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Nonprofit Administration - Literacy Texas

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The resources on this page are focused on the essential administrative tasks all nonprofit organizations need. Scroll to browse, or use the quick links to jump straight to each category. […]

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Harvard Leadership & Management Articles

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Harvard Leadership & Management Articles

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Find new ideas and classic advice on business topics, for global leaders from the world's best management experts.

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Professional Development Series | Essential Education

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Readers' Project - Phonics readers for new readers

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Readers' Project - Phonics readers for new readers

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Teaching Refugees: Teaching English to Low Literacy Adults

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Teaching Refugees: Teaching English to Low Literacy Adults

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Teaching Refugees: Teaching English to Low Literacy Adults

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Teaching Refugees - Teaching English to Low Literacy Adults

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Teaching English to refugees - Overcome the challenges of teaching English to low literacy adults - TESOL tips for teaching to refugees

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G Suite

It's easy to feel anxious, overwhelmed and frustrated if you're asked to create elearning activities and teach remotely because of a school closure.

You might be asking ...

What are my students going to do?

How can they continue learning at a high level?

Can I maintain that teacher/student connection through elearning?

How can I keep up with the demands of elearning?

Some ideas and examples to follow can help. Having some plug-and-play activities to assign students can help, too -- even if you need to adjust them to fit your students' needs.

We've got you covered.

In this post, you'll find 100 elearning activities, templates and tutorials. They'll help you create elearning activities that lend themselves to powerful learning when students are away from school.

Some ideas to keep in mind as you roll out your eLearning activities:

Keep communication with students and parents at the forefront. Be ready for questions. Make your communication more thorough than you anticipate.

Simplicity is key. Activities that are too complicated can be hard to follow through without the proper support.

Make space for students' emotional needs, too. Their routine is disrupted. They don't get to see their teacher or their fellow students. Help them to make those connections while they're away.

Don't be too hard on yourself. If you've never taught with eLearning activities, it'll be a learning process. Do your best. Learn and improve.

Lean on others for support. Use social media and colleagues in your school/district to brainstorm ideas.

Here are over 100 remote learning activities, templates and tutorials you can use tomorrow:

Free Remote Learning Online Course

14 modules

2.5+ hours of video

Downloadable planning guides

Lifetime access

Forum for sharing ideas

Tech Like A PIRATE is now available!

Looking for more teaching ideas like these?

Get three FREE ebooks sent right to your inbox!

101 Practical Ways to Ditch That Textbook, Matt's insanely practical guide full of new teaching ideas.

101 Ways to Ditch That Textbook with G Suite, tons of practical, creative ways to use Google tools in the classroom.

50 FREE Templates for Teachers, with templates you can copy and download to assign directly to students.

Do More with Google Classroom

Teach better. Save time. Make a difference.

The short how-to tutorials on Google Classroom are EVERYWHERE. But how do we teach well with it? In this book, you'll find practical ideas to do great teaching with Google Classroom and thrive.

Looking for more remote learning resources? Our distance learning page has TONS of resources for bringing learning directly to your students no matter where they are! 💻 100 remote learning activities templates and tutorials
💻 Distance learning lesson planning guides and templates
💻 FREE ebooks for getting started or taking your remote teaching farther

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©2023 Ditch That Textbook by Matt Miller.

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100 remote learning activities, templates and tutorials

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Remote learning activities can be fun AND promote quality learning. Here are lots of examples and templates to use!It's easy to feel anxious, overwhelmed

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The resources on this page are focused on best practices in the adult literacy classroom. Scroll to browse, or use the quick links to jump straight to each sub-category. You're [...]

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PropelNM - Civics, Citizenship, and IELCE

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Integrated English Literacy and Civics Education (IELCE)

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DART digital literacy_ Full curriculum.pdf

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Copy of Computer Basics Replication Toolkit - Aug 2024

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CILIA-T = Content-Integrated Language Instruction for Adults with Technology Support

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CILIA-T = Content-Integrated Language Instruction for Adults with Technology Support

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Arlington Education and Employment Program (REEP)

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The REEP Adult ESL Curriculum is a comprehensive system that provides instructional direction for programs and teachers of adult immigrants and refugees. First published in 1982, this student-centered, life skills focused curriculum is continuously updated to reflect advances in the fields of adult education, instructed second language acquisition and literacy, and to meet the changing needs of our students. Needs assessment and goal setting activities are at the heart of the curriculum and enable students to actively direct their learning. Students vote on life skills topics such as health, employment, community, government, and transportation to determine the context through which they will develop speaking, listening, reading, and writing skills. Digital literacy skills development weaves through all levels and topics of the curriculum.

KEY: Curriculum documents contain references within the text to other curriculum files. They are noted with a file icon and a bolded title, such as Needs Assessment Tools Chart. You can find the referenced files on this homepage.

Lesson Plans & Activities

Acknowledgements

This curriculum originated as The REEP Curriculum, in print, in 1982. The curriculum was revised in 1994 through a grant from the U.S. Department of Education, Office of Vocational and Adult Education. Through support of an English Language Civics grant from the U.S. Department of Education through the Commonwealth of Virginia, the 1994 curriculum was revised and made available online in 2003. Since 2003, the curriculum has grown and developed. In 2015-16, the Curriculum was reformatted and consolidated to be more accessible on any device type. Objectives and resources are continually updated and new lesson plans are added every year.

REEP thanks the teachers and staff who have played a role in the development of this curriculum.

Terms of Use REEP makes its Adult ESL Curriculum and accompanying resources available online so that its teachers and staff can have ready, easy access as they plan and execute their instruction. We do not maintain paper copies of the curriculum, as we continuously update the material. Other programs are welcome to use these online resources with the understanding that REEP will be credited appropriately. Written credit should appear as follows: Product of the Arlington Education and Employment Program (REEP), Arlington Public Schools, Arlington, Virginia

© Copyright 2000-2025 The Arlington Education and Employment Program

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REEP ESL Curriculum for Adults - Arlington Education and Employment Program (REEP)

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The REEP Adult ESL Curriculum is a comprehensive system that provides instructional direction for programs and teachers of adult immigrants and refugees. First published in 1982, this student-centered, life skills focused curriculum is continuously updated to reflect advances in the fields of adult education, instructed second language acquisition and literacy, and to meet the changing needs of our students.

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Materials — Literacy Education and Second Language Learning for Adults

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Literacy Education and Second Language Learning for Adults (LESLLA)

LESLLA is an international forum of researchers who share an interest in research on the development of second language skills by adult immigrants with little or no schooling prior to entering the country of entry.
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Libraries Beginning ESL Literacy - ATLAS ABE

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ABE Teaching and Learning Advancement System

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AHRQ Health Literacy Universal Precautions Toolkit, 3rd Edition The AHRQ Health Literacy Universal Precautions Toolkit, 3rd edition and companion implementation guide help healthcare organizations reduce the complexity of health care, increase patient understanding of health information, and enhance support for patients of all health literacy levels.

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Guides: Health Literacy Resources: Introduction to Health Literacy

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This guide provides links to resources on health literacy in the United States and guides for clear health communication. Health literacy and clear health communication

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REEPworld is a project of the Arlington Education & Employment Program (REEP) of Arlington Public Schools in Arlington, Virginia. For more information, please see What is REEPworld? or visit REEP's PROGRAM HOME.

Questions? Contact REEP

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REEPworld: Online Learning for Adult English Learners

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REEPworld is a project of the Arlington Education & Employment Program (REEP) of Arlington Public Schools in Arlington, Virginia. For more information, please see What is REEPworld? or visit REEP's PROGRAM HOME. Questions? Contact REEP

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Literacy Instruction for those with Disabilities

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Literacy Instruction for those with Disabilities

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Literacy Instruction for
Students with Significant Disabilities

"Emergent literacy is not age dependent but is based on experiences with print!"
-Karen Erickson and David Koppenhaver

Who are emergent readers and writers?

Emergent literacy is the term used to describe the reading and writing experiences of young children before they learn to write and read conventionally (Teale & Sulzby, 1986). Emergent literacy begins at birth, regardless of whether or not a child has a disability. For older emergent literacy learners, it is important to keep all activities age respectful.

Emergent literacy is commonly defined as the behaviors of reading and writing that lead to conventional literacy and "comprises all of the actions, understandings and misunderstandings of learners engaged in experiences that involve print creation or use" (Koppenhaver & Erickson, 2003, p. 283), and these experiences are not only necessary but closely related to later literacy outcomes (Justice and Kaderavek, 2004).

Emergent literacy behaviours and understandings are directly related to opportunity and experience. Students with significant disabilities often have the fewest learning opportunities and experiences that lead to literacy.

Students who are emerging in their understandings of literacy are working to understand the functions of print and print conventions. Developing phonological awareness, alphabet knowledge, and important receptive and expressive language skills will eventually allow students to use reading and writing to interact with others. Emergent readers and writers are making discoveries and learning about literacy when they explore literacy materials, observe print within the natural environment, interact with conventional readers and writers, and see models of how and why print is used (Teale & Sulzby, 1992). Examples of emergent literacy behaviors may include interpreting a story through pictures rather than through text, manipulating books in nonconventional ways (e.g., looking at the book from back to front or holding it upside down), scribbling, and the use of invented spelling (Clay, 1993; Koppenhaver, 2000).

An emergent reader is one who is interested in books but can't yet read them independently or may be able to read some words but requires continued support to make meaning from print. It could also be a student who is not yet interested in reading books. An emergent reader may have not yet developed intentional or symbolic means of communication.

A emergent writer is one who is learning to use written language to express communicative intent, and beginning writing is defined as starting with emergent writing (drawing, scribbling, and writing letters) and ending with conventional writing abilities, usually acquired by second or third grade for typically developing children. (Strum, Cali, Nelson, & Staskowski, 2012)

Regular participation in reading and writing activities plays a central role in supporting typical children's understandings about print. Research in emergent literacy shows that students with significant disabilities, including those with complex communication needs, can benefit from the same type of literacy activities used with typically developing children but may require more time and opportunity. Regular participation in reading and writing activities plays a central role in supporting understandings about print for ALL students.

Many of the studies and literature surveys the last four decades have a common finding: nothing replaces sound early literacy instruction, even when taking into consideration recent technical advances.

If students with significant disabilities are not exposed to reading and writing materials, how can they learn to use them?

Old assumptions

An emphasis on functional skills, rote memorization, and readiness activities typically take precedence over in-depth literacy instruction (Skotko, Koppenhaver, & Erickson, 2004). Literacy development for 70-90% of students with significant disabilities rarely approached conventional literacy skills expected for typically developing students (Koppenhaver and Yoder, 1992).

Literacy is learned in a predetermined, sequential manner that is linear, additive, and unitary.

Literacy learning is school-based.

Literacy learning requires mastery of certain pre-requisite skills.

Some children will never learn to read.

New thinking

Holistic and explicit instructional approaches to balanced literacy that include daily reading, writing, and word study are critical for all learners, including those with significant disabilities (Erickson, Koppenhaver, & Cunningham, 2006; Sturm & Clendon., 2004).

Literacy is learned through interaction with and exposure to all aspects of literacy (i.e. listening, speaking, reading, and writing).

Literacy is a process that begins at birth - there are no prerequisites.

Literacy abilities/skills develop concurrently and interrelatedly.

All children can learn to use print meaningfully.

From an emergent literacy perspective, reading and writing develop concurrently and interrelatedly in young children, fostered by experiences that permit and promote meaningful interaction with oral and written language (Sulzby & Teale, 1991), such as following along in a big book as an adult reads aloud or telling a story through a drawing (Hiebert & Papierz, 1989).

Through the concept of emergent literacy, researchers have expanded the purview of research from reading to literacy, based on theories and findings that reading, writing, and oral language develop concurrently and interrelatedly in literate environments (Sulzby & Teale, 1991).

Where can I learn more?

Learning for All - This Alberta resource offers information, strategies and references for school leaders and teachers working with students with significant disabilities. This content was collaboratively developed through Learning for All, a one-year community of practice (2014-2015) for district leaders and consultants.

Literacy, Assistive Technology, and Students with Significant Disabilities. Karen A. Erickson, Penelope Hatch, and Sally Clendon, Focus on Exceptional Children, Volume 42, Number 5, 2010.

Quick Guide #13 "Supporting Literacy Learning in All Children" by David A. Koppenhaver and Karen A. Erickson (pp. 181-194) in Quick Guides for Inclusion: Ideas for Educating Students with Disabilities, 2nd edition

Research Based Practices for Creating Access to the General Curriculum in Reading and Literacy for Students with Significant Intellectual Disabilities. Karen Erickson, Ph.D., Gretchen Hanser, Ph.D., Penelope Hatch, Ph.D., Eric Sanders, M.S./CCC-SLP, 2009.

Comprehensive Literacy for All is written by Karen Erickson and David Koppenhaver. This is the new version of Children with Disabilities: Reading and Writing the Four-Blocks Way, which was used by the Literacy for All community of practice.

"Literacy improves lives-and with the right instruction and supports, all students can learn to read and write. That's the core belief behind this teacher-friendly handbook, your practical guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities. Drawing on decades of classroom experience, the authors present their own innovative model for teaching students with a wide range of significant disabilities to read and write print in grades preK-12 and beyond. Foundational teaching principles blend with concrete strategies, step-by-step guidance, and specific activities, making this book a complete blueprint for helping students acquire critical literacy skills they'll use inside and outside the classroom." (Published 2020)

Preview Comprehensive Literacy for All here.

Support for Implementation

The resources found on this site were developed by the ERLC, a member of Alberta Regional Professional Development Consortia (ARPDC), as a result of grants from Alberta Education, to support implementation.

Learning for All | Copyright © 2016
Terms of Use | Contact Us

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Emergent literacy | Literacy Instruction for Students with Significant Disabilities

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Literacy Instruction for Students with Significant Disabilities "Emergent literacy is not age dependent but is based on experiences with print!" -Karen Erickson and David Koppenhaver Emergent literacy is the term used to describe the reading and writing experiences of young children before they learn to write and read conventionally (Teale & Sulzby, 1986).

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Supporting Adult Emergent Readers with Literacy Instruction: Resources and Trainings Available - English Empowerment Center

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Here at the English Empowerment Center we offer our Adult ESOL Instructor Basics training three times a year – in January, May, and August – for new volunteer teachers, class aides, and supplemental tutors to learn basic principles, strategies, and tools for teaching adult English learners. Volunteers are welcome to repeat the training, but we know that volunteers will need ... Read More

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Digital Literacy for Life and Work - Switchboard

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HIAS and HIAS Pennsylvania have created a series of digital literacy videos for newcomer families. Each video series includes 16 short videos, covering topics such as digital safety and scams, preventing viruses and malware, secure Wi-Fi networks, online learning opportunities, online translation and interpretation, identifying misinformation, monitoring children's online activity, work readiness and job applications, ...

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Organizational Health Literacy - Cook County Department of Public Health

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Promoting health. Preventing diseases. Protecting you.

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Utah Adult Eduction Resource Collections- Supporting Learners with Disabilities

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Utah Adult Eduction Resource Collections- Supporting Learners with Disabilities

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For beginning ESL

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Resources for teaching adult and adolescent English learners who have emerging literacy skills.

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Is everyone welcome in volunteer spaces? These tools aim to support leaders of volunteers in their practice so more people see themselves in the call to volunteer and feel like they belong when they do volunteer.

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Master volunteer recruitment, retention, and recognition in this free webinar for new managers. Learn tools and tips to grow a strong volunteer program.

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Resources to Build Strong Volunteer Teams

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Resources to Build Strong Volunteer Teams

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Resources for Volunteering, Nonprofit Opportunities, and More

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Idealist connects millions of idealists – people who want to do good – with opportunities for action and collaboration all over the world.

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Welcome to our library of free Templates and Printables!

You must be a free member to access this page, please log in below to gain access.

If you lost your password click the 'Lost your password?' button below
Lost your password?

If you are not currently a member, please sign up below.

By becoming a member of this library, you will automatically be signed up to receive our newsletter. You can unsubscribe at any time.

Please forward any questions or comments to info@keystoliteracy.com.

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Welcome to our library of free Templates and Printables! You must be a free member to access this page, please log in below to gain access. If you lost your password click the 'Lost your password?' button below Lost your password? If you are not currently a member, please sign up below.

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This page has non-routine math problems, lesson plans, math activities, and more!

ANN TEACHING AND LEARNING PRINCIPLES

LOOKING FOR LESSON PLANS & ACTIVITIES?

CollectEdNY : Find free, quality teaching resources vetted and reviewed by adult education instructors, for adult education instructors. Post comments, share experiences and ask questions and engage with adult educators across the state and country.

CUNY Teaching Materials: Collection of HSE and ABE lessons, problems, activities, & readings organized by math subjects, and content areas

NYSED/CUNY Fast Track GRASP Math Packets :

CUNY HSE Math Framework: The CUNY HSE Math Curriculum Framework focuses on Problem-Solving in Functions & Algebra. It integrates problem-solving strategies, productive struggle, perseverance and mathematical discussion into content learning. It has model lessons, rich engaging math problems, samples of student work, and more.

Curriculum from SABES Mathematics and Adult Numeracy Curriculum & Instruction PD Center : "I recommend these materials because my students have learned more deeply from these than from traditional workbooks. They are created for adult students by adult ed teachers." - Connie Rivera, CT

Adult Numeracy Network Desmos Activities : A growing collection of Desmos activities created by members of the Adult Numeracy Network

Open Up Resources: comprehensive 6-8 and HS math curricula, organized into helpful units with lots of rich problems. Available in both English and Spanish.

OER Commons: OER stands for Open Educational Resources and refers to resources developed by teachers and shared freely. This website is a place for teachers to find (and share!) teaching materials. This link will bring you to the search engine set for "Math" and "Adult Education" materials.

Benchmark Fractions: This interactive and online sequence of activities comes from Connie Rivera's website and allows students to develop a conceptual understanding of benchmark fractions (25%, 75%, 10%, and more) through a series of interactive activities and visuals.

MULTIPLICATION RESOURCES

The Multiplication Course by Steve Wyborney i s a highly interactive multiplication course - free on YouTube - created by the teacher behind SPLAT! The videos are completely ready for all students, all teachers, all parents, everyone! The course teaches students deep, rich, and important multiplication concepts while they are also learning multiplication facts. It also puts students in control of their learning, allowing them to pause the think deeply, allowing them time to write, allowing them to discover important math ideas.

The Product Game turns students' practice with factors and multiples into a fun two-player game.

Partial Product Finder - The Partial Product Finder allows multiplication combinations (up to 50 x 50) to be represented as a rectangle, or array. This helps students develop the flexibility and conceptual understanding required to build fluency with basic facts and strategies for multiplication of larger numbers.

How Close to 100? - Using 2 dice and arrays students compete to cover as much of a blank 100 grid as they can.

Interactive Multiplication Chart - simple online interactive tool that gives you a filled in multiplication table and the ability to color it in any way you want.

Multiplication Representation Cards - Use these cards to get students into groups by matching cards with different representations of multiplication (area models, word problems, partial products, and distributive property).

Bunny Times - a game that uses arrays to help students practice using area models to multiply numbers.

Fizz Buzz Hoot - This game is guaranteed to crack up your class as they have to keep track of the multiples of 3, 4, and 5 as they count in a circle.

Round One: Students count off around the circle, but instead of saying the name of any multiples of 3, they say "Fizz". So it will go something like, "1, 2, Fizz, 4, 5, Fizz, 7, 8, Fizz,..." Once students get the hang of that, you can start Round Two.

In round two, students replace the multiples of 4 with the word, "Buzz" - so "1, 2, 3, Buzz, 5, 6, 7, Buzz...".

Round three is similar, except students are replacing the word, "Hoot" for any multiples of 5 - so "1, 2, 3, 4, Hoot, 6, 7, 8, 9, Hoot,...".

Give your students some time to play each round focused on an individual set of multiples. If and when they are ready, have them try a combination round, where they have to use two of the words (Fizz/Buzz focuses on multiples of 3 and 4, Buzz/Hoot focuses on multiples of 4 and 5, Fizz/Hoot focuses on multiples of 3 and 5.

The biggest challenge is to play "Fizz, Buzz, Hoot," where students have to replace any multiples of 3, 4, and 5 with their corresponding word. It will sound something like this "I, 2, Fizz, Buzz, Hoot, Fizz, 7, Buzz, Fizz, Hoot, 11, Fizz/Buzz (because 12 is a Fizz and a Buzz), 13, 14, Fizz/Hoot,..."

ADDITIONAL RESOURCES

Nix the Tricks : This free online book is filled with alternatives to the shortcuts so prevalent in mathematics education and explains why tricks so often become obstacles to understanding math and often contribute to our students believing they are incapable of sense-making.

Do you have any resources for rich problems and/or lessons plans you think should be included on this page? Click HERE to let us know!

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Adult Numeracy Network - Teaching Resources

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This page has non-routine math problems, lesson plans, math activities, and more! ANN TEACHING AND LEARNING PRINCIPLES LOOKING FOR LESSON PLANS & ACTIVITIES? CollectEdNY : Find free, quality teaching resources vetted and reviewed by adult education instructors, for adult education instructors. Post comments, share experiences and ask questions and engage with adult educators across the state and country.

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Barbara Bush Fund for Family Literacy at the George & Barbara Bush…

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The George & Barbara Bush Foundation is proud to serve as the strategic partner in this new chapter, helping ensure that Barbara Bush is forever remembered for her strength, abounding love for family, quick wit, and deep commitment to family literacy.

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Open Access - A Guide to Literacy Services in California Public Libraries

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Open Access - A Guide to Literacy Services in California Public Libraries

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We believe in lifelong learning as a path towards opportunity and fulfillment. As individuals increase their literacy and basic skills they are able to secure better jobs, manage their personal lives, advocate for themselves, enhance their parenting skills, and contribute more to their community. In short, they improve the quality of their lives and communities.

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Talk to your program coordinator for access.

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Your hub for all things ESL and Adult Basic Education.

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LearnFree | Free Online Courses and Practical Skills

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Build practical digital, workplace, study, and everyday life skills with free, self-paced LearnFree courses, tutorials, videos, and learning paths.

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Your a browser is unsupported. To continue using this site, please update your browser Microsoft Edge, Google Chrome, Mozilla Firefox

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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Aprendiendo Inglés

Si necesitas ver la letra más grande sigue los siguientes pasos: Está dividido en tres niveles:
PRINCIPIANTE: lo más básico.
INTERMEDIO: se enfoca en los tiempos del verbo.
HISTORIA Y GOBIERNO : aumenta el vocabulario y enseña datos, la historia y la función del gobierno de los Estados Unidos.

PUMAROSA.com es muy sencillo de utilizar, ya que no tienes que inscribirte, teclear nada o enviar alguna solicitud. Sólo súbele a tus bocinas y presiona en los íconos de las orejitas en cualquier lección que desees. ¡Repite en voz alta conmigo! cuando estudies éstas lecciones, es muy importante. De esta forma aprenderás a pronunciar muy bien. Yo te prometo que aprenderás un paso a la vez, y cada día te sentirás más seguro en tus estudios del idioma inglés.

INTERNET EXPLORER: Page > Zoom > Zoom In
FIREFOX: View > Zoom > Zoom In

¿De acuerdo? Entonces, comencemos a aprender inglés con PUMAROSA.com. Escríbeme por email, Whatso llámame por teléfono si tienes alguna pregunta.

Atentamente,
Profe. Pablo, Paul Rogers

¡Tú puedes aprender inglés fácil hoy!

El material educativo en esta página fué creado por el Prof. Paul Rogers, quien ha trabajado por más 20 años desarrollando el mejor método de aprender inglés para los estudiantes de habla hispana. "Desarrollé una técnica bilingüe, especialmente diseñada para ayudar a los estudiantes de habla hispana con dificultades para aprender inglés" comenta el Prof. Rogers.

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Pumarosa.com Escuela Bilingue Interactiva Gratuita para estudiantes de habla hispana

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At-Home Learning Toolkit for Adults - Barbara Bush Foundation

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Following the release of the At-Home Learning Toolkit for Families, experts at the Barbara Bush Foundation developed a second toolkit dedicated to adult learners.

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Background and free resources

Curriculum: Integrating literacy with oral language

Steps for building a curriculum

1. Identify important sentences for students to understand and speak

2. List the words needed for those sentences

3. Create lists of words for students to read and write:

key words ("sight words") - words found in sentence frames (pronouns, question words, verbs)

decodable words - words that follow basic phonics rules (focus on nouns at first)

4. Identify letters needed to write the above words

5. Identify oral vocabulary from:

useful nouns that don't follow learned phonics rules

sentence frames and questions too difficult for students to read and write yet

6. Create a scope and sequence framework and fill in with above

7. Revise and refine!

Adult beginning English learners can and should learn a basic vocabulary of words and sentence frames. They will be able to speak and understand a fair number of whole words and sentences almost immediately. However, it is unrealistic to expect students new to English literacy to be able read and write even just a small part of that "basic" oral language. Without literacy, however, overall language acquisition will stall. Therefore, rather than delay literacy instruction, a beginning English curriculum should embrace it from the very start, but in a way that is not overwhelming for the student. Literacy instruction should be slow and systematic, consistent with established best practices in K-12 (English-fluent) early literacy, and coordinated with oral development without limiting it: oral language shouldn't be restricted to only the words and sentences students can read or write. The goal is for literacy skills to catch up with oral skills and develop into a powerful tool for continued language growth.

Below is the scope and sequence from the Making Sentences online materials and the Let's Speak English! book series. It is presented here as just one example of a curriculum that integrates beginning literacy with oral language development.
▲Back to top of page▲ Back to Making Sentences homepage
How to hold a pencil
▲Back to top of page▲
Letter writing videos

Click on a letter to open a video demonstration of how to write it.

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Tracer fonts for handwriting practice

The following 4 tracer fonts are available free to download as .otf files for classroom and other non-commercial use. You can use them to make worksheets customized for your curriculum and your students. As just one example, you could make worksheets for students to practice writing their own names, either alone or in a sentence ("My name is ...."). Each font includes lower-case and upper-case letters, the numerals 0-9, and these punctuation marks: . ?! , ' and " ". Font installation processes vary by computer, but are usually quite simple. Use the links to the right of the sentences to download the fonts.
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Vocabulary flash cards

The majority of important words that beginning English students should learn are not ones that a student new to the alphabet can be expected to read or write. Even in a literacy-based curriculum, a great number of words need to be taught orally. When teaching oral vocabulary with flashcards, it is not enough to ignore written words; it is far better to not show them at all. Even if the intention is to ignore the written words, text can be distracting for the learner and the instructor. Many learners attempt to read every word they see, and teachers might be tempted to call attention to one or two characteristics of a word, only to end up teaching the entire written word.

These sets of flashcards have only picture and audio. (The italicized instructions on the first slides are intended for teachers.)

Classroom objects

a book

Food (with plurals)

Household items (with plurals)

singular with 'a' plural 1 singular with 'a' singular with '1' plural with number 2 3

This set gives instructors the option to show the text, appropriate for students of higher literacy levels.

Classroom objects (picture, audio, and text)

a pen _________ click for audio click for written word

Finally, this set is for words students are expected to read. Initially, all three features, picture, audio, and written word, are hidden. This allows the teacher to show only the written word so that the student cannot use the picture as a hint, or to use the card to assess spelling.

Decodable vocabulary (picture, audio, and text)

Part 1 of The Making Sentences online classroom has flashcards for 126 core and 75 supplemental vocabulary words.
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Phonemic awareness

Phonemic awareness (or, phoneme awareness) is the understanding that words are made up of discrete sounds (phonemes) that can be added, subtracted, or replaced; and the ability to identify and manipulate phonemes in words. Students not only hear and speak words, but they can also identify and reproduce specific sounds within words.

Good phonemic awareness supports decoding skills as students learn to associate letters and letter patterns (graphemes) with the sounds they have learned as phonemes.

There are many ways students can develop and demonstrate phonemic awareness, including:

Repeating words with a specific phoneme

Stating when they hear the phoneme in a word-"Do you hear the /g/ sound in the word?"

Matching or categorizing words with the same phoneme (first, last, or middle)

Isolating a phoneme-for example, by saying the first sound of a spoken word

Deleting a phoneme-repeating a word but without either the first or last phoneme (example below)

Adding a phoneme-repeating a word or partial word, but with a specific phoneme added at the beginning or the end

Phoneme substitution-repeat a word, replacing one of the phonemes with a given new one (example below)

Blending phonemes-for example, the teacher says "/d/" "/ĭ/" "/g/" and the student says "dig."

Segmenting words into phonemes-for example, the teacher says "bed" and the student says "/b/" "/ĕ/" "/d/."

For the beginning English learner, these exercises can serve a dual function of supporting pronunciation of sounds that may be new to them.

Phonemic awareness activities are generally oral; that is, without showing letters. For English learners especially, using letters can be an obstacle rather than a support, as students may not yet know all the letters. To facilitate these exercises without using letters, teachers can use other aids, such as tapping (one tap per phoneme), symbols, or tiles to represent the places of phonemes (e.g., Elkonin boxes).

It is not necessary to do phonemic awareness activities to exhaustion or to total mastery, especially since communicating instructions to beginning adult learners can be challenging. (Having students watch two people demonstrate the activity and try to pick up the pattern may be the most effective method.) Also, advanced phonemic awareness activities requiring substantial mental manipulation of more than three phonemes may tax many students' working memories.

The goal is to focus attention on specific sounds and lay the groundwork for blending the sounds of written letters, a foundational reading skill; and segmenting the sounds of spoken words, a foundational skill for spelling. Students can progress in these areas with a range of phonemic awareness abilities. It is best to pick a few activities to do as a routine with each new phoneme, and move on before students find them too frustrating.

Example of phoneme substitution, no visual aids for student:

Example of phoneme deletion using Elkonin boxes:

The Teacher's Script for Let's Speak English! Book 1 contains over 100 phonemic awareness activities that follow the Making Sentences Scope and Sequence. It is viewable and downloadable for free.

A coil-bound print version is also available for $10.00 (shipping included) here.
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Connecting phonemes and graphemes

To reinforce the connections between letters and their associated sounds, most students will need substantial practice in (1) identifying a letter upon hearing an associated phoneme and (2) reading a specific phoneme upon sight of a letter. It is better to practice these skills with words than with isolated letters or spoken phonemes. However, beginning students may struggle because they are either just learning the other letters in the words or have not learned them yet. Exercises like the two below focus on specific phonemes as they occur in words, but do not require proficiency with the other grapheme-phoneme connections in the words.

Hear the word, choose the letter

ed

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Curriculum: Integrating literacy with oral languageVocabulary (flash cards)How to hold a pencilPhonemic awarenessLetter writing videosConnecting phonemes and graphemesTracer fontsDecoding Curriculum: Integrating literacy with oral language Steps for building a curriculum Identify important sentences for students to understand and speak List the words needed for those sentences Create lists of words for students to read and...

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The resources on this page are free hi-lo readers organized to parallel the theme-based vocabulary units . Typically , instructors/tutors should lay vocabulary groundwork before introducing learners to these stories. The stories are a continuation of vocabulary acquisition plus a bridge toward meaning-making with text. The stories are a compilation of readers created by the Pathway to Literacy team or adapted from stories produced by Literacy Minnesota, Bow Valley School of Global Access, We Speak NYC, and CIWA.

Overview of Approach

The scaffolded reading approach, which is outlined below, is used with learners in the classroom.

Introduce the story with pictures/background

Read the story aloud to the learners (don't show the words)

Ask Yes/No comprehension questions

Read the story aloud to the learners (show the words)

Read the story again, with students repeating (echo reading)

Read numbered sentence(s) from the story - students identify which # sentence you're reading

Ask wh- comprehension questions

Read the story all together (choral reading)

Have students read a word or sentence, depending on their level

Ask personalized questions for learners based on the story

To this approach demonstrated, watch the Recording Classroom Assistant Training (1.5-hour video).

For instructions o n how to print the Printable Versions: Instructions for Printing Booklets

Printable formats will be added as they become available!

In the interim, regular story slides can be modified and printed for in person classes.

CLOTHING / SHOPPING Stories

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Adult ELL Pathway To Literacy - Theme-Based Stories

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Theme-Based Stories The resources on this page are free hi-lo readers organized to parallel the theme-based vocabulary units. Typically, instructors/tutors should lay vocabulary groundwork before introducing learners to these stories. The stories are a continuation of vocabulary acquisition plus a

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Adult Tutor Resources — Literacy Mid-South

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Science-based, tech-enabled foundational reading instruction that helps all students achieve reading proficiency.

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Nearly a quarter of savers who take the America Saves pledge chose “emergency savings” as their first wealth-building goal. And they have the right idea.

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Literacy Volunteers Charlottesville/Albemarle | Resources for Tutors

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There are countless websites and books that you can turn to for tutoring help. We’ve compiled several on the following pages. Please let us know if you have trouble accessing any of the resources or if you find something you’d like us to add. We also have wonderful resources available in our library.

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The Nonprofit Learning Lab is a national organization that connects, supports and develops professionals leading the nonprofit sector. We offer nonprofit training, resources, mentors, support services and professional development for nonprofits. Get in touch with us to learn more.

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The Barbara Bush Foundation for Family Literacy and Digital Promise are pleased to provide these materials to support educators, tutors, and mentors who are working with adult learners on building digital literacy skills.

Promoting Digital Literacy for Adult Learners: A Resource Guide

Nearly one in three Americans struggle to perform their job due to limited digital problem-solving skills. This peer-reviewed guide provides educators, employers, and volunteers with the resources to build digital literacy in adult learners. Click the link below to access the full document.

Promoting Digital Literacy for Adult Learners: A Resource Guide

Facilitator's Training Materials: Handbook and Slide Deck

To make the most of Promoting Digital Literacy for Adult Learners: A Resource Guide, we've developed a facilitator handbook and accompanying slide deck to support facilitators who are introducing the resource guide to educators, employers, mentors, and volunteers that work with adult learners. It provides recommendations for training others on how to use the guide, such as making the most of key features and facilitation tips and applying a whole learner framework.

Training Scope and Plan

Please view the Promoting Digital Literacy for Adult Learners: Training Scope and Plan to determine training needs for your program or organization.

Thank you for your commitment to promoting digital skills. If you would like to share feedback or have questions on these materials, please email BBFPrograms@barbarabush.org.

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Digital Literacy Resources for Educators, Employers, and Volunteers - Barbara Bush Foundation

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Over the past 30 years, the Foundation has raised and provided more than $110 million in support to create or expand family and adult literacy programs in all 50 states and the District of Columbia.

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Learning Materials | National Center for Families Learning | Resources

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From early education and English learners to educators & literacy professionals, we have multiple learning materials available for all education levels.

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Modules to help organizations develop literacy programming.

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Literacy Basics has been designed to help busy literacy practitioners access needed training at convenient times and locations. Contact us with your literacy questions today.

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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Talk with Me Toolkits provide caregivers chances to talk with their children to improve thinking, vocabulary, and language development. Talking with your child is great-and research shows that the ...

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PBS Family Literacy Resources for Parents

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PBS Family Literacy Resources for Parents

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Find parenting tips and advice on PBS KIDS for Parents! Explore articles written by parents and experts to help raise kids who thrive at every age.

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Literacy Works' Plain Language Lab Library

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Literacy Works' Plain Language Lab Library

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The Lab Library | Clear Language Lab Resources

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Check out our resource page to find recordings of past webinars, The Lab Report blog, and Cheat Sheet plain language tips all in one place! Learn helpful strategies to make your content more accessible, understandable, and actionable.

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Classroom Activities for Adult ESL Learners

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Welcome! Read the latest issue of PROGRESS, featuring inclusive programming in Virginia. Read PROGRESS

Instruction Resources

Preparing Virginia's adult learners for college, careers, and responsible citizenship with instruction that is contextual, differentiated, standards-based, and engaging is at the heart of what our programs do. We support educators in improving the quality of their instruction by offering a curated collection of the latest tools and curricula available to support a multi-modal and accessible learning environment. With a focus on closing gaps between standards and classroom practice, the resources provided aim to assist instructors in their mission to deliver high-quality lessons to a diverse body of learners.

Search for Instruction resources

While the latest Instruction resources appear below, use the search and filter menus to the right to find more valuable content. Simply search per topic or the type of material in which you have an interest and click the Apply button.

Not sure what you want? Type in a Search term and click Apply to see what resources are available.

Please note that some resources fall under multiple categories.

Search and Filter Resources

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Skip to content Welcome! Read the latest issue of PROGRESS, featuring inclusive programming in Virginia. Read PROGRESS Preparing Virginia's adult learners for college, careers, and responsible citizenship with instruction that is contextual, differentiated, standards-based, and engaging is at the heart of what our programs do.

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Teaching ESL to Adults: Classroom Approaches in Action is a series of twelve videos, which can be viewed online on this page. For a list and description of the titles, click here.

Select a video from the right side of the video player. Scroll down to select from all twelve videos.

The quality of your online viewing experience depends on the capacity of your computer and the speed of your internet connection. This is especially an issue for viewing at full screen. Some people have reported problems using some versions of Internet Explorer. If you encounter a problem, use another browser-Chrome, Firefox, or Safari.

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Teaching ESL to Adults: Classroom Approaches in Action is a series of twelve videos, which can be viewed online on this page. For a list and description of the titles, click here. Select a video from the right side of the video player. Scroll down to select from all twelve videos.

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DART: A Foundational Digital Literacy ESL Curriculum

Table of Contents

Keyboard

Security

Parts of a Computer

Using a Computer

Going Online

Creating Accounts

Safety

Searching

Troubleshooting

Review

Intro

The Digital Access and Resilience in Texas (DART) curriculum integrates beginning English language learning with foundational digital skills. The curriculum is intended to supplement existing English language instruction in lower-level adult English as a Second Language (ESL) classes. DART is an adaptation of the A-OK To Access curriculum developed for Tyson by the same authors.

The DART curriculum provides the foundation that lower-level English language learners need to recognize and type the wide variety of characters required for most online passwords. The curriculum focuses on teaching students the skills necessary to accomplish eight major "milestones" on the way to successfully creating and logging in and out of an online account.

Intro and Appendices | Editable Version
Download the Full Curriculum

Keyboard

Lesson 1: Lowercase Alphabet Introduction
Lesson Overview: In this lesson, students review the lowercase alphabet.

Download Lesson | Editable Lesson
Resources:
Lesson 2: Lowercase Alphabet on the Keyboard
Lesson Overview: In this lesson, students will locate the lowercase letters of the alphabet on a modified image of a phone keyboard.

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Resources:
Lesson 3: Uppercase Alphabet Introduction
Lesson Overview: In this lesson, students review the uppercase alphabet and distinguish between the lowercase and uppercase alphabet.

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Resources:
Lesson 4: Uppercase Alphabet on the Keyboard
Lesson Overview: In this lesson, students will locate the uppercase letters of the alphabet on an image of the keyboard.

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Resources:
Lesson 5: Numbers and Special Keys on the Keyboard
Lesson Overview: In this lesson, students will identify the numbers 0 - 9 and common special keys on a Windows keyboard, match the words zero - nine to the numbers, orally exchange phone numbers, and type a message on their phones that uses lowercase and uppercase letters, numbers, and special keys.

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Resources:
Lesson 6: Symbols on the Keyboard
Lesson Overview: In this lesson, students will identify common symbols, locate them on the keyboard, and use prepositions of place to describe their locations on the keyboard.

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Resources: Download the Full Curriculum

Security

Lesson 7: Introduction to Security
Lesson Overview: In this lesson, students will learn how usernames and passwords used in logins provide security for their information and differentiate between strong and weak passwords.

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Lesson 8: Strong and Weak Passwords
Lesson Overview: In this lesson, students will differentiate between strong and weak passwords and dictate, transcribe, and type passwords consisting of uppercase and lowercase letters, numbers, and symbols.

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Resources: Download the Full Curriculum

Using a Computer

Lesson 10: Computer Sign In and Sign Out
Lesson Overview: In this lesson, students will turn on and wake up a computer, use a username and password to log in to a computer, and lock, sign out of, and shut down a computer.

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Lesson 11: Using the Windows Desktop
Lesson Overview: In this lesson, students will learn the basics of the Windows desktop and taskbar, how to open an app shortcut from the desktop or taskbar, how to minimize, maximize, and close an open app window.

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Resources: Download the Full Curriculum

Going Online

Lesson 12: Connecting to the Internet
Lesson Overview: In this lesson, students will check the Wi-Fi connection on their computers and log in with a username and password provided by the teacher.

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Lesson 13: Using Google Chrome
Lesson Overview: In this lesson, students will learn parts of the Google Chrome window, how to navigate in Chrome using linked text and objects and the back and forward buttons, and how to scroll in a window.

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Resources: Download the Full Curriculum

Creating Accounts

Lesson 14: Understanding Online Accounts
Lesson Overview: In this lesson, students will complete online forms, identify login requirements, and create and log in to an online account.

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Lesson 15: Creating Strong Passwords
Lesson Overview: In this lesson, students will identify requirements for strong passwords and create a strong password that is strong but easy to remember.

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Lesson 16: Creating a Gmail Account
Lesson Overview: In this lesson, students will create, log in, and log out of a Gmail account.

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Resources: Download the Full Curriculum

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TCALL is the statewide Adult Education and Literacy professional development and resource center for Texas, housed at Texas A&M University.

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Welcome! Visit the Network tab for the latest issue of SPOTLIGHT, featuring writing by Virginia adult learners. Read SPOTLIGHT

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Featured Resource

This online guide provides information for instructors who are new to adult education in Virginia and may also be useful for returning instructors. The resources connect instructors to the field of adult education and provide information on quality instruction for the adult education context. It includes featured resources by subject area, information on essential topics such as standards-based instruction and inclusive practices, and an updated Adult Education Glossary and Acronym List.
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This rubric was developed to help teachers better understand the components that go into developing an online course. These indicators will help guide you through course set-up, identify best practices, and develop strategies to make your courses more effective.

Share a Resource

Do you have an instructional resource, program tool, or other materials that can benefit adult educators? Please share them with us so we can learn from each other! Our staff will review your submission and add to our library of resources where appropriate. Are we missing something that you would like to see? Let us know that too so that we can develop the resources that best meet your needs!

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Skip to content Welcome! Visit the Network tab for the latest issue of SPOTLIGHT, featuring writing by Virginia adult learners. Read SPOTLIGHT Search and Filter Resources This online guide provides information for instructors who are new to adult education in Virginia and may also be useful for returning instructors.

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Lesson Bank - PA Adult Education Resources

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adult education, lessons, lesson bank, CCRS

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Newsome Associaates

Dr. David J. Rosen is the president of Newsome Associates in Jamaica Plain, Massachusetts. Recently he has provided consulting, advising and professional development services to: the Illinois Digital Learning Lab; ProLiteracy International; Friends of Liberia's Family Literacy Initiative; Georgia State University's Center for the Study of Adult Literacy; the University of Memphis; and OTAN, in California. For decades, a major theme of his work has been engaging ways to integrate technology in adult foundational education, online and in-person, including for Adult Basic Education, Adult Secondary Education, and English for Speakers of Other Languages. He is the author and editor of the Adult Literacy Education Journal's "Technology Solutions for Adult Foundational Education Challenges" column, the author of the Adult Literacy Education blog at davidjrosen.wordpress.com, the co-author of two online guides on blended learning for adult basic skills education, Blended Learning for the Adult Education Classroom and The What, Why Who and How of Blended Learning for Adult Basic Skills Learners . He can be reached at djrosen123@gmail.com

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Guide for Design and Implementation of Hybrid-Flexible (HyFlex) Models in Adult Education

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Newsome Associaates Dr. David J. Rosen is the president of Newsome Associates in Jamaica Plain, Massachusetts. Recently he has provided consulting, advising and professional development services to: the Illinois Digital Learning Lab; ProLiteracy International; Friends of Liberia's Family Literacy Initiative; Georgia State University's Center for the Study of Adult Literacy; the University of Memphis; and OTAN, in California.

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Adult Education webinars for those who could not attend in person. If you like the channel, please show your support and subscribe! Thank you

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Serving nonprofit leaders, fundraisers, grant makers, and others involved in the philanthropic enterprise with news, advice, resources, and listings of career opportunities.

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Get Teacher Toolkit | Essential Education

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Essential Education is the only place to get all the tools you'll need to create a successful hybrid learning classroom.

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It's time to strengthen your nonprofit leadership.

With over 30 years of hands-on experience working with nonprofit boards, BoardSource has become the go-to resource for nonprofit organizations. We engage and support a global network of nonprofit leaders and organizations, and offer a wide range of resources to strengthen and support board performance.

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BoardSource - Empowering Boards & Inspiring Leadership

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With over 30 years of hands-on experience working with nonprofit boards, BoardSource has become the go-to resource for nonprofit organizations. We engage and support a global network of nonprofit leaders and organizations, and offer a wide range of resources to strengthen and support board performance.

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We've compiled our favorite tutorials, resources, and information to support your adult literacy tutoring practice! Brand new to tutoring and don't know where to start? Ready to Tutor You'll find guidance to help you prepare for your first lesson and quick resources for supporting your tutoring practice.

Tutor Essentials We call it Tutor Essentials because it covers the foundational knowledge you need to get started as an effective volunteer tutor. This 12-hour pre-service training for new adult literacy volunteers is offered in ABE or ESL focuses. In this training, we'll teach you everything you need to know to feel prepared for your first meeting with your learner.

If you have questions, need more information, or have another resource suggestion, please email: keighty@litworks.org

last updated October 2023

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We've compiled our favorite tutorials, resources, and information to support your adult literacy tutoring practice! Brand new to tutoring and don't know where to start? Ready to Tutor You'll find guidance to help you prepare for your first lesson and quick resources for supporting your tutoring

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PANDA: Minnesota ABE Physical and Nonapparent Disability Assistance

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PANDA: Minnesota ABE Physical and Nonapparent Disability Assistance

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PANDA - Minnesota Adult Basic Education Physical And Nonapparent Disability Assistance

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Explore ILA resources on the hottest and most important topics in the field of literacy teaching and learning.

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HippoCampus is broadly used in homeschools and conventional classrooms to punctuate blended instruction and show simulations. The open site was designed as part of a worldwide effort to improve access to quality education for everyone.

Educators can create content playlists, and NROC members can seamlessly integrate these videos into shared instructional applications. Explore over 7,000 multimedia learning objects spanning 13 subjects.

Take a Closer Look

Watch the introductory video on this page.

Preview the subjects below.

Use this spreadsheet to determine which HippoCampus objects are iOS compatible, closed captioned, and compatible with assistive technologies.

Use the 'Standards' tab in the user interface to filter objects by national content standards.

Adult educators: Use this link to access HippoCampus for Adult Education.

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HippoCampus is broadly used in homeschools and conventional classrooms to punctuate blended instruction and show simulations. The open site was designed as part of a worldwide effort to improve access to quality education for everyone. Educators can create content playlists, and NROC members can seamlessly integrate these videos into shared instructional applications.

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The Change Agent | An Adult Education Resource for Social Justice

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Forgot your password? To make a donation, send a check made out to World Education to 44 Farnsworth Street, Boston, MA, 02210 or click the button below to donate online. Your donation to The Change Agent is tax deductible and greatly appreciated!

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Co-created by adult educators using stories from Reading Skills for Today's Adults (RSTA), CrowdED Learning is proud to offer 345 leveled readings and engaging activities to learners and instructors in a variety of formats.

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Lesson Bank from Excellence in Adult Education

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Lesson Bank from Excellence in Adult Education

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What is the Lesson Bank?

These excellent, thorough lesson plans were created by outstanding teachers in Illinois. The Adult Education Professional Development Network members were inspired by the lesson development of these individuals as they constructed and submitted their plans. The Lesson Bank was born out of the excellence of their work in the Professional Pathways trainings. We thank them for sharing their lessons and for their desire to improve not only their own instruction but also the instruction around the state. Thanks for lifting all the boats! We hope you are inspired by the tri-lens approach of integrating Illinois Essential Employability Skills, Universal Design for Learning (UDL), and content standards.

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Excellence In Adult Education | Lesson Bank

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These excellent, thorough lesson plans were created by outstanding teachers in Illinois. The Adult Education Professional Development Network members were inspired by the lesson development of these individuals as they constructed and submitted their plans. The Lesson Bank was born out of the excellence of their work in the Professional Pathways trainings.

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We have compiled plenty of resources, activities, and techniques for tutoring adults with low literacy. We hope you find something helpful here! If you have any questions or need any support while you’re here, please reach out to Keighty keighty@litworks.org

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Search or Post Board Opportunities Board Accountability Conflict of Interest Policy Samples - by CompassPoint; Montana Nonprofit Association Gift Acceptance Policies - National Council of Nonprofits Board Operations Support and Resources for Boards - BoardSource Tools for Boards of Directors - Center for Nonprofit Leadership Board Roles and Responsibilities Board of Directors' Assessment - Center for Nonprofit Leadership at Adelphi University School of Social Work Board Self Evaluation Questionaire - Dalhousie University College of Continuing Education Board Member Job Description - sample, Th

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If you are an individual with a disability who is in need of a qualified sign language interpreter or other form of auxiliary aid or service for access to committee meetings, please email Rebecca Griego (Rebecca.Griego@nmlegis.gov), to make the appropriate arrangements. Please provide notice at least three business days in advance or as soon as possible.

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If you are an individual with a disability who is in need of a qualified sign language interpreter or other form of auxiliary aid or service for access to committee meetings, please email Rebecca Griego (Rebecca.Griego@nmlegis.gov), to make the appropriate arrangements. Please provide notice at least three business days in advance or as soon as possible.

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MLEs in U.S. PreK-12 Public Education:
The Every Student Succeeds Act (ESSA), is a statute that funds primary and secondary education in the United States. Learn how to navigate the law.

MLEs in Adult Education
As the largest piece of U.S. federal legislation to address adult education and workforce training, the Workforce Innovation and Opportunity Act (WIOA) provides funding to adult English language learner programs across the United States through its Title II Adult Education and Family Literacy Act (AEFLA). It will help you better understand the law and its impact on adult multilingual learners of English.

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Advocacy Resources | TESOL | International Association

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Supporting the English Language Teaching Field

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NYSED/CUNY Fast Track GRASP Math Packets

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Download a description of the NYSED/CUNY Fast Track GRASP Math Packets, written by Mark Trushkowsky and Eric Appleton (CUNY Adult Literacy/HSE Program).

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Strategic Initiatives | Coalition on Adult Basic Education

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The pandemic revealed major gaps in basic educational needs such as WiFi and device accessibility for our adult learners who are often already dealing with major barriers to achieving their education and employment goals. COABE is committed to working with legislators, foundations, and the business community to illuminate the needs of the local programs and adult learners, but we need your help to do so. Please complete this questionnaire to help us continue to make the case for funding.

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Grant Opportunities | Coalition on Adult Basic Education

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The U.S. Department of Education is offering two grant programs with July 2019 application deadlines. Please click

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The Office of Broadband Access and Expansion (OBAE) will award more than $7 million dollars to eligible New Mexico entities through the Promoting Internet Needs of New Mexicans (PINON) Grant .…

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This collection includes teacher and student materials that can be downloaded as Word documents or PDFs. The math content is aimed at ABE level math students (approximately GLE 2-4). While adult students at this math level may have any level of reading, the text was kept to a minimum in the student materials to increase accessibility for students at an ABE reading level or students who are beginning to intermediate English learners.
Part 1 of the curriculum (Number Sense) can be found here.
CCRSAE (College and Career Readiness Standards for Adult Education)

Distance and Blended Learning

High School Equivalency (HiSET/GED)

Learning Disabilities / Differences

Mathematics and Adult Numeracy

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BeCALM Part 2 Operation Sense: Remote-Ready Curriculum for Beginning Math Students (GLE 2–4) | SABES

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This collection includes teacher and student materials that can be downloaded as Word documents or PDFs. The math content is aimed at ABE level math students (approximately GLE 2–4). While adult students at this math level may have any level of reading, the text was kept to a minimum in the student materials to increase accessibility for students at an ABE reading level or students who are beginning to intermediate English learners.

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Instructional Video: Evidence-Based Reading Instruction (EBRI) in the ABE Classroom - Comprehension StrategiesIn this video, Stephanie Gaboury of the Blue Hills Adult Education Program teaches her intermediate-level ABE students (GLE 4-8.9) a new reading comprehension strategy to help them…

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New Mexico Department of Workforce Solutions > Home

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The New Mexico Department of Workforce Solutions is a World-Class, market-driven workforce delivery system that prepares New Mexico job seekers to meet current and emerging needs of New Mexico businesses; and insures that every New Mexico citizen who needs a job will have one; and every business who needs an employee will find one with the necessary skills and work readiness to allow New Mexico businesses to compete in a global economy.

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The resources on this page are free hi-lo readers organized to parallel the theme-based vocabulary units . Typically , instructors/tutors should lay vocabulary groundwork before introducing learners to these stories. The stories are a continuation of vocabulary acquisition plus a bridge toward meaning-making with text. The stories are a compilation of readers created by the Pathway to Literacy team or adapted from stories produced by Literacy Minnesota, Bow Valley School of Global Access, We Speak NYC, and CIWA.

Overview of Approach

The scaffolded reading approach, which is outlined below, is used with learners in the classroom.

Introduce the story with pictures/background

Read the story aloud to the learners (don't show the words)

Ask Yes/No comprehension questions

Read the story aloud to the learners (show the words)

Read the story again, with students repeating (echo reading)

Read numbered sentence(s) from the story - students identify which # sentence you're reading

Ask wh- comprehension questions

Read the story all together (choral reading)

Have students read a word or sentence, depending on their level

Ask personalized questions for learners based on the story

To this approach demonstrated, watch the Recording Classroom Assistant Training (1.5-hour video).

For instructions o n how to print the Printable Versions: Instructions for Printing Booklets

Printable formats will be added as they become available!

In the interim, regular story slides can be modified and printed for in person classes.

CLOTHING / SHOPPING Stories

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Adult ELL Pathway To Literacy - Theme-Based Stories

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Theme-Based Stories The resources on this page are free hi-lo readers organized to parallel the theme-based vocabulary units. Typically, instructors/tutors should lay vocabulary groundwork before introducing learners to these stories. The stories are a continuation of vocabulary acquisition plus a

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ABE Teaching and Learning Advancement System

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Learner Recruitment, Intake, and Assessment Learner Recruitment Strategies for Recruitment Adult learner recruitment, especially the recruitment of native English speakers (who may feel more stigmatized), can be challenging despite there being a strong need for the service throughout much of California. This challenge may be greater or lesser, or present differently, depending on each library’s […]

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Adult Education Information Clearinghouse | NM Higher Education Department

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New Mexico WIOA Combined State Plan: Program Years 2020-2023