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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