbs, pronouns, adjectives, and adverbs in sentences.

W.5.2.5 Identify the appropriate forms of common regular and irregular verbs.

W.5.2.6 Make pronouns and antecedents agree in number and gender.



Page 1 of 2



Mastery Level %

Date & Initials

W.2.3.1 Use prewriting strategies to generate and organize ideas related to an essay topic.

W.2.3.2 Generate an outline using a logical organizational pattern.

W.2.3.3 Write correctly punctuated and constructed narrative paragraphs using chronological order.W.2.3.4 Write correctly punctuated and constructed descriptive paragraphs.

W.2.3.5 Compare and contrast sets of objects or events using correctly punctuated and complete sentences.W.2.3.6 Effectively use supporting details and transitional words.

W.2.3.7 Define and identify the elements of an essay to include an introduction, body, and conclusion.W.2.3.8 Develop an introductory paragraph, supporting paragraphs, and a conclusion paragraph for an approved topic.W.2.3.9 Compose a business letter (i.e., thank you letter, letter of application, etc.) on the computer.W.2.3.10 Find and correct spelling errors, including homonyms.

W.2.3.11 Use a dictionary to spell and write words having phonetically irregular beginnings.W.2.3.12 Use an online dictionary and thesaurus.

W.2.3.13 Apply rules for adding common prefixes and suffixes.



Page 2 of 2




Mastery Level %

Date & Initials

W.3.3.1 Capitalize titles of books, magazines, poems, songs, television shows, movies, etc.

W.3.3.2 Use a comma before the conjunction in complex sentences.

W.3.3.3 Use a comma to set off proper names in direct address.

W.3.3.4 Use commas to set off an appositive.



Mastery Level %

Date & Initials

W.4.3.1 Identify complete subjects and complete predicates in sentences.

W.4.3.2 Identify compound subjects and predicates in sentences.

W.4.3.3 Identify the understood subject of a command.

W.4.3.4 Identify phrases and independent and dependent clauses.



Mastery Level %

Date & Initials

W.5.3.1 Identify nouns, verbs, pronouns, adjectives, adverbs, conjunctions, prepositions, and interjections.W.5.3.2 Write the appropriate forms of common regular and irregular verbs, past, present, and past participle.W.5.3.3 Distinguish present tense, past tense, and future tense of common verbs.

W.5.3.4 Identify and use nominative and objective cases correctly.



Page 1 of 2



Mastery Level %

Date & Initials

W.2.4.1 Using the writing process, draft, and revise an essay.

W.2.4.2 Using the writing process, write an expository essay.

W.2.4.3 Using the writing process, write a persuasive essay.

W.2.4.4 Edit writing to produce a final document that is correct in spelling, punctuation, grammar, and clarity and has logical organization.W.2.4.5 Understand the difference between plagiarism and student-generated text.

W.2.4.6 Use the writing process to generate text about topics in content areas.

W.2.4.7 Use computer skills to create an essay or report using a word-processing program.



Mastery Level %

Date & Initials

W.3.4.1 Appropriately use all forms of capitalization.

W.3.4.2 Appropriately use all forms of punctuation.

W.3.4.3 Correctly spell all words in a written text.



Page 2 of 2




Mastery Level %

Date & Initials

W.4.4.1 Identify parts of the sentence, including complete and simple subject and complete and simple predicate.W.4.4.2 Explore how the parts of a sentence create meaning in a sentence (for example: phrases used as adverbs, subordination of independent clauses).W.4.4.3 Recognize how parts of a sentence are used to manipulate meaning in sentences (independent clauses, introductory clauses, and phrases, etc.).W.4.4.4 Sustain a consistent point of view throughout a multiple paragraph text.

W.4.4.5 Develop appropriate tense use throughout a multiple paragraph text.

W.4.4.6 Use a computer to create paragraph divisions in an extended text and mark them through indentation.W.4.4.7 Write paragraphs with stated or implied topic sentences.

W.4.4.8 Write paragraphs with clear connections and transitions between sentences.



Mastery Level %

Date & Initials

W.5.4.1 Identify all parts of speech, including nouns, verbs, adjectives, adverbs, conjunctions, prepositions, interjections, and verbals (verbs used as nouns, adjectives, or adverbs such as infinitives, participles, and gerunds).W.5.4.2 Identify how parts of speech work in a particular sentence, i.e., noun used as an object instead of a subject.W.5.4.3 Correctly use the nominative and objective cases of pronouns, i.e., she/her.

W.5.4.4 Identify passive voice (for example: Passive=The man was bitten by the dog. Active =The dog bit the man).W.5.4.5 Demonstrate mastery of past and present tense.

W.5.4.6 Establish and maintain tense in a writing piece.


Writing Sample Activities with Real-Life Application Level 1, Grade Level 0.0-1.9

W.1.1 Readability/Accuracy: The student will develop and apply knowledge of the basic written English language.

Benchmark Sample Activities with Real-Life Application

W.1.1.1 Recognize and copy manuscript letters of the alphabet.

Have students trace letters and then copy them.

W.1.1.2 Recognize and copy numerals to 100.

Have students trace numbers and then copy them.

W.1.1.3 Write numerals (0-20) from memory.

Have students fill in the first 20 dates in a calendar for each month of the year (or the entire month which would give them practice with the numbers 1-31 and they will learn that different months have a different number of days and that the first day of the month does not begin on the same day of the week).

W.1.1.4 Write uppercase and lowercase letters from memory.

Have students write letters as the instructors calls them out.

W.1.1.5 Recognize and write common symbols.

Have students identify the symbols used on a keyboard above the numerals 0-9 and discuss how they are used in daily life.

W.1.1.6 Write words identifying objects in the classroom, home, or workplace.

Use pictures from the home, workplace, or community.Have students plan and write a grocery list or a “to do” list.

W.1.1.7 Recognize and write common abbreviations often found on forms.

Write courtesy title, name, and address on an envelope. Practice between using the abbreviated and full name.

W.1.1.8 Write personal information and dates accurately on a simple form and from dictation.

Have students complete simple forms using imaginary/sample information, i.e., create a person, which could later be used as the main character in a story.Have students design a calling card or business card.Have students fill out a check.

W.1.1.9 Accurately space words to form simple sentences.

Have students copy or write from dictation instructor created paragraphs based on current events.

W.1.1.10 Accurately copy at least one paragraph of written material.

Using the language experience approach, write a short story as a class or one-on-one with a student. Have student(s) copy the story.

W.2.1 Composition: The student will develop and apply the writing process to communicate in writing for a variety of purposes.


W.2.1.1 Compose simple, original sentences without regard to punctuation and capitalization.

Do a free writing exercise using the student’s name without regard to punctuation and capitalization. Ask questions such as: How does your name define you? What does your name say about the kind of person you are? What does your name mean? How do you feel about your name? How do others feel about your name? What is the origin of your name? Why was your name selected especially for you? If you were to change your name, what would it be?


W.2.1.2 Edit simple sentences for completeness, punctuation, and capitalization.

Have students edit the sentences they wrote in W.2.1.1 above.Have students write sentences for other students to edit.Make a handout (or write on the board) several sentences with all lower-case letters and some words written too close together. Have students separate the words, spell words correctly, and properly capitalize and punctuate the sentences. Students could dictate the sentences for the instructor to write.

W.2.1.3 Edit simple sentences for correct spelling.

W.2.1.4 Use a computer to type personal information and dates accurately on a simple form.

Locate a simple form on the Internet for students to complete or make a form.Have students complete an online job application.

W.3.1 Capitalization, Punctuation, and Spelling: The student will develop and apply knowledge of the rules for capitalization, punctuation, and spelling to complete a variety of writing tasks.


W.3.1.1 Correctly capitalize simple sentences.

Copy simple sentences from a real-life text leaving out the capital letters. Have students circle all words that should begin with a capital.

W.3.1.2 Correctly capitalize the pronoun “I.”

Ask students to dictate a sentence to you about something they did yesterday. Write the sentences on the board (or a piece of paper for one-on-one) without capitalization, then have students make corrections.

W.3.1.3 Capitalize proper nouns which include names, titles, places, and abbreviations.

Have students role-play with mock phone messages that the instructor has developed. These messages should include: names, titles, places, and abbreviations that would need to be capitalized. One student will be the administrative assistant at a business and the other student will be a business owner calling with some information. The administrative assistant will write the message down using correct capitalization.

W.3.1.4 Distinguish between declarative, imperative, interrogative, and exclamatory sentences when presented orally by the instructor.

Record different types of sentences on a tape recorder or computer so students can listen to the sentence and then identify the type.

W.3.1.5 Correctly punctuate simple sentences with end punctuation including periods, question marks, and exclamation points.

Instructor writes 10 sentences without punctuation on the white board. Each student individually writes each sentence filling in the missing punctuation. When students have finished, the instructor asks for volunteers to fill in the correct punctuation. One volunteer will fill in periods, another question marks, and another exclamation marks. A different colored marker will be used for each different punctuation mark.

W.3.1.6 Correctly punctuate abbreviations of common titles.

Have students practice writing notes inviting someone to an upcoming event. Have students correctly punctuate a paragraph (with dates and abbreviations) about a historical event.W.3.1.7 Correctly punctuate dates

within sentences.W.3.1.8 Spell 98% of the words on the preprimer Dolch word list.

Have students write the words as they are read aloud by the instructor.


W.3.1.9 Use a computer to compose simple sentences with proper capitalization and punctuation.

Have students correspond with the instructor through e-mail. The instructor would respond modeling proper capitalization and punctuation.


W.4.1 Grammatical Concepts/Sentence Structure: The student will develop and apply knowledge of grammatical concepts and sentence structure to complete a variety of writing tasks.


W.4.1.1 Distinguish between nouns, verbs, and pronouns.

Create activities modeled after “Mad-libs.”

W.4.1.2 Identify nouns, pronouns and verbs in a sentence.

Have students exchange the completed “Mad-libs” from above and identify the added words.

W.4.1.3 Identify the differences between singular and plural nouns and pronouns.

Have a variety of real-life reading materials on hand for students to use. Students will find either the singular or plural of a word and then rewrite the sentence changing the word (if singular, make it plural or if plural, make it singular). Make sure students realize that other parts of the sentence may need to be changed.

W.4.1.4 Identify the simple subject and simple predicate in a simple sentence.

Create a list of increasing word sentences for students to identify the subject and predicate, i.e., “Babies cry.” Or “We bought groceries.”Have students tell you about something they did the past weekend. Record the sentences on paper or on the board and then have the students identify the subject and predicate.

W.4.1.5 Identify proper subject and verb agreement in a simple sentence.

Make a list of sentences that have common errors you have heard students using in conversation. Discuss what would need to be changed to make the sentence proper.

W.4.1.6 Write related simple sentences using correct capitalization, punctuation, and grammar.

Have students practice writing phone messages and/or notes to child’s teacher.

W.5.1 Parts of Speech, Verb Tense, and Usage: The student will apply knowledge of parts of speech, verb tense, and usage to complete a variety of writing tasks.


W.5.1.1 Identify nouns, pronouns, and verbs in simple sentences.

Have students identify nouns, pronouns, and verbs in a short news article. Then have students write a few sentences about a person that does something, replacing the proper names with pronouns.

W.5.1.2 Distinguish between past and present tense in simple sentences.

Have students write a short story about an embarrassing moment that they have had in the past. Then have them write about the same embarrassing moment as if it is happening right now. Discuss the difference between past and present.

W.5.1.3 Compose simple sentences in both present and past tense.


Writing Sample Activities with Real-Life ApplicationLevel 2, Grade Level 2.0-3.9

W.1.2 Readability/Accuracy: The student will develop and apply knowledge of the basic written English language.


W.1.2.1 Write short sentences from dictation.


W.1.2.2 Recognize and copy both capital and lowercase cursive letters of the alphabet.

Have students trace letters and numerals and then copy them. Select a short passage from a text or newspaper and have students write it using cursive writing.



W.2.2.1 Compose topic sentences from a given selection of prompts.

Place a group of magazine pictures or a group of cut-out sentences from a magazine article in an envelope. Have the student write a topic sentence that would be appropriate after reviewing the “clues” (pictures or sentences) that they found in their envelope.Have students write a note to their supervisor informing the supervisor about a doctor’s appointment.Plan and write a note to the landlord about a needed repair.

W.2.2.2 Generate supporting sentences for topic sentences.

Have students generate supporting sentences for the topic sentence they generated in W.2.2.1.

W.2.2.3 Use the prewriting process (brainstorming, clustering, and freewriting) to create paragraphs that include topic sentences and supporting details.

Have students brainstorm about an activity they did during the last few days. Then use the prewriting process to create a short essay that includes a topic sentence with supporting details.

W.2.2.4 Use the proofreading step of the writing process to edit paragraphs for grammar and mechanics.

Have students proofread and edit the story written in W.2.2.3 or if they are comfortable they would consult with another student about changes that would make the story better.

W.2.2.5 Compose a sequential set of simple instructions for a common task.

Have students write a set of instructions for doing a task, such as “frying an egg,” “making a hotdog,” “getting a soda from the drink machine,” etc.

W.2.2.6 Find and correct spelling errors.

Have students review some of the writing previously complete to look for and correct spelling errors.

W.2.2.7 Type, edit, and print a paragraph using a computer.

Have students type a paragraph about why they think they should be hired for a job, receive a scholarship, be allowed to go on a school trip, etc.

W.2.2.8 Type the inside address, salutation, and closing of a letter using a computer.

Have students turn their W.2.2.7 paragraph into a letter.




W.3.2.1 Capitalize the inside address, salutation, and closing of personal and business letters.

See W.2.2.8 above.

W.3.2.2 Capitalize proper nouns including days of the week, months of the year, holidays, continents, countries, states, and cities.

Have students fill out a form asking for specific information requiring them to use proper capitalization, i.e., What is the best day of the week for you to go grocery shopping?, What is your favorite month of the year?, List the birthdates of your children, grandchildren, siblings? Look at the map, choose, and write down the names of three countries you would like to visit?

W.3.2.3 Use commas to correctly punctuate items in a series, dates, and addresses.

Have students write a letter to a family member or friend to tell them about a recent trip (real or imaginary).

W.3.2.4 Use commas to correctly punctuate the salutation and closing of a personal letter.W.3.2.5 Use apostrophes to form contractions.

Getting to Know Me: Have the students mingle, socialize, and introduce themselves. Then have them write about themselves and their families using contractions and possessives.

My name is _________ I’m a _________ My mother’s a ________

Who am I?

W.3.2.6 Use apostrophes to show possession.

W.3.2.7 Spell the months of the year, days of the week, and numbers from 1 to 121.


W.3.2.8 Spell 98% of the words on the preprimer through third grade list on the Dolch word list.

Have students trace letters and numerals and then copy them. Select a short passage from a text or newspaper and have students write it using cursive writing.



W.4.2.1 Change fragments and run-ons to complete sentences.

Create a paragraph with fragments and run-ons using information from a brochure, newspaper, etc. Have students rewrite and make corrections.

W.4.2.2 Combine simple sentences to form compound sentences using commas and conjunctions.

Create a paragraph (using text from a magazine story) with very simple sentences and have students rewrite to form compound sentences using commas and conjunctions.

W.4.2.3 Identify and use possessive, objective, and demonstrative

Using objects in the classroom, have students write sentences describing which items belong to which person or persons.


pronouns.W.4.2.4 Identify and use modifiers in sentences.

Have students make a poster or write a newspaper classified advertisement to describe a lost or found pet.


W.4.2.5 Use irregular plural forms of nouns correctly.

Brainstorm, with students, nouns that have irregular plural forms. Make a list on the board.Have students identify irregular plural forms of nouns in a magazine or newspaper article. Have students write an essay demonstrating the correct use of irregular plural forms of nouns.

W.4.2.6 Correctly indent paragraphs. Have students write a summary of the day’s news or the day’s classroom activities.



W.5.2.1 Correctly identify the singular and plural forms of nouns.

Using a newspaper, have the students circle the singular and plural nouns.

W.5.2.2 Distinguish between correct use of verbs in affirmative and negative forms in simple sentences.

Give students sentences they might use in a note to a teacher using either affirmative or negative form and have them change the sentence to the opposite form. For example: My child will be able to go on the field trip. My child will not be able to go on the field trip.Have students write a paragraph responding to an instructor’s created invitation.

W.5.2.3 Identify correct use of verbs in affirmative and negative forms in simple sentences.W.5.2.4 Identify nouns, verbs, pronouns, adjectives, and adverbs in sentences.

Use the “Star Spangled Banner” circle parts of speech. Color-code the parts of speech. Then have the student’s put the SSB back together.Using a current newspaper article written at a lower level have students highlight different parts of speech in different colors, i.e., verbs in blue, nouns in orange, etc. You can find newspaper articles written at lower reading levels at The Learning Edge website: http://www.thewclc.ca/edge/

W.5.2.5 Identify the appropriate forms of common regular and irregular verbs.

Write a work-related memo at an appropriate reading level and have students choose the correct verb to use in each sentence.Have student’s listen to transcripts while they read a type written transcript of current events. Leave out pronouns and verbs and have students fill in as they listen repeatedly.Read children’s books to locate the irregular and plural forms of nouns.

W.5.2.6 Make pronouns and antecedents agree in number and gender.


http://www.thewclc.ca/edge/




W.2.3.1 Use prewriting strategies to generate and organize ideas related to an essay topic.

Have students write an essay describing how their families celebrate holidays.Have students design a timeline highlighting events in their lives. Using their timeline, have students write a paragraph summarizing an event from their personal life. Have students create a timeline of a specific period in history. Then have them write a paragraph summarizing those events.Have students use a variety of graphic organizers for writing. Let them discuss which organizer they prefer and which organizers may relate better to specific purposes for writing.Have students design their own graphic organizers relative to a specific topic to include information they would like to learn. Have them write a summary based on that information.Use a cut-up article and have students put the pieces in the correct order, identifying specific parts of the article, i.e., introduction, body, conclusion, etc.Have students outline a specific passage they have read, using a graphic organizer.

W.2.3.2 Generate an outline using a logical organizational pattern. W.2.3.3 Write correctly punctuated and constructed narrative paragraphs using chronological order.

W.2.3.4 Write correctly punctuated and constructed descriptive paragraphs.

Students share the essay with a peer and review the essay for grammatical accuracy and descriptive words.Have students prepare fliers for advertising job skills such as lawn maintenance, housekeeping, babysitting, etc.Have students write summaries of projects they have constructed. Share and proofread for presentation.Have students construct paragraphs using sentence strips/cards and manipulating cards with correct punctuation symbols.

W.2.3.5 Compare and contrast sets of objects or events using correctly punctuated and complete sentences.

As a class, students conduct a research project comparing and evaluating the relative costs versus the benefits and problems of using different forms of transportation to get to a vacation destination.Bring in objects to the classroom from home or in the classroom that are unusual and ones that are common. Have the students write complete sentences comparing and contrasting any of the two objects, stressing the use of correct punctuation.

W.2.3.6 Effectively use supporting details and transitional words.

Students share the essay with a small group and review the essay for supporting details and transitional words.Give students writing prompts and have them write a paragraph using supporting details and transition from one thought to another.


W.2.3.7 Define and identify the elements of an essay to include an introduction, body, and conclusion.

Using an essay that has been cut apart and mixed-up, students will label and order the elements (introduction, body, conclusion).After students have an understanding, have all students start an essay with an introduction. The students will have only 2-3 minutes to write each part. They will stop after each part. For example give 2-3 minutes to write an introduction. Stop and pass papers to the right. The next person writes the 1st supportive paragraph. Stop and pass papers to the right. The next person then writes the 2nd supporting paragraph. Stop pass the papers to the right. The last person will then write the conclusion. Stop. Now have the last person read the completed essay. Then have the class discuss “did the essay turn out way you expected?” “Was it what you planned?”

W.2.3.8 Develop an introductory paragraph, supporting paragraphs, and a conclusion paragraph for an approved topic.

Students write a summary of previous job experience showing the elements of an essay. Have students write a 3-5 paragraph essay about a topic showing the elements of an essay. Possible suggestions are: The Worst/Best Day Ever, How To…, Birth of A Child/Grandchild, and My Dream Job.

W.2.3.9 Compose a business letter (i.e., thank you letter, letter of application, etc. on the computer.

Students write a business letter to a future employer describing why they should be hired. Select a job from a newspaper ad for which you would like to apply and compose a business letter of application.Write a note to a child’s teacher informing them of the results of a hearing or vision test.Compose an e-mail to a company that complains about a service or compliments a service.Write a note to a child’s teacher requesting information about recent test results.Compose a letter requesting information, asking for donations for a favorite charity, to the President or any public figure, pen pal, favorite television personality, disputing a bill, requesting the status of a job application recently submitted, to your child’s principal or teacher, requesting materials advertised, requesting financial aid, or a job interview.Use a computer to type, edit, and print one of these letters mentioned. The letter should include a date, inside address, salutation, body, complimentary close, and signature.

W.2.3.10 Find and correct spelling errors, including homonyms.

Give students a handout containing common homonyms. Have them write a paragraph using several different homonyms.Find and correct spelling errors, including homonyms.Use an appropriate dictionary to check the spelling of at least ten words used in a student newsletter, local newspaper, or business correspondence.

W.2.3.11 Use a dictionary to spell and write words having phonetically irregular beginnings.

Brainstorm with students words used in real life that have phonetically irregular beginning. List the words on the board. Then have students to look in the dictionary for other words with the same beginnings.Use a dictionary to spell and write words having phonetically irregular beginnings. Initially, spell twenty words the way they sound, and then use the dictionary to correctly spell those words.


W.2.3.12 Use an online dictionary and thesaurus.

Make a list of small but obscure words, i.e., motif, cue, etc. Have students use an online dictionary and thesaurus to define the words and find other words with similar meanings.Using a pre-written Word document with errors and unfamiliar words instruct students on using dictionary and thesaurus first by hard copy, then with Word, and finally online. Identify sites available such as MerriamWebster.com or OnLineDictionary.com. Give ample opportunities to master new skills.

W.2.3.13 Apply rules for adding common prefixes and suffixes.

Make cards with prefixes, suffixes, and roots listed. The students can form words using the cards.Identify and review rules for adding common prefixes and suffixes. Write them on a flip chart or poster paper. Give students cards of prefixes, suffixes, and roots. Have them form words and place in sentences to change meaning. Have class discuss how prefixes and suffixes change the meaning of the root word and why.



W.3.3.1 Capitalize titles of books, magazines, poems, songs, television shows, movies, etc.

Create a list of popular books, songs, movies, television shows, etc. without using capitalization and then have students edit the list.

W.3.3.2 Use a comma before the conjunction in complex sentences.

Students write a dialogue of ten sentences based on a conversation heard at an event they recently attended.

W.3.3.3 Use a comma to set off proper names in direct address.

Students write a friendly letter to a doctor, dentist, clerk, teacher, or babysitter using commas, periods, and other appropriate punctuation.

W.3.3.4 Use commas to set off an appositive.



W.4.3.1 Identify complete subjects and complete predicates in sentences.

Have students identify complete subjects and complete predicates found in a paragraph of a magazine or newspaper article.Have students use something they have previously written to identify subjects and predicates.Use the idiom activity from R.2.4.4 with emphasis on subjects and predicates.Have students identify subjects and predicates in comic strips.


W.4.3.2 Identify compound subjects and predicates in sentences.

Have students identify compound subjects and predicates found in a short magazine or newspaper article, brochure, technical manual, etc.Have students review essays they have written previously to identify compound subjects and predicates.Use word cards to create compound subjects and predicates in sentences. Give students sentences with simple subjects and predicates and have them change to compound subjects and/or predicates.

W.4.3.3 Identify the understood subject of a command.

Have students identify the understood subject of a command by using cartoon dialogue.Have students identify the subject in recipes and instructions. Using sentences with nouns of direct address and proper nouns, have students identify which are commands and which are declarative sentences. Then have students identify the subjects.

W.4.3.4 Identify phrases and independent and dependent clauses.

Have students use a newspaper article to identify phrases and independent and dependent clauses.Cut up sentences that contain various clauses and conjunctions, also include a variety of conjunctions, words, and punctuation marks that may be used in different structures. Have students construct the sentences in a variety of ways while maintaining the same sentence meaning using correct punctuation and conjunctions and identifying examples with dependent clauses, modifying phrases, and independent clauses. Write examples on the board and discuss different ways of creating the same meaning with different sentence structure.Use humorous sentences where the modifying phrase is in the wrong place. Have students correct the sentences by cutting the phrase from the sentence and pasting it in the correct place.



W.5.3.1 Identify nouns, verbs, pronouns, adjectives, adverbs, conjunctions, prepositions, and interjections.

On different days have students highlight a different part of speech in short newspaper or magazine articles.Have students write sentences and identify the parts of speech. Also have them write sentences and allow other students to find the parts of speech.

W.5.3.2 Write the appropriate forms of common regular and irregular verbs, past, present, and past participle.

Students proofread and edit essays for the correct verb tense. If comfortable, they can exchange papers and proofread and edit each other’s essays.Make a Concentration game with a pre-selected list of verbs (regular and irregular). Have the students match the verbs with the past, present, and past participle of the word. Create worksheets for students to use in changing tenses from one form to another.Have students write paragraphs making sure to keep the tenses the same throughout the writing.

W.5.3.3 Distinguish present tense, past tense, and future tense of common verbs.


W.5.3.4 Identify and use nominative and objective cases correctly.

Have students circle or highlight the nominative and objective cases of pronouns they find in a newspaper article, letter to the editor, etc.Have students write about an activity (going to the movies, shopping, hiking, etc) they did with a friend.





W.2.4.1 Using the writing process, draft and revise an essay.

Students share an essay with a peer discussing the purpose and idea of the essay and the progression of ideas. Using the writing process, draft and revise a letter to the editor (editorial) of a local newspaper.Using the writing process, proofread and rewrite two editorials to ensure correct punctuation, spelling, grammar, cohesiveness, clarity, and logical organization and demonstrate style, voice, and tense.

W.2.4.2 Using the writing process, write an expository essay.

Students write an expository essay comparing how they were raised with how they will raise their children.

W.2.4.3 Using the writing process, write a persuasive essay.

Students discuss opinions regarding a topic (gun control), divide into groups with similar opinions and develop a group essay.Write a speech to a certain group, i.e., an appeal to the school board, town council, etc.

W.2.4.4 Edit writing to produce final document that is correct in spelling, punctuation, grammar, and clarity and has logical organization.

As a small group, edit above essay, proofread, and rewrite a final document.Give students an essay with no punctuation. Have them read the essay. Explain the function and purpose for punctuation and why it matters. Give students guidelines and rules for punctuation. Then return to the essay and punctuate correctly. Reread with understanding and clarification.Plan and write a memo to employees concerning customer satisfaction or to the program administration concerning the students’ satisfaction with the education they are now receiving.

W.2.4.5 Understand the difference between plagiarism and student-generated text.

Define plagiarism. Have students research simple topic then write a paragraph about the given topic. Compare to the original and discuss the process. Have students then work as teams to begin research on a given topic.Discuss in class the difference between plagiarism and student-generated text.

W.2.4.6 Use the writing process to generate text about topics in content areas.

In teams, students discuss and research a point in North Carolina History. Ask each to bring that data back and create a North Carolina History report. Assign topics as appropriate for subject focus. Follow research topic by having students write a report using a word processing program on the computer. Print a hard copy and ask students to edit using word-processing.Do a mind mapping/brainstorming activity in a group or as an individual about a current event topic in science or social studies. Use the writing process (develop ideas, write a rough draft, revise, edit, and complete final product) to create a letter of introduction, resume, and thank you letter following an interview.


W.2.4.7 Use computer skills to create an essay or report using a word-processing program.

Use a word processing program (if available) to complete the letter of introduction, resume, and thank you letter specified in W.2.4.6Use a computer to create a statement about an on-the-job accident.Write an informational brochure about a local organization or program.



W.3.4.1 Appropriately use all forms of capitalization.

Students write a letter of application applying for a job advertised in the classified ads.Provide students with several diverse publications. Have them identify a particular type of capitalization concept i.e. states, proper names, etc.

W.3.4.2 Appropriately use all forms of punctuation.

Students write an essay about a current “hot” topic or event they recently attended. Have students write a paragraph. The teacher should highlight the different areas that need to be changed. Students should try to identify their own mistakes.

W.3.4.3 Correctly spell all words in written text.

Supply students with incorrectly spelled literature. Have them identify and correct the misspelled words in the passage.



W.4.4.1 Identify parts of the sentence, including complete and simple subject and complete and simple predicate.

Use newspaper, magazine, or other type of articles and have students differentiate the parts of speech by underlining, circling, or highlighting.Analyze a newspaper editorial or an essay found in a book (ex: Denzel Washington’s book) to discuss how sentence structure impacts the meaning and effectiveness of the author’s work. Dissect a famous quote and have students label each phrase. Using an advertisement, have students point out what parts of the phraseology are used to persuade or manipulate the reader… explain how so.Use headlines to identify simple subject and simple predicates. Have students create their own headlines. Have students write headlines in complete sentence form, identifying subjects and predicates.Make cards for constructing sentences and form sentences with them. Reorganize sentence parts to change the meaning of the sentence. Reorganize sentence parts to maintain original meaning of the sentence.

W.4.4.2 Explore how the parts of a sentence create meaning in a sentence (for example: phrases used as adverbs, subordination of independent clauses).W.4.4.3 Recognize how parts of a sentence are used to manipulate meaning in sentences (independent clauses, introductory clauses ,and phrases, etc.).


W.4.4.4 Sustain a consistent point of view throughout a multiple paragraph text.

Have students write a persuasive essay convincing someone to hire them or convincing someone to buy a product. Using an opinion article from a newspaper, have the students circle the identifying text showing consistent point of view. Use reading passages that abruptly change points of view. Identify parts of a passage that show a change in point of view.

W.4.4.5 Develop appropriate tense use throughout a multiple paragraph text.

Have students write a past-tense, present-tense, or future-tense biography, i.e. I was …, I am …, I will ... Have students write a story about someone receiving and giving gifts.

W.4.4.6 Use a computer to create paragraph divisions in an extended text and mark them through indentation.

Have the students use a word processing program to type an essay practicing using tab key to indent making sure to properly use transition words to connect and make essay flow.

W.4.4.7 Write paragraphs with stated or implied topic sentences.W.4.4.8 Write paragraphs with clear connections and transitions between sentences.

W.5.4 Parts of Speech, Verb Tense, and Usage: The student will apply knowledge of parts of speech, verb tense and usage to complete a variety of writing tasks.


W.5.4.1 Identify all parts of speech, including nouns, verbs, adjectives, adverbs, conjunctions, prepositions, interjections, and verbals (verbs used as nouns, adjectives or adverbs such as infinitives, participles, and gerunds).

Have students read a newspaper article and find examples of the listed parts of speech. Identify all parts of speech by placing them in the correct categories, which will be provided. For example, students are given a list of mixed-up words and they are to place each word in the correct category.

W.5.4.2 Identify how parts of speech work in a particular sentence, e.g., noun used as an object instead of a subject.

Have students discuss the function of words in sentences they find in a current newspaper or magazine.

W.5.4.3 Correctly use the nominative and objective cases of pronouns, e.g., she/her.

Have students identify the nominative and objective cases of pronouns used in a short magazine or newspaper article.Have students rewrite sentences from a magazine or newspaper article adding pronouns and/or replacing proper nouns with pronouns.

W.5.4.4 Identify passive voice (for example: Passive=The man was bitten by the dog. Active =The dog bit the man).

Read a newspaper article and find examples of active and passive voice. Change all active voice sentences (that have a direct object) to passive voice. Discuss how the writing changes.

W.5.4.5 Demonstrate mastery of past and present tense.

Have students write a story about something they did as a child and how they feel about it now.

W.5.4.6 Establish and maintain tense in a writing piece.

Have students write a story about a person describing an unusual experience.


Writing Glossary

Adapted materials Authentic texts and other materials that have been modified for lower-level students. The format, vocabulary, grammatical forms, or sentence structure of authentic materials can be adapted. (See Simplified materials and Authentic materials.)

Adjective An adjective is a word that describes a noun or a pronoun by describing, identifying, or quantifying words. Examples: big, yellow, thin, amazing, beautiful, quick, important.

Adverb An adverb is a word which usually describes a verb. An adverb indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much". Adverbs often end in –ly. Examples: slowly, intelligently, well, yesterday, tomorrow, here, everywhere.

Affective strategies Strategies that link learning with feelings; a powerful influence on storage and retrieval of learning. These strategies focus on motivation, anxiety, and self-encouragement.

Affix An affix is a word part attached to the beginning or end of a “root word.” It is a general term that includes both prefixes (pre, un, dis, etc.) and suffixes (ful, less, ly, etc). An affix may change the meaning (happy, unhappy) or function of a word. For example, ly changes an adjective to an adverb, as in “The happy child played happily.”

Antecedent A word, phrase, or clause referred to by another expression which precedes it or follows it. (e.g., The mouse who ate the cheese is full.)

Antonym An antonym is a word that is opposite in meaning to another word. An antonym for dark is light.

Article An article is used to introduce a noun. Examples: the, a, an.

Assessment Assessment in education is the process of collecting and analyzing data to make educational decisions. Assessment is a general term that refers to tests and other measures, like oral reading performances, collections of writings, and other work products, teacher observations, and self-evaluations.

Authentic materials Actual reading or listening materials, not modified or simplified, from the real world (e.g., newspaper articles, pamphlets, radio broadcasts). (See Adapted materials and Simplified materials.)

Background knowledge Existing knowledge that the learner already has. In the second language comprehension process, at least three types of backgrounds are potentially activated: (1) linguistic information, (2) knowledge of the world (one’s store of concepts and experiences), and (3) knowledge of discourse structures or how various types of authentic discourse (e.g., conversations, radio broadcasts, newspaper articles, political speeches) are generally organized.

Benchmarks Benchmarks describe the set of skills learners need to develop and achieve in order to meet the more broadly stated content standards.

Bloom’s Taxonomy Identifies six levels within the cognitive domain, from the simple recall or recognition of facts (knowledge) as the lowest level through increasingly more


complex and abstract mental levels (understanding, application, analysis, synthesis) to the highest order (evaluation).

Body language Nonverbal communication by means of facial expressions, eye behavior, gestures, posture, etc. Body language expresses emotions, feelings, and attitudes, sometimes even contradicting the messages conveyed by spoken language. People in all cultures understand some nonverbal expressions; other expressions are particular to specific cultures. (See Nonverbal communication.)

Brainstorming Brainstorming is a process for developing creative solutions to problems. It works by focusing on a problem, and then deliberately coming up with as many solutions as possible and by pushing the ideas as far as possible. One of the reasons it is so effective is that the brainstormers not only come up with new ideas in a session, but also spark off from associations with other people's ideas by developing and refining them.

CASAS Comprehensive Adult Student Assessment System.

Circumlocution A strategy used by a learner who does not know or can’t recall a word but wants to express a concept. Instead of using a concise term, a speaker will use a string of words to express the same meaning (e.g., “The wife of your father’s brother” is a circumlocution for “your aunt.”).

Cognates Words having a common linguistic origin (e.g., café and coffee derive from the Turkish, kahve). (See False cognates.)

Collocation A predictable combination of words that commonly go together. For example: Some words that collocate well with work are full-time work, work area, work smoothly, and challenging work. Also, collocates are important in ESL because they help to explain why some learner language is grammatically correct and the meaning is apparent, yet the utterance seems strange. For example, in North America, teeth collocates with brush, as in I am going to brush my teeth, whereas I am going to clean my teeth is a grammatically correct and comprehensible sentence but seems awkward and is something a native speaker would not ordinarily say.

Comparative A form of an adjective, adverb, or noun that is used to express differences between two items or situations (e.g., Juan is taller than Miguel. He works more quickly than she does. That machine makes more noise than this one.

Complex sentences A complex sentence contains one or more independent clauses and one or more dependent clauses (e.g., He goes to the dentist / when he has a toothache.).

Compound sentences A compound sentence is made up of two simple sentences that are joined by a coordinate conjunction, punctuation, or both (e.g., She likes to take the subway, but she doesn’t like to take the bus. She likes to take the subway; she doesn’t like to take the bus.).

Conjunctions A conjunction connects individual words or groups of words. A coordinating conjunction connects words, phrases, or sentences that are equal or the same type (e.g., or, and, but). A subordinating conjunction connects a dependent clause to an independent clause in order to complete the meaning of the dependent clause (e.g., after, although, as, because, before, if, since, when, where, while, and soon).

Connected speech Spoken language simplified so that sounds run into one another, are reduced or left out, contracted, or blended. Connected speech is commonly used in the informal speech of native speakers. One important effect of connected speech is that the


boundaries between words become blurred. While this may not represent a particular problem for a native speaker, a nonnative speaker who has been taught to recognize individual words and short sentences in their idealized citation forms may have difficulty comprehending. (See Linked words and Reduced speech.)

Conditionals (if clauses) Sentence structures used to state a cause and effect event or situation (e.g., If it rains, the game will be cancelled. If it rained, the game would be cancelled. If it had rained, the game would have been cancelled.).

Content-based instruction Using subject matter such as life-skills topics (e.g., housing, work), themes, or academic course materials (e.g., math, science, social studies) as a basis for language teaching.

Content standards Content standards are broad statements of the knowledge, skills, processes, and other understandings that guide curriculum in order for students to attain high levels of competency in challenging subject matter. Content standards define what a learner should know and be able to do within a specific content area. Content standards reflect the knowledge and skills of an academic discipline and reflect what stakeholders of educational systems recognize as essential to be taught and learned.

Contextualized Instruction presented within a meaningful context to facilitate learning (e.g., The grammatical structure of commands taught within the context of a doctor’s visit: Open your mouth. Raise your arms.).

Conventions of Edited American English EAE refers to the variety of English that is most used by educated speakers of the language. Edited American English (EAE) refers to those conventions of grammar, usage, and mechanics to which writers and speakers adhere in order to communicate effectively. For example, EAE still governs when to use who or whom, is or are, pronoun forms, verb form and verb tense, adjective or adverb forms, parallel constructions, and sentence structure.

Curriculum Curriculum is best characterized as what should take place in the classroom. It describes the topics, themes, units, and questions contained within the content standards. Content standards are the framework for curriculum. Curriculum can vary from program to program, as well as from instructor to instructor. D’Nealian Manuscript A type of handwriting that introduces slanted letters.

Demonstrative pronouns These pronouns stand in for a person, place, or thing and may function as subjects, objects, or objects of the preposition (e.g., this, that, these, those).

Dependent clause A dependent clause must connect to or be a part of another clause (e.g., because I walked in the room).

Direct instruction Direct instruction is the general teacher-centered instruction technique. The teacher provides the learners with much of the information they need, often through lectures, explanations, examples, and problem solving. Most direct instruction techniques only allow for minimal student-teacher interaction, and need to be supplemented by review, practice, and group discussions.

Discourse Communication in speech or in writing which is two or more sentences long.

Embedded questions Embedded questions begin with phrases such as, “Do you know…,” Can you tell me…,” and are followed by a noun clause that begins with who, what, where,


when, why, how, or if. In the noun clause the verb order is not transposed as it is in a question, e.g., Can you tell me where it is? (See Embedded statements.)

Embedded statements Embedded statements look as if they are questions inside sentences. An introductory clause is followed by a noun clause that begins with who, what, where, when, why, how, or if. In the noun clause the verb order is not transposed as it is in a question, e.g., I don't know who he is. I can't remember where I put it. I wonder when she left.

Explicit instruction In explicit instruction, the instructor presents content clearly and directly, providing step-by-step directions, and modeling followed by guided practice with feedback, independent practice, and frequent reviews. Similar structured approaches may be called direct instruction, active teaching, or expository teaching.

Expository text Expository text presents and explains facts and information about a topic. It is distinguished from narrative text, which tells a story or relates a series of events.

False cognates Words that are similar or the same as words in another language but have a different meaning (e.g., The English word embarrassed, and the Spanish word embarazada, are similar in form but the meaning of embarazada (pregnant) is not similar to the meaning of embarrassed.) (See Cognates.)

Figurative language Figurative language is the non-literal use of words, as in the use of images to make comparisons. It is language that communicates ideas beyond the ordinary or literal meaning of the words (e.g., simile, metaphor, hyperbole, personification). Examples are found in phrases like “perky as a puppy,” “eyes like two burning coals,” and “a stony silence.”

Fossilized speech Speech produced by a learner who has plateaued or stopped learning but continues to use non-standard grammatical forms. Often neither error correction nor explicit grammatical explanation has any effect on errors (e.g., A learner omits verbs to be/to do, producing speech like “Where he go?” or “What you doing?”).

Fragments Fragments are incomplete sentences or pieces of a sentence that have become disconnected from the main clause.

Free-writing Writing for about five-to-ten minutes without concern for organization, grammar, and spelling; free-writing may be jumpstarted with a prompt.

Genre A literary category. The main literary genres are fiction, nonfiction, poetry, and drama. Each type conforms to specific expected rules and, often, a unique format.

Gerund A verb that functions as a noun and always ends in –ing. Gerunds can be subjects, subject complements, direct objects, indirect objects, and objects of prepositions (e.g., running, biking, climbing).

Graphic organizers A visual used to organize information so it can be more easily represented, recalled, or understood (e.g., word webs, Venn diagrams, charts, tables). (See K-W-L chart, Mind map, Venn diagram.)

Guided writing In guided writing, the teacher and learners (or pairs or small groups of learners) compose together. They go through the steps of the writing process together: brainstorming, drafting, revising, editing, and producing a final product.


Homographs A group of words that are spelled the same but have different meanings, e.g., fair (to describe the weather or how one is feeling) and fair (a gathering at a particular time and place for trade).

Homonym One of two or more words that have the same sound and often the same spelling but differ in meaning; such as bank (embankment) and bank (place where money is kept).

Homophones A group of words that are pronounced the same but have different meanings (e.g., meat and meet, carat and carrot).

Hyperbole An intentional exaggeration or overstatement that a writer uses for emphasis or comic effect (e.g., Michael exploded when he saw the damage to his car.).

Idiom A phrase or expression that means something different from what the words actually say (e.g., “over his head” means “doesn’t understand”).

Independent clause Can stand alone as a complete simple sentence (e.g., I walked in the room.).

Indirect instruction The indirect instruction approach to teaching presents students with instructional stimuli in the form of materials, objects, and events, and requires students to go beyond the basic information they are given to make their own conclusions and generalizations. Indirect instruction allows teachers to engage their students in activities which require the students to learn independently. The role of the teacher is facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry.

Inference An inference, in the context of reading, is a conclusion drawn from evidence in a text that leads to knowledge or understanding that is not directly stated in print. In making inferences a reader understands what is not explicitly stated by filling in information from their background knowledge. This process is often called “reading between the lines.”

Infinitives A verb consisting of the word to plus a verb in its simplest form and functioning as a noun, adjective or adverb (e.g., to teach, to bend, to go).

Inflection A change in the form of a word (usually by adding a suffix) to indicate a change in its grammatical function such as number, person, or tense (e.g., –ed, –er).

Intensive instruction The defining factors in intensive instruction are student engagement and time. In intensive instruction students are paying attention and actively engaged in learning tasks—listening, thinking, responding, creating, or otherwise working—and doing so frequently for significant amounts of time.

Interjection An interjection is an unusual kind of word, because it often stands alone. Interjections are words which express emotion or surprise, and they are usually followed by exclamation marks. Examples: Ouch!, Hello!, Hurray!, Oh no!, Ha!

Invented spelling Spelling based on letter-sound and word knowledge that approximates conventional spellings. Invented spelling is not “spell it any way you wish,” but is reasoned, linguistic approximations that are appropriate for the learner’s developmental knowledge of letters and sounds. The use of invented spelling speeds up writing and encourages broader use of words (e.g., A learner isn’t sure how to spell stairs and generalizes the vowel sound based on words she knows how to spell and spells the word sters.).


Irregular plural nouns Nouns that have unusual plural forms.

Irregular verb A verb that forms the simple past in a different way than regular verbs. Regular verbs add –d or –ed. Irregular verbs can have the same form in simple present and simple past (e.g., put) or a different form (e.g., went).

K-W-L chart A graphic organizer that helps learners to draw on what they know, focus on what they want to learn, and identify what they learned. To create a K-W-L chart, learners draw three columns. In the first column, write what is already known about a topic. In the second column, write questions about the topic. In the third column, write important information and answers to the questions after reading or studying about the topic. K-W-L charts can be completed as a class with the teacher or independently. (See Graphic organizers, Mind map, Venn diagram.)

Key words Key words are words that carry significant meaning in the utterance or text, as opposed to words that may have a grammatical function and whose meaning may not be crucial for comprehension.

Learning strategies Specific actions, behaviors, steps, or techniques used by learners to improve their learning (e.g., using a graphic organizer, asking a speaker to repeat, using context clues).

Learning style A learner’s preferred way of perceiving, organizing, and retaining information.

Lexicon All the words a learner knows.

Linked words Also known as elision. The last consonant of the first word is joined to the vowel starting the second word (e.g., Get out!/getout/; we’re ready?/we’reready/). (See Connected speech and Reduced speech.)Metacognition Thinking about one’s own thinking or learning process. Metacognition refers to higher-order thinking that involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how learners can be taught to better apply their cognitive resources through metacognitive control.Mind map A mind map is a graphic organizer used for developing ideas and organizing information. Mind mapping helps to identify central ideas, the relative importance of other ideas, and how they are connected. A main or central word or image is placed in the center and then key words, symbols, images, and abbreviations are added as sub- ideas. Sub-ideas should be on lines that ultimately connect to the center. Each new line should be open, allowing space for more connections to sub-ideas farther from the center. Mind maps are used for a pre-writing activity, note taking, developing grocery lists, brainstorming sessions, etc. (See Graphic Organizers, K-W-L chart, Venn diagram.)

Minimal pairs Pairs of words that have only one different sound (e.g., pit, bit; sit, set).

Miscue A miscue is a reading error; a deviation from the text during oral reading. Analyzing miscues and identifying patterns of errors may help an instructor understand the nature or origin of a reading problem.

Modal Auxiliary verbs that express ability, authority, formality, politeness, and degrees of certainty (e.g., can, could, should, will, would, must, may, might).


Modeling Modeling is teaching or showing students how to accomplish a task or use a strategy by demonstrating it explicitly. Instructors are often encouraged to model even their thinking processes, as they show students what to do and how to do it.

Modifiers Modifiers add information to another element in a sentence.

Multiple meanings A word that has more than one definition dependent on its use in context within a sentence or passage (e.g., Manny hit a home run. “With or Without You” by U2 was a hit in the ‘80’s).

Nominative pronouns Nominative pronouns can only be used as the subject of a verb or a sentence (e.g., I, you, he, she, it, we, they, who).

Noun A noun is a naming word. It names a person, place, thing, idea, living creature, quality, or action. Examples: cowboy, theatre, box, thought, tree, kindness, arrival.

Objective pronouns Objective pronouns can only be used as the object of a verb or preposition. Examples: me, you, him, her, it, us, them, whom.Paragraph types There are 7 types of paragraphs: narration, exposition, definition, classification, description, process analysis, and persuasion.

Paraphrase To rephrase the wording of one’s own or another’s oral speech or written text (e.g., When were you born? can be paraphrased as What is your date of birth?).

Participle adjectives A verb form ending in –ing or –ed. A participle functions like a verb because it can take an object; a participle functions like an adjective because it can modify a noun or pronoun (e.g., a glowing coal, or a beaten dog).

Parts of speech There are eight parts of speech: noun, pronoun, verb, adjective, interjection, adverb, preposition, and conjunction.

Phrasal verbs Verbs that are used in common with other parts of speech, usually prepositions, and take on meanings of their own when combined with these other parts of speech. Although phrasal verbs are written as a combination of two or more words, they act as if they were one word (e.g., to go out with = to date, to bring up = to raise).

Plagiarism To take another’s ideas or words and use them as your own without crediting the source.

Possessive pronouns To show ownership, can be used alone or describe a noun (e.g., mine, ours, yours).

Predicate adjectives Predicate adjectives come after some form of the verb be or some other linking verb (e.g., taste, feel, turn: Nami is beautiful. The train was crowded. For a while I felt bad.).

Prefix A prefix is a word part (affix) that is added to the beginning of a word. Common prefixes include pre, un, dis, anti, non, and re. A prefix changes the meaning of the word (e.g., un--in unhappy).

Preposition A preposition links nouns, pronouns, and phrases to other words in a sentence. A preposition usually indicates the temporal, spatial, or logical relationship. Examples include: about, above, across, after, against, along, among, around, at, before,


behind, below, beneath, beside, between, beyond, but, by, despite, down, during, except, for, from, in, inside, into, like, near, of, off, on, onto, out, outside, over, past, since, through, throughout, till, to, toward, under, underneath, until, up, upon, with, within, without.

Prior knowledge (See Background knowledge.)

Proficiency level Portrays what students at a particular level know and can do in relation to what is being measured (e.g., a learner can do “x, y and z” in the Massachusetts ABE ELA Framework, Reading strand, Proficiency Level 5). Proficiency levels are not to be confused with a program’s class design levels. Programs should use proficiency levels, though, to closely crosswalk with their program class design levels. Progressive tenses A verb tense that expresses an action or situation in progress at a specific time. Also called continuous tenses. Progressive tenses include present (e.g., I am reading), past (e.g., I was reading), future (e.g., I will be reading), present perfect (e.g., I have been reading), past perfect (e.g., I had been reading), and future perfect (e.g., I will have been reading).

Pronoun A pronoun is used instead of a noun, to avoid repeating the noun. Examples: I, you, he, she, it, we, they

Pronoun referent Referring back to an item (called the antecedent) with a personal pronoun, possessive pronoun, demonstrative pronoun, definite article, etc. A pronoun must agree with its antecedent in number and gender (e.g., That’s April. She works at my company.).

Proofread To read and make corrections.

Pun A pun is the humorous use of words that involves a word or phrase that has more than one possible meaning. Example: I wondered why the baseball was getting bigger, then it hit me. Police were called to a daycare where a three-year-old was resisting a rest.

Questions There are two general types of questions: yes/no questions and informational (often open-ended) questions. Informational questions begin with who, whom, what, where, when, why, how, and which (e.g., Do you live in Boston? Where do you live?) .

Reduced speech The reduction of destressed syllables so that both consonants and vowels are less explicitly pronounced. Reductions can be within a word (e.g., int(e)rest), or in a phrase or sentence (e.g., cuz becomes because, want to becomes wanna, him is pronounced as /Im/ instead of /hIm/ in the sentence She wants him to come.). (See Connected speech and Linked words.)

Reflective pronouns Reflective pronouns can only be used to direct action back to the subject (think mirror image) or as intensifiers (e.g., myself, yourself, himself, herself, itself, ourselves, themselves).

Register Variety of language appropriate to the level of formality in a particular social setting, the relationship among the participants, and the purpose of the interaction (e.g., Hi, George. vs. Good afternoon, Mr. President. Open the window! vs. Would you mind opening the window?). Rejoinder A short response in conversation or a quick reply to a question in conversation. Rejoinders do not convey any information as such, but they keep the conversation going and show that the listener has understood and is receptive (e.g., That’s too bad. Good idea. So do I. Really? You don’t say!).


Reported speech Used to report what someone has said (e.g., Lucy told me that she got a new job.).

Roots, Root words A root word is the basic part of a complex word. The root or base carries the core of the meaning. Affixes are added to roots to alter the meaning or function of the word. The word “disappearance” is based on the root word “appear.” The prefix “dis” changes the meaning, and the suffix “ance” changes the word from a verb to a noun. Root is also used to refer to the historical origin of a word or syllable. For instance, aerospace includes the Greek root, “Aero”, meaning “air.”

Rubric A rubric is a scoring guide used in performance assessment. It includes well-defined criteria describing the characteristics of student performance at each of several points on a numerical scale. For example, a four-point scale for evaluating student writing would describe the qualities and types of errors found in typical examples of writing at each of the four rubric points.

Run-ons Compound sentences that are not punctuated correctly.

Scaffolding Temporary support from a teacher that enables the learner to take on and understand new material and tasks they are not quite ready to do independently (e.g., engaging learners in pre-reading activities, using graphic organizers, providing definitions of key vocabulary, teacher modeling of an activity, providing multiple resources).

Scaffolded instruction Scaffolded instruction is a broad term that may refer to various methods of supporting learners as they learn and gradually withdrawing supports as they become capable of independent performance of a task or skill. Supports may include clues, clarifying questions, reminders, encouragement, or breaking the problem down into steps.

Self-monitoring strategies Plans used to increase independence in academic, behavioral, self-help, and social areas. When used in reading, the ability to self-monitor meaning of words enables students to select and use strategies to improve comprehension.

Sequencing words Words that help learners comprehend or relate the order in which events occur (e.g., first, then, finally, next, then, at this point, later, afterwards).Signal words Signal words are those words and phrases that give clues to the organization of material, identify what’s important, and show the relationships among ideas and information (e.g., first, second, finally, although, in contrast, however, therefore). Simple present tense Used to express a permanent truth and habitual events or situations (e.g., People perspire when they are hot. I drive my car every day.).

Simple past tense Used to express actions begun and completed in the past (e.g., Maria worked overtime yesterday. Kamal read to his son every night last week.).

Simple future tense Used to express actions that will happen at one particular time in the future; this will happen (e.g., Tran will go to class tomorrow. Jerome is going to start a new job next week.).

Simple sentences A sentence consisting of one main clause (e.g., The bus is coming. Daniel called his mother.).

Simplified materials Texts that are specially written for classroom use, but have the style and format of authentic materials. The texts use controlled or limited vocabulary and simple sentence structure for use by lower level students. (See Adapted materials and Authentic materials.)


Situations Specific places where survival language is spoken (e.g., at school, at the post office, in the doctor’s office).

Social language Oral language used in social or peer settings, usually in contrast to more formal academic language (e.g., “Hi, how are you?”).

Spiraling Reusing or recycling vocabulary, grammar, or concepts throughout a text or series of lessons.

Standard Standards describe what learners should know and be able to do within a specific content area.

Strand A strand is a cluster of learning standards in the content area organized around a central idea, concept, or theme.

Strategy instruction Strategy instruction teaches learning tools. The focus is on teaching learners “how to learn effectively,” by applying principles, rules, or multi-step processes to solve problems or accomplish learning tasks.

Suffix A suffix is a word part (affix) that is added to the ending of a root word. A suffix may change the meaning or function of a word. It establishes the part of speech of that word (e.g., –tion added to assert, a verb, creates the word assertion, a noun.).

Superlative A form of an adjective, adverb, or noun that is used to rank an item or situation first or last in a group of three or more (e.g., Juan is the tallest person in the class. She works the fastest of all. That machine makes the most noise.).

Supporting sentences These sentences need to be about the idea presented in the topic sentence; should support the main idea of the paragraph.

Synonym A synonym is a word with the same meaning as another word. “Glad” is a synonym for “happy.”

TABE Test for Adult Basic Education.

Tag questions A question added at the end of a sentence usually to make sure the information is correct (e.g., The Patriots won the Super Bowl, didn’t they?).

Think-aloud strategy A metacognitive strategy that can be used when reading a text. The reader verbalizes how she creates meaning for herself from the text (e.g., make predictions, make connections with prior knowledge, create analogies, talk about trouble spots such as difficult vocabulary). By verbalizing, the reader reinforces the process of gaining meaning from text and can share her thought process with others.

Tone An expression of the attitude of a writer or speaker toward a subject. Unlike mood, which is intended to shape the emotional response of the reader or listener, tone reflects the feelings of the writer or speaker. Tone is created by the pitch, rhythm, volume, and/or choice of words. It can be serious, humorous, sarcastic, playful, ironic, bitter, or objective. (See Voice.)

Topic sentence Usually the first sentence of a paragraph that gives an idea of what the paragraph is about.

Transition words or expressions Words or phrases often used to link sentences, subjects, or other parts of a written text. Also used when speaking. Transitions include:


adding an idea (also, in addition, further, furthermore, moreover); contrasting (however, nevertheless); providing an alternative (instead, alternatively); showing similarity (similarly, likewise); showing order of time or order of ideas (first, then, next, later, meanwhile, previously, finally); showing result (as a result, consequently, therefore, thus, so); affirming (of course, in fact, certainly, obviously); giving examples (for example, for instance); explaining (in other words, that is); adding an aside (by the way, incidentally); summarizing (in conclusion, above all).

Use and usage Use is how the language is used in communication. This can be contrasted with usage, the grammatical rules for the language (e.g., “Have you ever eaten fried snake?”—Use: To inquire about past experiences; Usage: A present perfect question with “ever” placed in front of the past participle). Although usage does have some part to play in adult education, use is more important. In meaningful communication, learners are more concerned with the use of language.

Venn diagram A graphic organizer that is used to compare two characters, ideas, etc. To create a Venn diagram, draw two overlapping circles. In the first circle, put things that are unique about the first thing to be compared. In the second circle, put things that are unique about the second thing to be compared. In the overlapping section, put things both have in common. (See Graphic Organizers, K-W-L chart, Mind map.)

Verb A verb is a word which describes an action (doing something) or a state (being something). Examples include: walk, talk, think, believe, live, like, and want.

Voice A writer’s unique use of language that allows a reader to perceive a human personality in his or her writing. The elements of style that determine a writer’s voice include sentence structure, diction, and tone.

Word families Grouped words linked by derivation or etymology (e.g., doubt, doubtful, doubtless, dubious). Word families or word sorts can also refer to words that belong to a particular group. This group can be a semantic group (e.g., bean, squash, carrot belong to the semantic group, vegetables); a syntactical group (e.g., walk, run, jump belong to the syntactic group, verbs); or functional group (e.g., hello, hi, good morning belong to the functional group, greetings).

Word order The correct order of subject, verb, adjectives, and other parts of speech in an utterance or sentence. Word order often follows set rules (e.g., a blue book instead of a book blue.). Word order in a sentence can affect meaning (e.g., In the sentence, “The Red Sox beat the Yankees,” the second and third words indicate the doer of the action, while the sixth indicates the recipient of the action.). Word order can also provide clues for the meaning of a word (e.g., In the sentence, “The jeft is on the floor.,” the reader or listener can surmise that the nonsense word, jeft, is a noun because it comes after the article, the, and before a verb.)

Writing process An approach to writing and teaching writing that includes developing ideas, writing a rough draft, revising, editing, and completing a final product.


Writing Internet Resources

Below is an annotated list of Internet resources to provide additional information, lessons, activities, games, etc. These resources were selected for those professionals who want additional lessons, activities, and games to enhance their teaching, learning, and training endeavors. All listed websites were functional as of November, 2010.

Adult Literacy Media Alliance (ALMA)http://www.tv411.org/about_alma/ This is the homepage of the Adult Literacy Media Alliance, a project of Education Development Center, Inc. Their mission is to help adults gain basic skills in reading, writing, and math necessary to succeed in their educational, career, and personal goals. ALMA distributes multimedia learning materials through broadcast television, the Internet, literacy, and community-based programs across the country.

alphaDictionarywww.alphadictionary.com This site offers access to foreign language and specialty dictionaries as well as crossword puzzles and translation services.

Dave’s ESL Café Onlinewww.eslcafe.com This site includes an ESOL help center and links to other ESOL sites. You can also post a resume, search for jobs, and discuss related topics on either the teacher or student forum discussion link.

Equipped for the Future Special Collectionhttp://www.nifl.gov/nifl/eff.html Equipped for the Future is a special collection within the National Institute for Literacy Website. This material is available for viewing although the funding has ended for this collection. This site brings EFF related resources and expertise together for users working in adult and family literacy education.

ERIC, or the Education Resources Information Centerhttp://www.eric.ed.gov/ ERIC, or the Education Resources Information Center, hosted by the Institute of Education Sciences (IES) of the U.S. Department of Education, produces a large database of journal and non-journal education literature. ERIC is a clearinghouse for assessment, evaluation, and research information. The ERIC online system allows one to search the ERIC bibliographic database of more than 1.1 million citations going back to 1966. More than 107,000 full-text non-journal documents (issued 1993-2004), previously available through fee-based services only, are now available for free.

Eureka! AGORA: Assemblage of Great Online Resources for Adultshttp://literacy.kent.edu/eureka/ Users will find a wealth of resources from Kent State University from how to find lesson plans, books, activities, etc. for instructors of adult learners.

The Learning Edgehttp://www.thewclc.ca/edge/This site has newspapers written at lower reading levels. The computer will “read” the story while the student follows along. The articles are about topics of interest to adult students. Some issues contain student stories written by the students.

Lesson Plans Page.com www.lessonplanspage.com


http://www.lessonplanspage.com/

http://www.thewclc.ca/edge/

http://literacy.kent.edu/eureka/

http://www.eric.ed.gov/

http://www.nifl.gov/nifl/eff.html

http://www.eslcafe.com/

http://www.alphadictionary.com/

http://www.tv411.org/about_alma/

This site offers over 3000 lesson plans on a variety of subjects. Check out the article on Efficient Reading. There are teacher discussions, lesson plan guides, and free professional development opportunities.

Literacy Connectionshttp://literacyconnections.com/ Literacy Connections provides a wealth of information on reading, teaching and tutoring techniques, ESL literacy, and adult literacy. The recommended resources are useful for teachers, volunteers, and directors of literacy programs. Such topics include the language experience approach, phonics, word study, word families, chunking, decoding, sight word lists, etc.

Massachusetts Department of Educationwww.sabes.org This is the homepage of Massachusetts’ System for Adult Basic Education Support (SABES). This site has links to all of the regional SABES centers. It also lists workshops and resources.

Massachusetts Department of Education Adult and Community Learning Services Unit www.doe.mass.edu/acls This is the homepage for the Adult and Community Learning Services Unit of the Massachusetts Department of Education. There are links to assessment, performance standards, and program development as well as other resources for adult literacy.

MrsAlphabet.comwww.mrsalphabet.com/wordfamilies.html This site is filled with “word families”. Just click on an ending and it will take you to a page showing different words within that “word family”.

National Center for the Study of Adult Learning and Literacy (NCSALL)http://www.ncsall.net/ This is a great site offering a wide variety of information on Adult Basic Skills education. It also offers a subject index that can be used to search for particular ideas or topics.

North Carolina Onlinehttp://ncbsonline.netThis is a site developed by the NC Community College System. It is designed to provide Basic Skills educators access to a variety of state and national resources. Included is a virtual library of teaching tools and strategies, online professional development directory, information exchange center, and updates to the NC Credential Project.

Ohio Literacy Resource Centerhttp://literacy.kent.edu/ This site has a writing contest for Adult Basic Skills students called Beginnings 10, which is a great source for writing prompts.

ProLiteracy Worldwidewww.proliteracy.org ProLiteracy Worldwide is a merger of two adult volunteer literacy organizations: Laubach Literacy International and Literacy Volunteers of America. This site offers educational programs to help adults and their families obtain literacy skills necessary to function more effectively in their daily lives.

Teachers Networkhttp://teachersnetwork.org/ Great site to learn everything about welcoming an ESL student to your class! It includes ideas for classroom setup, vocabulary, math, science, and even how to start your own ESL


http://teachersnetwork.org/

http://www.proliteracy.org/

http://literacy.kent.edu/

http://ncbsonline.net/Credential%20Project/Standards%20Framework.htm

http://www.ncsall.net/

http://www.mrsalphabet.com/wordfamilies.html

http://www.doe.mass.edu/acls

http://www.sabes.org/

http://literacyconnections.com/

program. It also includes lesson plans, working with parents, icebreakers, and how to conduct guided reading lessons.

US Department of Educationwww.ed.gov This site offers services and resources for adult educators on a variety of topics.


http://www.ed.gov/

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