Michigan Department of Labor and Economic Growth
Michigan Department of Labor and Economic Growth
Office of Adult Education and Commission on Spanish Speaking Affairs
Adult Basic Education Curriculum Framework for Adults
Level (EFL): Low Intermediate Basic Education
TABE (9-10) scale scores (grade level 4-5.9)
Reading 461-517
Total Math 442-505
Language 491-523
CASAS: 211-220
Strand A: Language: Listening
|Listening Content Standard |
|Adult learners will listen with a deeper understanding and make application in various situations. |
|Benchmarks |Applications |
|On exit of this level, the adult learner is able to: |Examples of how/where adult learners use this skill |
|Respond to questions by providing appropriate elaboration and |Give complete answers to open ended questions. |
|details. |Respond to teacher at a parent conference. |
| |Respond appropriately in a medical interview. |
|Listen and interact appropriately in small and large group settings,|Answer questions within appropriate response time. |
|and during peer presentations. |Give pragmatic responses. |
| |Rephrase content of a message. |
|Distinguish and understand verbal and non-verbal communications. |Interpret body language of speaker. |
| |Respect speaker’s personal communication space. |
|Recognize and analyze the various types of communication that shape |Identify persuasion, critical analysis, flattery, and explanation in|
|opinion. |a dialogue. |
| |Distinguish between factual and non- factual information. |
|Ask substantive questions based on the argument(s) presented by a |Interact in a debate. |
|speaker. |Join a classroom discussion. |
|Summarize and respond to major ideas and evidence presented in |Discuss with a classmate something heard in a presentation. |
|spoken messages. | |
|Go beyond the information given by a speaker, making inferences, and|Make decisions based on information heard, such as: buying a car. |
|drawing appropriate conclusions. |Analyze political commentaries. |
Michigan Department of Labor and Economic Growth
Office of Adult Education and Commission on Spanish Speaking Affairs
Adult Basic Education Curriculum Framework for Adults
Level (EFL): Low Intermediate Basic Education
TABE (9-10) scale scores (grade level 4-5.9)
Reading 461-517
Total Math 442-505
Language 491-523
CASAS: 211-220
Strand B: Language: Speaking
|Speaking Content Standard |
|Adult learners will comprehend how to express themselves orally using English in the home, community, and workplace. |
|Benchmarks |Applications |
|On exit of this level, the adult learner is able to: |Examples of how/where adult learners use this skill |
|Express ideas using complex language ideas. |Expand on a simple statement by adding adjectives, adverbs, |
| |prepositional phrases, adverbial phrases, and adjective phrases. |
| |Give directions explaining how to use a digital camera. |
|Adjust the use of language to communicate effectively with a variety|Demonstrate informal language used among peers. |
|of audiences, and for different purposes. |Demonstrate formal language used with supervisors. |
| |Express appreciation upon receipt of an award. |
| |Express dissatisfaction appropriately to a service manager. |
|Make presentations or reports using Standard American English. |Use Standard American English to report on a current event. |
| |Speak without using slang. |
| |Use irregular verbs correctly. |
|Use varying modulation, volume, and pace of speech to indicate |Relate a frightening experience. |
|emotions, create excitement, and emphasize meaning, when presenting |Give an informational presentation that engages the audience. |
|spoken informational and narrative text. |Recite a nursery rhyme or verse. |
|Engage in acceptable interactive discourse in a variety of |Discuss a reading selection. |
|situations. |Express an opinion about a current event. |
| |Join a book club or public speaking club, such as the Toastmaster |
| |Club. |
|Discuss narratives using facial expressions, hand gestures, body |Discuss a legend or myth. |
|language, intonation, and rhythm. |Describe a superstition. |
| |Discuss cultural beliefs. |
|Plan and deliver presentations or reports. |Use a graphic organizer to prepare a speech. |
| |Give a cause and effect presentation. |
Michigan Department of Labor and Economic Growth
Office of Adult Education and Commission on Spanish Speaking Affairs
Adult Basic Education Curriculum Framework for Adults
Level (EFL): Low Intermediate Basic Education
TABE (9-10) scale scores (grade level 4-5.9)
Reading 461-517
Total Math 442-505
Language 491-523
CASAS: 211-220
Strand C: Language: Reading
|Reading Content Standard |
|Adult learners will read with a deeper understanding of a variety of written material. |
|Benchmarks |Applications |
|On exit of this level, the adult learner is able to: |Examples of how/where adult learners use this skill |
|Use word structure, sentence structure, and prediction to aid |Decode and understand words found in a simplified newspaper. |
|in decoding words and understanding the meanings of words |Identify and correctly read homonyms and synonyms within a text. |
|encountered in text. |Read and comprehend a short passage with new vocabulary and structures. |
|Use structural, semantic, and syntactic cues to automatically |Use the rules for syllabication to decode words. |
|read frequently encountered words, decode unknown words, and |Complete a vocabulary quiz, such as in the Readers Digest. |
|decide meaning, including multiple meaning words. |Play word games such as Boggle and Scrabble. |
| |Play a match game identifying the correct meaning of multi-meaning words |
| |from a reading selection. |
| |Identify base/root words. |
|Automatically recognize frequently encountered words with |Read timed passages. |
|increasing fluency. |Read orally and silently. |
|Know the meanings of frequently encountered words in grade |Play match game with vocabulary words and meanings. |
|level reading and oral language contexts. |Choose correct meaning in a multiple-choice exercise. |
| |Use new vocabulary words in sentences. |
|Acquire and apply strategies to construct meaning, |Determine the meaning of words and phrases in context. |
|self-monitor, and identify unknown words or word parts. |Self monitor and correct a narrative text. |
| |Use a thesaurus. |
|Increase reading fluency. |Take a timed reading test. |
| |Engage actively in reading a variety of genre. |
| |Analyze characters’ thoughts and motivation through dialogue. |
| |Read a selection from a play aloud with meaningful expression. |
|Read a variety of narrative genres. |Identify and describe the difference between two selections. |
| |Explain how authors use literary devices, such as metaphors and similes. |
| |Read poetry, myths and legends, fantasy and adventure. |
| |Retell and summarize narrative text. |
|Read a variety of informational genres. |Identify and explain the defining characteristics. |
| |Identify and explain informational text patterns. |
| |Read an autobiography, biography, Personal essays, and almanacs. |
| |Retell and summarize informational text. |
|Explain how authors enhance understanding of supporting and |Understand the use of appendices, headings and subheadings, marginal |
|key ideas. |notes, keys and legends, and figures and bibliographies. |
|Do independent reading and |Keep a reading log. |
|writing. |Keep a reading journal describing personal reactions to each piece read. |
| |Journal with a partner. |
| |Read three selections a month from a variety of genres. |
|Analyze how characters and communities reflect life in classic|Compare and contrast two literary pieces. |
|and contemporary literature. |Describe three ways life is reflected through a character. |
| |Relate the character and community to your own life. |
|Develop critical thinking skills to assess written text. |Learn components of critical thinking skills. |
| |Use critical thinking skills to answer questions about a newspaper |
| |article, a poem, a short story, etc. |
Michigan Department of Labor and Economic Growth
Office of Adult Education and Commission on Spanish Speaking Affairs
Adult Basic Education Curriculum Framework for Adults
Level (EFL): Low Intermediate Basic Education
TABE (9-10) scale scores (grade level 4-5.9)
Reading 461-517
Total Math 442-505
Language 491-523
CASAS: 211-220
Strand D: Language: Writing
|Writing Content Standard |
|Adult learners will write with a deeper understanding and make cognizant application. |
|Benchmarks |Applications |
|On exit of this level, the adult learner is able to: |Examples of how/where adult learners use this skill |
|Write a narrative. |Write a short story based on a poem. |
| |Write an autobiography that can be used on a job application. |
| |Write a humorous story based on a life experience. |
|Write poetry based on reading a wide variety of poetry. |Write using free verse and blank verse. |
| |Write a poem using the diamante form. |
| |Write a poem based on a short story. |
|Write to demonstrate understanding of central and supporting ideas. |Develop an outline demonstrating central and supporting ideas. |
| |Use an outline to develop a 300-word essay. |
| |Create a Venn diagram. |
|Produce and present a research project using a teacher-approved |Using the writing process: Determine a topic, narrow the focus of |
|topic. |the topic, determine the hypothesis and research sources, and |
| |note-taking skills. |
| |Write a bibliography. |
| |Write a first draft. |
| |Peer-edit a first draft. |
| |Write a final version. |
|Utilize a variety of writing strategies. |Use story mapping. |
| |Use personal journaling. |
| |Use fiction and non-fiction. |
| |Use a biography and an autobiography. |
|Produce written passages with correct and appropriate grammar usage |Use correct subject-verb agreement. |
|at level. |Use correct prepositions. |
| |Use correct placement of adverbs and adjectives. |
| |Use phrases and clauses. |
|Spell frequently encountered words correctly. |Successfully master level appropriate spelling tests. |
| |Apply spelling rules. |
| |Write three to four paragraphs with the correct spelling of assigned|
| |words. |
| |Correctly spell words with prefixes and suffixes. |
|Employ structural cues and supplemental sources for less frequently |Decode a passage using a dictionary or thesaurus. |
|encountered words. |Define three words from text. |
| |Use a dictionary to check spelling. |
| |Complete a word search exercise on infrequently encountered words. |
| |Do multiple choice word match exercises on infrequently encountered |
| |words |
|Write neatly and legibly using manuscript or cursive. |Fill out a job application. |
| |Write a letter of complaint to a landlord. |
| |Peer-edit with a partner for legibility. |
| |Write a final piece with no errors. |
Michigan Department of Labor and Economic Growth
Office of Adult Education and Commission on Spanish Speaking Affairs
Adult Basic Education Curriculum Framework for Adults
Level (EFL): Low Intermediate Basic Education
TABE: (9-10) scale scores (grade level 4 – 5.9)
Reading 461 - 517
Total Math 442 - 505
Language 491 - 523
CASES: 211 – 220
Strand E: Mathematics: Number Sense and Operations
|Number Sense and Operations Content Standard |
|Adult learners will reason, problem solve, communicate, and make real life connections using number sense and operations. |
|Benchmarks |Applications |
|On exit of this level, the adult learner is able to: |Examples of how/where adult learners use this skill |
|Understand and use number notation and place values to the |Relate number values when read or written in an article. |
|1,000,000. |Tell someone the number in a certain place in a routing number. |
|Add, subtract, multiply, and divide whole numbers with proficiency |Master addition, subtraction, multiplication, and division facts. |
|at this level. | |
|Find prime factorization of whole numbers. |Understand that every whole number can be expressed as a product of |
| |prime numbers. |
|Add and subtract fractions using common denominators. |Add quantities of fractional differences, such as 2/7 + 3/7. |
| |Solve applied problems with fractions. |
|Add and subtract fractions using different denominators. |Add quantities of fractional differences, such as 1/3 + 2/7. |
| |Solve applied problems with fractions. |
|Understand fractions as division statements. |Use pictures to represent simple fractions. |
|Multiply and divide fractions. |Proportionally increase fractional ingredients in a recipe. |
| |Divide a pizza or cake into needed pieces. |
| |Calculate needed yardage in clothing patterns. |
| |Solve applied problems with fractions. |
|Understand meaning of decimal, fractions, and percentages. |Calculate amounts of sale items, savings, and price. |
| |Express sale prices using percentages, fraction, and decimals. |
|Express, interpret, and use ratios. |Find equivalences. |
| |Write ratios in various forms, such as: 3 cups to 5 people, 3:5, 3/5. |
|Multiply and divide by powers of ten. |Use mental strategies in division by 10’s 100’s, and 1,000’s. |
| |See patterns of use when multiplying whole number by powers of 10: |
| |0.01, 0.1, 1, 10, 100, and 1,000. |
|Estimate the answer to calculations involving addition, subtraction,|Check the reasonableness of answers. |
|or multiplication. |Become familiar with common place-value errors in calculations. |
| |Use mental math strategies. |
Michigan Department of Labor and Economic Growth
Office of Adult Education and Commission on Spanish Speaking Affairs
Adult Basic Education Curriculum Framework for Adults
Level (EFL): Low Intermediate Basic Education
TABE: (9 - 10) scale scores (grade level 4 – 5.9)
Reading 461 - 517
Total Math 442 - 505
Language 491 - 523
CASAS: 211 – 220
Strand F: Mathematics: Measurement
|Measurement Content Standard |
|Adult learners will reason, problem solve, communicate, and make real life connections using measurement. |
|Benchmarks |Applications |
|On exit of this level, the adult learner is able to: |Examples of how/where adult learners use this skill |
|Know, measure and convert measurement units within a given system. |Change meters to centimeters, kilograms to grams, liters to |
| |milliliters, hours to minutes, minutes to seconds, years to months, |
| |weeks to days, feet to inches, ounces to pounds, and vice versa. |
| |Understand the size and weight of purchased items, such as: fruit, |
| |medicine, soft drinks, and boxed food. |
|Know and compare the units of measure of volume: cubic centimeter, cubic |Demonstrate the use of measurements, such as: cubic centimeter, cubic |
|meter, cubic inches, cubic feet, cubic yards, and know their abbreviations. |meter, cubic inches, cubic feet, and cubic yards. |
| |Know the abbreviations of the units of measure. |
| |Understand the capacity of a fuel tank, the trunk of a car, or the bed |
| |of truck. |
|Know and convert measurement of length, weight, area, volume, and time. |Schedule work and house tasks within an eight-hour timeframe. |
| |Use easily manipulated numbers to calculate the weight of a |
| |hippopotamus, the area of a baseball field, and change Eastern Standard|
| |Time to Pacific Standard Time. |
|Understand area and perimeter formulas. |Calculate the perimeter of a yard for fencing. |
| |Calculate the area of a room for paint and carpeting. |
|Understand right angles. |Compare and contrast angles to right angles. |
|Find areas of geometric shapes using formulas. |Calculate the area of a triangle. |
| |Calculate the area of a parallelogram. |
Michigan Department of Labor and Economic Growth
Office of Adult Education and Commission on Spanish Speaking Affairs
Adult Basic Education Curriculum Framework for Adults
Level (EFL): Low Intermediate Basic Education
TABE: (9 - 10) scale scores (grade level 4 – 5.9)
Reading 461 - 517
Total Math 442 - 505
Language 491 - 523
CASAS: 211 – 220
Strand G: Mathematics: Geometry
|Geometry Content Standard |
|Adult learners will reason, problem solve, communicate, and make real life connections using geometry. |
|Benchmarks |Applications |
|On exit of this level, the adult learner is able to: |Examples of how/where adult learners use this skill |
|Understand perpendicular, parallel, and |Draw a picture of your living room. |
|intersecting lines. |Draw a picture of a doghouse. |
|Identify the faces, edges, and vertices of basic three-dimensional |Count the faces of a cube and a prism. |
|geometric solids. |Draw a pyramid. |
| |Describe the shape of the face of a prism. |
|Associate an angle with a certain amount of turning, knowing that |Understand that 90(, 180(, 270(, and 360( are associated with ¼, ½, and|
|angles are measured in degrees. |¾ and full turns. |
| |Show that angles on a straight line add up to 180( and angles |
| |surrounding a point add up to 360(. |
|Measure angles with a protractor. |Classify angles as acute, right, obtuse, or straight. |
| |Find three examples of these in the classroom. |
|Know the sum of the interior angles of a triangle (180() and a |Calculate the sum of the interior angles of a triangle. |
|quadrilateral (360(). |Calculate the sum of the interior angles of a quadrilateral. |
| |Use these properties to solve problems. |
Michigan Department of Labor and Economic Growth
Office of Adult Education and Commission on Spanish Speaking Affairs
Adult Basic Education Curriculum Framework for Adults
Level (EFL): Low Intermediate Basic Education
TABE: (9 - 10) scale scores (grade level 4 – 5.9)
Reading 461 - 517
Total Math 442 - 505
Language 491 - 523
CASAS: 211 - 220
Strand H: Mathematics: Data Analysis and Probability
|Date Analysis and Probability Content Standard |
|Adult learners will reason, problem solve, communicate, and make real life connections using data and probability. |
|Benchmarks |Applications |
|On exit of this level, the adult learner is able to: |Examples of how/where adult learners use this skill |
|Read and interpret line and bar graphs. |Demonstrate an understanding of a stock report. |
| |Find a graph in a newspaper and explain it. |
| |Create a graph for daily hours of exercises. |
| |Chart blood pressure readings for a week. |
|Find and interpret mean and mode for a given set of data. |Find class averages or batting averages. |
| |Find which item is selected most frequently. |
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