LEVEL 1 - Literacy Resources/RI



STANDARD: Convey Ideas in Writing

Adults are able to use a writing process that integrates knowledge, skills, and strategies in order to accomplish writing tasks in a variety of roles. To do so they:

● Determine the purpose and audience for communicating in writing.

● Organize and present information to serve the purpose, context, and audience.

● Pay attention to the conventions of English language usage, including grammar, spelling, and sentence structure to minimize barriers to readers’ comprehension

● Seek feedback and revise to enhance the effectiveness of communication

LEVEL DESCRIPTIONS[1]:

Adult learners exiting each level can:

|Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

|Beginning ABE Literacy |Beginning ABE |Low Intermediate ABE |High Intermediate ABE |Low ASE |High ASE |

|High Beginning ESL |Low Intermediate ESL |High Intermediate ESL |Advanced ESL | | |

|Adults performing at Level 1 can |Adults performing at Level 2 can |Adults performing at Level 3 can |Adults performing at Level 4 can |Adults performing at Level 5 can |Adults performing at Level 6 can |

|write individual words, simple |write simple and a few compound |write a few short paragraphs and |write coherent steps or |write a variety of texts that |write a variety of sentences in |

|phrases and a few very simple |sentences, sometimes in short |steps/instructions with some effort|well-constructed paragraphs easily |include more complex sentence |medium-length, detailed text and in|

|sentences slowly and with some |paragraphs with some effort but |but with few errors. They can |and with few errors to |structures and multiple paragraphs |a variety of rhetorical forms, |

|effort and some errors. They can |with few errors to independently |independently accomplish |independently accomplish well |easily and with few errors for a |easily and with few errors, to |

|independently accomplish simple, |accomplish simple, well defined, |well-defined and structured writing|defined writing activities (such as|wide variety of purposes (such as |independently accomplish complex |

|well defined, and highly structured|and structured writing activities |activities for a growing number of |stories, essays, simple business |creative writing, essays, business |writing activities (such as |

|writing activities for limited |for some basic everyday purposes |purposes and audiences (such as |letters) for varied purposes (such |letters, academic reports). They |academic papers, critical essays, |

|everyday purposes (such as short |(such as long lists, notes and |family stories, friendly letters, |as for personal expression, to |can independently accomplish fairly|extended forms) in a variety of |

|lists, simple notes, very simple |memos, basic personal narratives, |e-mail, applications) in a range of|inform, to persuade or to complete |complex writing in a variety of |familiar and novel settings. |

|forms) in a few comfortable and |short letters, forms) in a few |comfortable and familiar settings. |a task) and audiences in a range of|familiar and some novel settings. | |

|familiar settings. |comfortable and familiar settings. | |comfortable settings. | | |

|Strand 1: PLANNING |

|Purpose and audience |P.2.1.. Determine purposes and |P.3.1 Determine the purpose and |P.4.1 Determine the purpose and |P.5.1 Determine the purpose and |P.6.1 Determine the purpose and |

|P.1.1 Determine purpose and |audiences for communicating in |audience for communicating in |audience for communicating in |audience for communicating in |audience for communicating in |

|audience for writing with |writing with guidance. |writing independently for some |writing with some guidance. |writing with little guidance. |writing independently. |

|considerable guidance. | |simple tasks and with some guidance| | | |

| | |for more complex writing tasks | | | |

|Strategies |P.2.2 Use a few simple |P.3.2 Use one or more pre-writing|P.4.2 Use basic planning and |P.5.2 Use a variety of planning |P.6.2 Select from and use a wide |

|P.1.2 Use at least one simple, |pre-writing strategies to generate |strategies to generate and organize|pre-writing strategies to generate |strategies to generate and organize|range of strategies to generate and|

|guided, pre-writing strategy to |and organize ideas for writing |ideas for writing (e.g., |and organize ideas for writing |ideas for writing. (e.g., outlines,|organize ideas for writing |

|generate and organize ideas for |(e.g., brainstorming, simple idea |free-writing, graphic organizers |(e.g., free-writing, mapping, |graphic organizers such as pro/con| |

|writing (e.g., brainstorming with |webs, grouping ideas by |such as simple maps or timelines) |simple outlines, graphic organizers|or cause/effect charts) | |

|others or dictating ideas to |categories). | |such as Venn diagrams) | | |

|others). | | | | | |

|Prior knowledge |P.2.3 Use personal experience, |P.3.3 Use personal experience, |P.4.3 Use personal experience, |P.5.3 Use personal experience, |P.6.3 Use personal experience, |

|P.1.3 Use personal experience, |interests, and observations to |observations, reading, and ideas |observations, reading, ideas from |observations, reading, ideas from |observations, reading, ideas from |

|interests, and observations to |generate content for writing |from others to generate content for|others, and contrasting |others, contrasting perspectives, |others, contrasting perspectives, |

|generate content for writing | |writing |perspectives to generate content |and simple research to generate |and research to generate content |

| | | |for writing |content for writing |for writing |

|Process |P.2.4 Apply basic understanding |P.3.4 Apply understanding of the |P.4.4 Apply the writing process |P.5.4 Apply understanding that |P.6.4 Apply the writing process |

|P.1.4 Apply basic awareness of |of components of the writing a |value and use of components of the |to plan writing with the |the use of the writing process |and be able to flexibly use that |

|writing as a process that includes |process (planning, drafting, |writing process (planning, |understanding that multiple drafts,|depends on the writing purpose and |process to plan writing for various|

|planning what to write, writing a |revising, editing). |drafting, revising, editing). |revision and editing may be |context. |purposes. |

|draft, revising and editing. | | |required. | | |

|Strand 2: GENERATING TEXT |

|Vocabulary |G.2.1 Use common vocabulary as |G.3.1 Use vocabulary related to |G.4.1 Use an expanded vocabulary |G.5.1 Select from an expanded |G.6.1 Select from a broad |

|G.1.1 Use simple, familiar words |well as vocabulary related to |topics of interest and the daily |related to a broad range of topics |vocabulary that allows expression |vocabulary that includes words |

|that are related to everyday |personally relevant topics. |demands of home, school, work, and |and contexts and some basic idioms |of detail and precise meaning |needed for specialized, abstract, |

|activities and needs. | |community | | |and/or academic topics |

|R/W |G.2.2 Reading and writing |G.3.2 Reading and writing |G.4.2 Reading and writing |G.5.2 Reading and writing |G.6.2 Reading and writing |

|G.1.2 Reading and writing |connections: Draw ideas from texts|connections: Integrate ideas from |connections: Summarize reading, |connections. Read most texts for |connections. Read and summarize key|

|connections: Read written models, |for new readers and use these in |reading with personal experience |connect reading to personal |adult audiences, summarize what is |ideas found in adult texts and |

|use models to copy text and read |own writing with guidance. |and summarize ideas from reading |experience and use writing as a |read, use multiple sources to |websites and conduct research using|

|back own written texts (such as in | |texts (such as by writing one |learning process. |conduct simple research, develop |multiple sources with minimal |

|language experience). | |paragraph summaries and reports). | |topics and subtopics, and use texts|support. |

| | | | |as models for writing. | |

| | | | | | |

|Range (incl formality) |G.2.3 Write a few types of simple|G.3.3 Write a variety of simple |G.4.3 Write a range of multiple |GC.5.3 Write a range of coherent |G.6.3 Write a wide range of |

|G.1.3 Write a couple of types of |texts to familiar audiences (basic |texts (narratives, short stories, |paragraph texts for varied purposes|texts of varying length and for |coherent texts for a wide range of |

|simple text to self and familiar |narratives, friendly letters, and |one paragraph essays, short |(e.g. personal expression; to |varied purposes, with the level of |purposes, including essays, |

|audiences (notes, personal contact |simple instructions) from models. |summaries) for familiar and |inform, persuade, or analyze; to |formality appropriate to the |work-related correspondence, pieces|

|information, reminders on a | |unfamiliar audiences with guidance |complete a task) for familiar and |purpose and audience |of creative writing, and research |

|calendar) | |and models |unfamiliar audiences | |papers, with appropriate tone, |

| | | | | |style, language, level of |

| | | | | |formality, and personal voice. |

|Sentence structure |G.2.4 Use simple and compound |G.3.4 Use simple, compound (eg |G.4.4 Use a variety of sentence |G.5.4 Use a variety of sentence |G.6.4 Use a variety of sentence |

|G.1.4 Use simple phrases and a |sentences and questions (using |connected with and, or, but, so), |types, including complex sentences,|types, including complex sentences |types, including complex sentences |

|few simple sentences to convey |‘and’, ‘but’, and ‘or’) |and some complex sentences (using |containing phrases and clauses, if |containing long phrases and |containing long phrases, clauses, |

|ideas and info | |dependent clauses connected by |appropriate. |clauses. |and quotes. |

| | |when, after, before, while, | | | |

| | |because, if) | | | |

|Org/length |G.2.5 Construct short, |G.3.5 Construct one or more |G.4.5 Construct a multi-paragraph |G.5.5 Construct multiple |G.6.5 Construct multiple |

|G.1.5 Construct short sequences |multi-sentence or multi-item texts,|paragraph expository texts which |text with a |coherently-linked paragraphs which |well-linked paragraphs and complex |

|of words, phrases, or sentences, |organized by chronological order or|state, elaborate, and/or summarize |discernable focus and rhetorical |develop and evaluate ideas, using a|essays which use a range of |

|organized simply (e.g. in lists, |and using simple transitions (e.g. |a topic (with some supporting |structure (such |range of rhetorical structures |rhetorical structures to develop, |

|on forms, in short narratives) to |first, next, then) or by category |details, examples, or reasons) |as compare/contrast, story |(cause/effect, problem/soluation), |analyze, synthesize and evaluate* |

|convey meaning. |(in a list or simple two-column | |structures, business letter), using|supporting details and signal words|complex ideas. |

| |type of chart: before/after, | |signal words (e.g., to whom it may |(e.g. although, therefore, in | |

| |here/there, pro/con , etc.). | |concern, on the other hand, |summary) to establish the | |

| | | |furthermore) to clarify |relationship among ideas. | |

| | | |relationships among ideas | | |

| | | | | | |

|Strand 3: CONVENTIONS |

|Grammar |C.2.1 Use basic elements of |C.3.1 Use basic and some complex |C.4.1 Use some complex grammar |C.5.1 Use complex grammar |C.6.1 Use complex grammar |

|C.1.1 Use basic elements of |English grammar (e.g. subject/verb |grammar structures (e.g. irregular|structures (e.g. modals, adverbial |structures (e.g., perfect |structures (e.g., perfect |

|English grammar (e.g., simple |agreement, subject pronouns, |past, present perfect, modals, |clauses, reported speech), |continuous tense, passive |continuous tense, passive |

|tenses, singular and plural nouns) |complete sentences) and syntax |conjunctions). |demonstrating awareness of how |constructions, embedded questions, |constructions, embedded questions, |

|and syntax (word order). |(word order) | |grammar choices affect meaning |relative clauses). |relative clauses) and make grammar |

| | | |(e.g., past vs. past perfect). | |choices appropriate to purpose and |

| | | | | |formality of the task. |

|Punctuation/caps |C.2.2 |C.3.2 Use conventions of grammar |C.4.2 Use conventions of some |C.5.2 Use conventions of complex|C.6.2 Use a wide range of |

|C.1.2 Use conventions of |Use a few conventions of basic |and punctuation |complex grammar and punctuation |grammar and punctuation (e.g., |conventions for grammar, usage, and|

|capitalization and basic |grammar and punctuation |(e.g., use of commas to link series|(e.g., commas to denote independent|apostrophes, commas in complex |punctuation (e.g., colons to signal|

|punctuation (e.g., end punctuation,|(e.g., ,punctuation to end |or to denote introductory phrases |and some dependent clauses,, |sentences, quotation marks, |lists, dashes, footnote markers). |

|capital letter at beginning of a |sentences and link compounds, |and clauses, contractions) in |quotation mark). |punctuation for citing simple | |

|sentence and proper nouns) and |contractions). |longer sentences. | |texts). | |

|punctuation related to writing | | | | | |

|dates, names, prices, and phone | | | | | |

|numbers. | | | | | |

|Spelling |C.2.3 Spell everyday, personally |C.3.3 Spell everyday and more |C.4.3 Spell familiar and |C.5.3 Use conventions of spelling|C.6.3 Use conventions of spelling|

|C.1.3 Spell high frequency words |significant and familiar words, |specialized words, using spelling |unfamiliar words, using spelling |and awareness of exceptions to |to spell single and multi-syllabic |

|and some phonetically regular words|using knowledge of some spelling |strategies such as pronouncing |rules, knowledge of syllable |spell words and identify common |words and self-correct errors. |

|(e.g., hot, pot; sad, mad). |rules (changing singular to |words aloud or mnemonic devices. |patterns, and simple roots, |errors. | |

| |plural). |knowledge of syllable patterns, and|prefixes and suffixes, with some | | |

| | |simple roots, prefixes and suffixes|awareness of exceptions. | | |

| | |and spelling rules (change from | | | |

| | |singular to plural) to spell some | | | |

| | |more difficult words. | | | |

|Handwriting |C.2.4 Produce handwritten letters,|C.3.4 Produce handwritten text in|C.4.4 Produce neat, legible |C.5.4 Produce handwritten text |C. 6.4 Produce handwritten text |

|C.1.4 Based on practicing with |numbers and other symbols legible |either cursive or print. |handwritten text; use computer for |expertly with attention to neatness|fluently and with ease; use |

|models, produce hand-written |to most readers. | |some writing tasks. |and legibility; use computer to |computer to produce extended |

|letters, numbers and basic symbols | | | |produce extended written text. |written text. |

|in minimally legible form. | | | | | |

|Strand 4: REVISION STRATEGIES |

|Revision |R.2.1 Demonstrate understanding |R.3.1 Use strategies (e.g. |G.4.1 Use revision strategies |G.5.1 Use revision strategies and|G.6.1 Use a variety of revision |

|R.1.1 Follow models or guides for|of the concept of revision and make|rereading text aloud, using |(e.g., re-reading, outlining, |feedback from others to make |strategies to address audience |

|basic revisions. |some content-related revisions at |revision checklists) to make |resequencing the text, adding more |content revisions for clarity, |needs and incorporate feedback from|

| |the word and sentence level. |revisions, including revisions of |details) to clarify meaning. |sense of voice, and consideration |others. |

| | |text organization, word choice and | |of audience. | |

| | |sentence structure. | | | |

|Editing |R.2.2 Make simple edits of |R.3.2 Make edits by reading text |R.4.2 Make many edits with the |R.5.2 Undertake multiple |R.6.2 Undertake multiple |

|R.1.2 Make simple edits of |grammar (subject/verb agreement), |aloud and using tools such as |help of tools such as dictionaries,|re-readings of text in order to |re-readings of text in order to |

|grammar, and punctuation. |punctuation, and spelling of |simplified dictionaries to check |grammar checklists, graphic |edit for grammar, spelling, |make comprehensive edits for |

| |familiar words. |spelling, thesaurus to select |organizers, and spell-check. |sentence structure, language usage,|grammar, spelling, sentence |

| | |vocabulary, editing checklists. | |and text structure; and use |structure, language usage, and text|

| | | | |appropriate tools such as |structure, use appropriate editing |

| | | | |dictionaries, thesauruses, and |tools as necessary. |

| | | | |grammar guides. | |

* Analysis (identifying the parts of the whole and their relationships to each other), synthesis (identifying the relationships between two or more ideas or other textual elements) and evaluation (using critical reading and thinking skills to judge and assign meaning or importance to text elements, ideas, experiences or events)

|Level 1 |Level 2 |Level 3 |Level 4 |Level 5 |Level 6 |

|Beginning ABE Literacy |Beginning ABE |Low Intermediate ABE |High Intermediate ABE |Low ASE |High ASE |

|High Beginning ESL |Low Intermediate ESL |High Intermediate ESL |Advanced ESL | | |

| | | | | | |

|Examples |Examples |Examples |Examples |Examples |Examples |

| | | | | | |

|Makes a list for grocery shopping |Writes a short friendly letter. |Writes directions for a recipe. |Keeps a journal of personal |Fills out an accident report with |Writes a letter to the editor |

|or a list of addresses and phone |Writes an invitation. |Writes simple driving directions. |experiences. |attention to important details. |detailing events and rationale to |

|numbers. |Writes an excuse for absence from |Writes an invitation to a class |Writes a short letter to a child’s |Writes comprehensive travel |support a community cause. |

|Writes appointment date and time on|school. |party. |school. |directions and plans for a class |Writes a reflective essay on |

|a calendar. |Writes a short work memos. |Makes a list of work experience to |Writes comprehensive directions for|trip. |personal history and experience. |

|Writes a very short message on a |Writes brief phone messages. |prepare for a resume. |using a piece of equipment. |Writes a business report to get |Write an essay to self-evaluate |

|greeting card. |Writes longer and more detailed |Writes a longer friendly letter |Writes a formal memo on a work- or |ready for a presentation at work. |learning. |

|Fills in basic information on |shopping lists. |using more complex sentence |school-related topic. |Writes directions for a more |Writes an essay to compare and |

|forms, such as a contest entry, |Writes longer sentences and short |structure. |Writes a short report on a field |complicated recipe. |contrast two choices for |

|change of address form, or catalog |paragraphs to answer oral or |Writes a brief business letter. |trip. |Writes a letter to express |postsecondary education. |

|order. |written questions. |Writes a short 1-3 paragraph |Writes a longer narrative in |multiple, detailed concerns to a |Writes an analysis of the causes of|

|Writes short answers to oral or |Fills in longer, more complex |narrative about a personal |response to an essay question. |teacher or principal. |a school problem and suggests |

|written questions. |forms. |experience. | |Writes a short story. |possible solutions. |

|Copies simple sentences containing |Writes a short narrative describing|Writes a short paragraph |Writes a 2-4 paragraph persuasive |Writes a book report using |Writes a research paper on possible|

|new vocabulary words. |a personal experience. |summarizing a story or article |letter to the editor. |considerable detail |career choices with benefits and |

|Writes very short reminder notes to| |written for adult learners. |Takes notes while reading an |Writes a short research paper with |drawbacks of each. |

|self. | |Provides a short description of an |article or listening to a |guidance |Writes a detailed incident report |

|Writes a very short note to a | |opinion about a topic. |presentation. |Writes a short speech to |at work, which includes causes, |

|co-worker.. | | |Composes a short story or poem. |commemorate a special occasion. |effects, next steps. |

| | | |Creates a brochure using |Keeps a job hunting journal with | |

| | | |multi-media. |notes from interviews. | |

| | | | |Creates a simple resume. | |

About these standards and their connection to pre-literacy writing skills

The Rhode Island Adult Education Content Standard, Convey Ideas in Writing, takes as its starting point, a skill level through which adults can encode words in writing (by hand) at a basic level. Adults at this level can “write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities for limited everyday purposes (such as short lists, simple notes, very simple forms) in a few comfortable and familiar settings.” Please bear in mind that the benchmarks and level description describe what students can do when they exit the level. The notes below encompass the kinds of things to teach at the literacy level in order to bring learners to the exit benchmark.

For practitioners working with adults who have not yet fully attained this level, (e.g. writers of non-roman alphabets or writers from cultures that have no written languages, or adults with fewer than four years of formal education), the following components are necessary to teach in order to prepare learners to be able to accomplish the tasks delineated throughout the benchmarks. Such components are detailed below, and would be integrated into and inform Literacy/ESOL practice for adults for whom these skills need to be strengthened:

writing reading

form letters from left to write read basic words from left to write

write from top to bottom of a page read from top to bottom of a page

write the letters of the alphabet when dictated recognize and say the letters of the alphabet

write and identify upper and lower case letters

utilize and recognize word boundaries by use of spaces between words

utilize and recognize basic punctuation markers

working definitions

nonliterate: learners who have no reading and writing skills in any language, but who speak one or more languages

semiliterate: learners who have the equivalent of two to four years of formal education or possess minimal literacy skills in some language. These learners probably know the names of letters, can recognize some common words by sight, but usually can write only their names and addresses

literate in a non-Roman alphabet: learners who are literate in their own languages, but need to learn the Roman alphabet and the sound-symbol relationships of English (MELT)

beginning level ESOL learner profile -

Factors to determine in order to assess learners’ abilities:

- previous education: formal education? how many years? where? (English-speaking country, non-English speaking country?)

- literacy You learn to read once. If the learner has no literacy in any language, there will be an expectation of additional time needed to learn to crack the code Literacy in a non-Roman language: the learner understands the notion of sound/symbol // symbol/ meaning correspondence, but needs now to learn new symbols

- dis/abilities hearing, sight, movement learning disabilities developmental disabilities - mobility - motor skills (need for adaptive materials? – causes can include birth defects, trauma sustained since childhood, late onset mental illness)

- direct instruction [seat time] frequency [how many times weekly?] intensity [ how many hours within a given period?] duration [class start/end dates]

teaching/learning style match / mismatch teaching ability learning ability - innate ability, barriers and supports in place

ancillary issues-- stressors or supports: - immigration status, marital status, living/economic situation, child care, transportation; support network -- community, family, social services - physical health - mental health; Access to needed other services // ability to obtain needed support and/or to learn what support is available.

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[1] Adapted from the Equipped for the Future Read With Understanding Performance Continuum ().

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