REEP ESL PROGRESS REPORT: LEVEL 300



REEP LIFESKILL OBJECTIVES REPORT: LEVEL 300

Teacher: _____________________________ Cycle: __________________

This report can be used to record class needs assessment results and objectives covered during the cycle.

Getting Started:

___ 1. Ask and answer questions about self, family, and friends in a social setting

___ 2. Write about self, family, and friends

___ 3. Self-assess language and lifeskill learning needs; state future goals

___ 4. Set class learning goals

___ 5. Self-assess ability to use technology

___ 6. Identify rights and responsibilities as a member of the class

History:

___ 1. Set class learning goals, i.e. lifeskills objectives to be covered in this unit

___ 2. Identify and locate the 50 states, their capitals, and all U.S. Territories

___ 3. Compare and contrast immigration patterns from the early 1900's and today

___ 4. Describe major events, issues, and/or individuals in historic period of choice

___ 5. State cause and effect of major events that occurred during a historic period

Government:

___ 1. Set class learning goals, i.e. lifeskills objectives to be covered in this unit

___ 2. Identify the three branches of government and their current heads

___ 3. State function of local, state, and federal government

___ 4. Identify major political parties and describe their platforms

___ 5. State the three parts of the Constitution and their functions

___ 6. Describe the Bill of Rights and state the rights it guarantees

___ 7. Express opinion about student selected government related issue in the news

___ 8. Compare and contrast U.S. government with the government in native country

Community:

___ 1. Identify communities to which students belong

___ 2. Identify needs related to community/neighborhood resources, services & programs

___ 3. Access and report on community and library resources, services and programs

___ 4. Identify rights and responsibilities of community members

___ 5. Prepare for community emergencies/natural disasters

___ 6. Analyze a community problem/issue and identify ways to deal with/resolve problem

___ 7. Identify ways to participate/be involved in the community

Consumerism:

___ 1. Set class learning goals, i.e. lifeskills objectives to be covered in this unit

___ 2. Identify needs as a consumer

___ 3. Identify and compare methods of payment

___ 4. Identify stores and services provided

___ 5. Identify ways to economize and save money

___ 6. Make a consumer complaint about goods or services

___ 7. Identify and request banking services

___ 8. Complete banking forms

___ 9. Identify rights and responsibilities as a consumer

Health:

___ 1. Request information about health services in the community

___ 2. Given a visit to a doctor or dentist, describe illnesses and injuries

___ 3. Identify healthy food and lifestyle choices

___ 4. Complete basic medical history form/insurance application

___ 5. Given simplified medicine labels, explain dosage and warnings; ask for clarification and elaboration about treatment and prescriptions

___6.Given illness, explain orally and in writing the need for absence or early release for self or child

Legal:

___ 1. Identify legal issues/problems and prioritize learning needs

___ 2. Given print/web information, ask for and identify resources for a legal issue

___ 3. Given phone recording, identify assistance available, office hours, location

___ 4. Given appointment/telephone inquiry, request assistance and/or clarification

___ 5. Given priorities identified in Objective 1, state major rights and responsibilities

___ 6. Identify a legal problem, possible solutions, and consequences

___ 7. Given priorities identified in Objective 1, complete a written report

___ 8. Given priorities identified in Objective 1, describe an incident orally

Telephone:

___ 1. Set class learning goals

___ 2. Report information from recorded telephone messages

___ 3. Take and leave messages

___ 4. Call utility company to make a request

___ 5. Given telephone bill, identify important information

___ 6. Locate phone numbers of interest to self and classmates

Work:

___ 1. Identify qualities of model workers

___ 2. Express employment preferences, needs, and goals

___ 3. Access and interpret print and on-line job information and resources

___ 4. Complete simplified application for job or job training

___ 5. Given a job interview, ask and answer questions

___ 6. Request information about hours, training opportunities, raises, and promotions

___ 7. Give and respond to instructions, including seeking clarification

___ 8. Complete work-related forms (I-9, W-4, tax forms, insurance forms)

___ 9. Given work scenario, identify safety concerns and regulations and warn others

Final Reflections:

___ 1. Reflect on learning and self-assess progress

___ 2. Identify strategies and goals for continued learning

___ 3. Evaluate class and program

Writing Development:

___ 1. Select ideas for a topic

___ 2. Use pre-writing techniques to gather and organize information for writing

___ 3. Organize sentences in logical order: chronological sequence, main idea and details

___ 4. Use and edit for basic end punctuation, capitalization, spelling and verb suffixes

___ 5. Use grammar: verb suffixes, subject/object pronouns, possessive adjectives, word order, consistency of tenses

Writing Level Objective:

___ Write a short paragraph

Reading Development:

___ 1. Make predictions from visuals, titles and headlines

___ 2. Predict main idea from title

___ 3. Scan to locate information in text

___ 4. Predict meaning of unfamiliar words through context

___ 5. Identify personal, possessive, and demonstrative pronoun antecedents

___ 6. Identify transition words to understand relationship of ideas

Reading Level Objective:

___ Read simplified materials

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