TEACHERS GUIDE

with TESTS & MULTILEVEL ACTIVITY CD-ROM

Second Edition
Steven J. Molinsky Bill Bliss
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Foundations, Teachers Guide with Tests & Multilevel Activity CD-ROM, second edition
Copyright 2007 by Prentice Hall Regents
Pearson Education, Inc.
All rights reserved.
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ISBN 978-0-13-227554-5; 0-13-227554-6
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1 2 3 4 5 6 7 8 9 10 POH 11 10 09 08 07
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Contents
To the Teacher
Scope & Sequence / Standards Correlation
v
x
1 Personal Information & Family 1
2 The Classroom 21
3 Everyday Activities & Weather 38
4 Numbers, Time, Calendar, Money 55
5 Home 80
6 Community 93
7 Describing 109
8 Food 127
9 Clothing, Colors, & Shopping 149
10 The Bank & the Post Office 167
11 Health 181
12 School 201
13 Work 216
14 Transportation 239
15 Recreation & Entertainment 255
Vocabulary Photo Cards: Activity Handbook
Photo Cards List
Activity Masters List
Unit Achievement Tests: Introduction
Tests
Listening Scripts
Answer Sheet
Answer Key
Multilevel Activity CD-ROM Users Guide
271
273
275
277
279
309
313
315
318
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To the Teacher
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To the Teacher
Foundations is an all-skills, standards-based
program for beginning-literacy and low-beginning
learners of English. Its simple format, easy-to-use
photo dictionary lessons, and dynamic communication
activities offer students a lively and motivating
introduction to basic English for essential life skills.
The program builds a language foundation to prepare
students for future success at the Book 1 level of
instruction. For additional vocabulary enrichment,
Foundations correlates unit-by-unit with the Word by
Word Basic Picture Dictionary.
The text and accompanying workbooks provide
a careful research-based sequence of lessons that
integrates vocabulary, life skills, and a gentle
introduction to very basic grammar. Standards-based
lessons are designed to help students develop key
competencies included in CASAS, BEST Plus, EFF,
SCANS, California Model Standards, Florida Adult
ESOL Competencies, and other national, state, and
local curriculum frameworks and assessment systems.
A Scope & Sequence chart on the pages that follow
includes a correlation to key curriculum standards and
frameworks.
Program Components
The Foundations Student Book offers fifteen
standards-based units organized by topics and
integrating all-skills language instruction with
essential life skills.
The Activity Workbook provides valuable
supplemental practice with vocabulary, reading,
writing, listening, numeracy, and test preparation
(Audio CDs included).
The Literacy Workbook offers fundamental
practice with the alphabet, letter and number
formation, and basic reading, writing, and listening
skillsideal support for literacy-level students in
multi-level beginning classes (Audio CD included).
This Teachers Guide with Tests & Multilevel
Activity CD-ROM offers step-by-step teaching
strategies, multilevel expansion activities, and
hundreds of reproducible CD-ROM files containing
activity masters, tests, evidence-based reading
instruction activities, and worksheets. (A complete
description of the Teachers Guide and CD-ROM
features follows below.)
The Audio Program for the student book includes
word practice with vocabulary in the unit-opening
photo dictionary lessons, speaking practice with
all conversations, and recordings for all listening
activities (on Audio CDs and Cassettes).
Vocabulary Photo Cards are a motivating visual
resource for vocabulary practice, pair work, group
activities, and games.
Color Transparencies of full-page illustrations
in unit review lessons stimulate active full-class
vocabulary practice and lively class discussions,
games, and other activities.
Student Book Overview
Photo Dictionary Lessons
Each unit of Foundations begins with a two-
page Vocabulary Preview in an easy-to-use photo
dictionary format. These lessons offer students a
clear visual reference and study tool for previewing
and mastering more than 350 key words that occur
in the unitsespecially helpful preparation for the
beginning-literacy and low-beginning learner.
Two-Page Lesson Format
The core lessons in each unit follow a convenient two-
page lesson format that is consistent and predictable
and that provides sufficient practice for students
to achieve the lesson objectives. This format is
specifically designed to provide a successful learning
experience for students with limited prior experience
using a textbook.
Guided Conversations
Guided conversations are the dialogs and exercises
that are the essential learning devices in Foundations.
Model conversations depict situations in which
people use the key vocabulary of each lesson. In
the exercises that follow, pairs of students create
their own conversations by placing new vocabulary
items into the framework of the model. Highlighted
words in color and skeletal dialogs with blanks help
students focus on key vocabulary and practice new
conversations.
Follow-Up Exercises and Activities
After each lessons guided conversation practice,
follow-up exercises and activities provide all-skills
practice and lively learning through action.
Language in Motion activities get students moving
around the classroom as they pantomime actions,
ask each other questions, gather information, and
do other movement activities.
Games motivate active learning through small-
group and full-class practice designed to stimulate
classroom interaction.
Writing activities offer basic practice with
authentic life-skill writing tasks.
Listening exercises develop students aural
comprehension skills. (An audio program is
available, and listening scripts are provided in the
appendix.)
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Mini grammar lessons offer practice with
key grammatical structures. (Grammar is not
emphasized in Foundations; it is highlighted when
basic structures are needed for communication
practice.)
Community Connections activities introduce civics
topics related to community life and help students
connect to community services.
Numbers lessons in every unit provide a careful
introduction to basic numeracy and math skills.
Language Experience Journal writing activities
prompt students to write basic sentences to apply
each units vocabulary and topics to their own
lives.
Unit Activities
Each unit ends with a series of activities designed to
reinforce and build upon the language skills in the
preceding lessons.
Different Cultures, Different Ways sections provide
photos from around the world to stimulate cross-
cultural discussions about how peoples lives are
different in other countries and cultures.
Information Gap activities promote teamwork as
students work in pairs to complete tasks by sharing
information and cooperating.
Vocabulary lists and Language Skill checklists help
students review words they have learned and keep
track of the skills they are developing.
Full-page illustrations stimulate a range of
vocabulary review activities and games for
individual students, pairs, small groups, and the
entire class.
Suggested Teaching Strategies
We encourage you, in using Foundations, to develop
approaches and strategies that are compatible
with your own teaching style and the needs and
abilities of your students. You may find it helpful to
incorporate some of the following suggestions. More
specific step-by-step instructions for all lessons are
provided in this Teachers Guide.
Vocabulary Preview (Photo Dictionary lessons)
1. PREVIEW: Activate students prior knowledge
of the vocabulary by having them look at the
illustrations and identify the words they already
know.
2. PRESENT: Point to each illustration or say its
number, say the word, and have the class repeat
it chorally and individually. (You can also play the
word list on the Audio Program.) Check students
understanding and pronunciation of the
vocabulary.
3. PRACTICE: Have students practice as a class, in
pairs, or in small groups. Say or write a word, and
have students point to the item in their books or
tell the number. Or, point to an illustration in the
book or give the number, and have students say
the word.
(Additional activities and games customized for
each Vocabulary Preview Lesson are provided in this
Teachers Guide.)
Guided Conversations
1. SETTING THE SCENE: Have students look at the
model photograph in the book. Set the scene:
Who are the people? What is the situation?
2. LISTENING: With books closed, have students
listen to the model conversationpresented
by you, by a pair of students, or on the audio
program. Check students understanding of the
situation and the vocabulary.
3. CLASS PRACTICE: With books still closed, model
each line and have the whole class practice in
unison.
4. READING: With books open, have students follow
along as two students present the model.
5. PAIR PRACTICE: In pairs, have students practice
the model conversation.
6. THE SKELETAL DIALOG: Write the skeletal
dialog on the board. Fill in the replacement
from Exercise 1 to show students how the guided
conversation method works. Call on a few pairs
of students to practice the new Exercise 1 dialog
using the skeletal framework on the board.
7. VOCABULARY PRESENTATION: Present the new
vocabulary words in the exercises. Point to the
photograph of each item, say the word, and have
the class repeat it chorally and individually. Check
students understanding and pronunciation of
the vocabulary. (You can also use the Vocabulary
Preview lesson at the beginning of the unit if it
contains these new words.)
8. EXERCISE PRACTICE: (optional) Have pairs of
students simultaneously practice all the exercises.
9. EXERCISE PRESENTATIONS: Call on pairs of
students to present their conversations to the
class.
Community Connections
Have students do the activity individually, in pairs, or
in small groups and then report back to the class.
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Different Cultures, Different Ways
Have students first work in pairs or small groups,
reacting to the photographs and responding to the
questions. Then have students share with the class
what they have talked about.
Put It Together!
In these paired information gap activities, Student A
has information that Student B doesnt have, and vice
versa. Students ask each other questions in order to
fill in the missing information.
Language Experience Journal
Have students begin a Language Experience Journal
in a composition notebook. Depending on your
students writing abilities, either have them write in
their journals or dictate sentences for you to write.
Then students should read what they have written to
a classmate. (If time permits, you may also want to
write a response in each students journal, reacting
to what the student has written.) If you are keeping
portfolios of students work, these journal entries
serve as excellent examples of students progress in
learning to write in English.
Talk About It! (Full-Page Illustrations)
Use the richly-detailed illustration to review the
vocabulary and conversations in the unit. (Color
overhead transparencies of these illustrations are also
available.) Have students first work in pairs or small
groups to talk about the illustration and answer the
questions posed at the bottom of the page. Then
discuss as a class. Students may enjoy practicing
conversations based on the characters and situations
and then presenting their conversations to the class.
The Teachers Guide suggests a variety of activities
and games customized for each full-page illustration
lesson.
Teachers Guide Overview
Step-by-step teaching instructions for each lesson
provide instructional strategies for using the text
with students at a wide range of literacy and
beginning levels.
Timing suggestions help new and experienced
teachers with lesson planning.
Hundreds of multilevel games and communication
activities create a lively, participatory classroom
especially appropriate for low-beginners with a
range of active learning styles.
Unit achievement tests (provided as reproducible
masters) assess learner progress and prepare
students for success on standardized tests. An
introduction to the test section offers suggestions
for using the tests and strategies for developing
students test-taking skills.
An Activity Handbook provides a variety of
games and activities for use with the Foundations
Vocabulary Photo Cards.
Multilevel Activity CD-ROM Overview
The CD-ROM included with this Teachers Guide
provides a wealth of downloadable, printable
instructional resources for use with the Foundations
program, including activity masters, tests, and
an Activity Bank with hundreds of supplemental
worksheets offering practice in preliteracy, literacy,
evidence-based reading instruction, handwriting,
vocabulary, and numeracy. These resources are
organized in a set of convenient folders designed for
easy access and flexible use. They may be reproduced
for classroom use only in conjunction with the
Foundations instructional program.
Assessment Folder
A Needs Assessment questionnaire in an easy
pictorial format enables students to indicate their
needs and interests to guide the teachers lesson
planning.
A Performance-Based Lesson Assessment form is
a tool for evaluating and documenting student
participation and performance with a simple
scoring rubric. The form contains text fields that
enable instructors to enter up to 23 student names
prior to printing the form. (The full version of
Adobe Acrobat is required in order to retain the
names entered in form fields by saving the file.
Saving forms without the full version of Adobe
Acrobat will NOT retain the data within the form
fields.)
A Learner Progress Chart enables students to
record their test scores and chart their progress.
Tests Folder
Unit Achievement Tests assess student progress
and prepare students for standardized tests.
Reproducible resources include a two-page test for
each unit, listening scripts, an answer sheet, and
an answer key. (For convenience, these tests also
appear as reproducible masters in the Teachers
Guide.)
Teacher Notes about Testing offer suggestions
for using the tests and strategies for developing
students test-taking skills.
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Activity Masters
Activity Masters include ready-to-use word cards
and activity sheets for the multilevel activities and
games suggested throughout this Teachers Guide.
Flash Cards and Labels
Flash Cards on reproducible masters provide an
economical vocabulary study tool for students.
Classroom Labels with large print can be posted
next to key classroom objects and furnishings.
Worksheets Activity Bank
Phonemic Awareness activities offer students
systematic, explicit instruction in how to detect
the individual speech sounds that make up words.
Activities include phoneme isolation, phoneme
identification, phoneme categorization, phoneme
blending, and phoneme segmentation. Since this
form of systematic instruction may be unfamiliar
to many teachers, the CD-ROM includes step-by-
step instructions for these activities.
Basic Reading Practice activities provide evidence-
based reading instruction in decoding, concepts
of print (letters/words/sentences), and fluency.
The decoding activities are phonics-based and
introduce students to fundamental concepts and
skills including short and long vowels, consonant
blends, consonant digraphs, vowel digraphs,
vowel diphthongs, and rhyming words. Teacher
instructions are provided for these activities.
Preliteracy Practice worksheets are designed for
students who do not have basic literacy skills
in any language. The worksheets provide a
careful sequence of instruction that develops
basic preliteracy concepts and skills, including
identification of same and different shapes, sizes,
and alphabet letters. Pre-Writing worksheets
offer practice with basic elements of letter
formation, and Basic Writing worksheets provide
tracing and copying practice with upper case
letters, lower case letters, and numbers.
Literacy Practice worksheets develop students
letter recognition and word recognition skills
through common picture-based literacy-level test
formats.
Vocabulary Practice worksheets review key unit
vocabulary through a variety of exercise formats
including word choice, sentence completion, and
cloze reading. Students also practice common
abbreviations and word categorization.
Handwriting Practice worksheets help learners
master manuscript and cursive letter formation
through tracing and copying activities.
Number Practice worksheets develop students
numeracy skills and provide tracing and copying
practice with numerals.
Resources by Unit Folder
For convenience and ease-of-use, all resources that
are organized by type in their respective folders
may also be accessed by unit. Instructors can
therefore find the various resources related to a
specific unit in one convenient folder.
Hours of Instruction
The Foundations program is designed to provide 90
225+ hours of classroom instruction in low intensity
programs and up to 450 hours of instruction in high
intensity programs (i.e., programs offering more than
15 hours of class time per week). Programs can adapt
their use of the Student Book, Activity and Literacy
Workbooks, Teachers Guide suggestions, and CD-
ROM resources to meet the requirements of their
program schedules as well as to meet the needs and
availability of their students.
90120 hours: The Student Book serves as the
main instructional resource. Teachers should use
the Getting Ready activities suggested in this
Teachers Guide as needed to prepare students
for the lessons. As time permits, teachers should
consider using at least one Expansion Activity to
reinforce or review a lesson before moving on
to the next lesson in the text. The Activity and
Literacy Workbooks should be used primarily
outside of class. The Workbooks include Answer
Keys and Audio CDs in order to serve as effective
home-study materials that extend classroom
learning and promote student persistence. The
various worksheets provided on the Multilevel
Activity CD-ROM can be used as additional take-
home work. These worksheets are also ideal
materials for students to use with a tutor or other
helper outside of class. (Average class time per
unit: 68 hours. Not recommended.)
120165 hours: The Student Book lessons should
be introduced using the Getting Ready activities in
this Teachers Guide, and one or more Expansion
Activities should be used to reinforce or review
each lesson. Students will need to do most
supplementary Workbook practice outside of class,
but there should be some class time available to
go over the homework together. Many teachers
prefer to at least do the Workbook listening
activities during class time. The worksheets on the
Multilevel Activity CD-ROM can be used at home,
with a tutor or helper, or during class as time and
resources permit. (Average class time per unit:
811 hours. Recommended for low-beginning
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i-xviii_Foundations_FM.indd viii 3/20/07 4:43:06 PM
level classes. Beginning-literacy level classes would
benefit from additional hours if available.)
165225 hours: This is a more appropriate range
of hours of instruction for low intensity programs.
The Student Book lessons should be introduced
using the Getting Ready activities, at least one
Expansion Activity should be used to reinforce
a lesson, and another Expansion Activity should
be used in a subsequent class as time permits in
order to consolidate student mastery of the lesson.
Some supplementary Workbook practice can occur
in class, and some practice should occur at home.
Some of the worksheets on the Multilevel Activity
CD-ROM should be used during class time as
appropriate, while other worksheets can be used
as additional take-home work. (Average class time
per unit: 1115 hours. Recommended.)
225450 hours: A high intensity program
providing more than 15 hours of instruction per
week for a total of 225450 hours should provide
sufficient class time for comprehensive use of all
components of Foundations. This should include
many of the activities recommended in the
Teachers Guide and allow adequate class time for
completion of Workbook practice and use of most
worksheets on the Multilevel Activity CD-ROM,
including some individualized, pair, and small-
group instruction during class time. (Average class
time per unit: 1530 hours. Optimal.)
Intensity and Duration of Instruction
Beginning-literacy and low-beginning students
clearly benefit from a maximum number of hours of
instruction per week, but ironically, these students
are often enrolled in under-resourced programs
that can only provide minimal hours of classroom
time. These students life circumstances and work
requirements also commonly prevent them from
attending language classes as intensively and
frequently as they would like. As noted in the
above section, 165225 hours of instruction is a
reasonable time range to allow students in low
intensity programs at this level to make progress and
to be able to demonstrate learning gains through
testing. Programs that are unable to offer this
amount of instruction in a program term should
consider spreading the Beginning Literacy or Low
Beginning curriculum over two terms instead of
one, thereby doubling the duration of this level of
instruction to partially compensate for the lesser
intensity of the instruction. If you need to advocate
for this, you should consider providing your program
administrator or funding agency with a complete set
of the Foundations program components in order
to demonstrate the extent of the learning challenge
facing students at this level.
In conclusion, we have attempted to offer students
of English at the beginning-literacy and low-
beginning level a communicative, meaningful, and
lively way of learning the basic vocabulary and
language they need to communicate in essential life-
skill situations. Through listening, speaking, reading,
writing, discussion, movement, games, and other
activities, our goal has been to meet the needs of
students with different learning styles and particular
abilities and strengths.
While conveying to you the substance of
Foundations, we hope that we have also conveyed
the spirit: that instruction in basic language,
vocabulary, and life skills can be dynamic and
interactive . . . responsive to our students differing
learning styles . . . relevant to our students lives . . .
and fun!
Steven J. Molinsky
Bill Bliss
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Scope and Sequence
LANGUAGE SKILLS & STANDARDS-BASED OBJECTIVES
UNIT KEY TOPICS
LISTENING &
SPEAKING
READING &
WRITING
NUMERACY/
MATH
1
Personal
Information
& Family
Text Page 2
The alphabet
Numbers 010
Introduce
yourself
Spell your name
Telephone
numbers
Addresses
Family members
Greeting people
Introducing yourself
Spelling name aloud
Listening to names spelled aloud &
choosing correct written form
Asking & answering questions about
name & spelling, address, & telephone
number
Repeating information to check
understanding
Listening to phone numbers & apartment
numbers & choosing correct written form
Introducing family members
Talking about a family photo
Identifying & writing alphabet
letters
Reading information on a form
Filling out a form with personal
information (name, address,
telephone, cell phone, e-mail)
Writing telephone numbers
Identifying abbreviations for
states
Interpreting a family tree
diagram
Writing about family members
Numbers 010
Telephone
numbers
Numbers in
addresses
(street numbers,
apartment
numbers,
zip codes)
Using numbers
to indicate age
Social security
numbers
2
The Classroom
Text Page 18
Classroom
objects
Classroom
actions
Numbers 1119
Identifying classroom objects & locations
Locating classroom objects
Identifying classroom actions
Giving & following simple classroom
commands
Listening to & identifying classroom
objects & actions
Describing objects & peoples actions in a
classroom scene
Making a list of objects
Reading an inventory list of
objects
Writing a description of a
classroom
Numbers 1119
Using numbers to
indicate quantity
Using numbers to
take inventory
3
Everyday
Activities &
Weather
Text Page 32
Describe
everyday
activities
Numbers
20100
Describe
weather
Interpret a
weather map
Talking about everyday activities
Inquiring by phone about a persons
activities
Listening to & identifying everyday
activities
Describing the weather
Listening to & identifying weather
descriptions
Asking & answering personal information
questions
Arranging a list of events into
chronological order
Interpreting a weather map
Reading weather information in
a newspaper
Making a list of cities & weather
conditions
Writing about daily activities
Numbers 20100
Temperatures
Using numbers to
indicate age
Using numbers to
indicate address
4
Numbers,
Time, Calendar,
Money
Text Page 46
Cardinal
numbers 1100
Time
Days of the
week
Ordinal
numbers
Months of the
year
Coins & currency
Asking & answering addition problems
Listening & identifying numbers, times
Asking & telling time
Saying days of the week & months of the
year
Making an appointment over the
telephone
Asking & answering about where you live
Saying a date
Asking & giving information about
birthday
Listening & identifying dates
Saying names & values of coins &
currency
Listening & identifying amounts of
money
Asking & giving information about a
transportation schedule
Reading addition problems
Writing numbers
Reading clock times
Recognizing abbreviations of
days of the week & months of
the year
Writing days of the week &
months of the year
Writing time information on a
calendar
Writing dates of birthdays &
holidays
Writing about daily schedule
Cardinal numbers
1100
Ordinal numbers
Addition
Pronouncing
numbers
Listening &
identifying similar
numbers
Saying large address
numbers & room
numbers
Telling time
Identifying times on
schedules
Using ordinal
numbers to indicate
order, dates,
birthdays
Coin & currency
values
Adding coin &
currency values
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CURRICULUM STANDARDS & FRAMEWORKS
BASIC
GRAMMAR
COMMUNITY/
CIVICS & CULTURE
EFF SCANS CASAS LAUSD
FLORIDA

FOUNDATIONS

LOW BEGINNING
WH-Questions:
Who, What, How
Personal
pronouns: I,
you, he, she
Possessive
adjectives: my,
his, her
Emergency
telephone numbers:
Police, Ambulance,
Fire, Poison control
center
Greeting people in
different cultures
Interact in a way that
is friendly
Identify community
resources
Identify family
relationships
Respect others & value
diversity
Cooperate with others
Work together
Sociability
Acquire information
Communicate
information
Work with cultural
diversity
0.1.2,
0.1.4,
0.2.1,
0.2.2
Beg.
Literacy:
1, 2, 3,
4, 5
Beg.
Low:
1, 2, 4,
6, 7, 9,
58
5.01, 5.02,
6.04, 8.01,
10.02, 12.01,
14.01, 15.02,
15.03, 15.04,
15.05, 15.06,
15.07, 16.01,
16.02, 16.04,
16.05, 16.06,
16.10, 16.11
5.01, 5.02,
6.04, 10.02,
14.01, 15.02,
15.05, 15.06,
15.07, 16.01,
16.02, 16.04,
16.05, 16.06,
16.10, 16.11
Verb: To be
Yes/No
questions
WH-Questions:
What, Where,
How many
Prepositions of
location: on,
next to
Articles: a, an
There is /
There are
Imperatives
Visiting a classroom
in another school
Comparing
classrooms in
different countries
Manage resources:
Identify those
resources you have;
Determine where they
are
Give direction
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Identify resources
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
0.1.5
Beg.
Literacy:
8, 9, 11
Beg.
Low:
12, 13,
15, 16,
17, 18
5.01, 8.01,
15.03, 15.04,
15.06, 15.07,
16.02, 16.04,
16.05, 16.06,
16.08, 16.09,
16.10, 16.11
5.01, 8.01,
15.02, 15.06,
15.07, 16.02,
16.04, 16.05,
16.06, 16.08,
16.09, 16.10,
16.11
Simple present
tense
Present
continuous
tense
WH-Questions:
What, How old
Using newspaper
weather maps &
weather reports
How household
chores are shared in
different cultures
Meet family needs &
responsibilities
Organize activities
Identify family
relationships
Gather information
Understand &,
interpret numbers
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Identify goal-relevant
activities
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
0.1.4,
0.2.1,
0.2.4,
1.1.5,
2.1.8,
2.3.3,
7.5.5,
7.5.6,
8.2.3
Beg.
Literacy:
5, 6
Beg.
Low:
9, 11, 12,
13, 28,
29
5.01, 5.02,
8.01, 13.01,
14.01, 15.03,
15.04, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.07,
16.09, 16.11
5.01, 5.02,
7.08, 13.01,
14.01, 15.02,
15.06, 15.07,
16.01, 16.02,
16.05, 16.06,
16.07, 16.09,
16.11
WH-Questions:
How much, What
Can
Making
appointments
Writing days & times
of work & school
schedules
Using a
transportation
schedule
Concepts of time
& punctuality in
different cultures
Acquire information
Understand, interpret,
& work with numbers
Use math to solve
problems
Manage resources:
Allocate time
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Acquire & communicate
information
Sociability:
Demonstrate
friendliness
Self-management
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
0.2.1,
1.1.6,
2.3.1,
2.3.2,
6.1.1
Beg.
Literacy:
6, 12, 13
Beg.
Low:
3, 4, 25,
26, 30
5.01, 5.02,
8.01, 8.02,
8.03, 8.05,
11.01, 15.03,
15.04, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.08,
16.10, 16.11
5.01, 5.02,
8.01, 8.02,
8.03, 8.04,
15.02, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.08,
16.10, 16.11
* Basic grammar structures are included in a careful progression for introductory exposure, not mastery.
EFF: Equipped for the Future (Content standards, Common activities, & Key activities for Citizen/Community Member,
Worker, & Parent/Family role maps; EFF communication skills are covered in every unit)
SCANS: Secretarys Commission on Achieving Necessary Skills (U.S. Department of Labor)
CASAS: Comprehensive Adult Student Assessment System
LAUSD: Los Angeles Unied School District content standards (Beginning Literacy, Beginning Low)
FLORIDA: Adult ESOL Standardized Syllabi
(Florida benchmarks 17.01, 17.02, and 17.03 are covered in every unit and therefore are not included in the listings
above.)
xi
*
i-xviii_Foundations_FM.indd xi 3/20/07 4:43:14 PM
Scope and Sequence
LANGUAGE SKILLS & STANDARDS-BASED OBJECTIVES
UNIT KEY TOPICS
LISTENING &
SPEAKING
READING &
WRITING
NUMERACY/
MATH
5
Home
Text Page 64
Rooms in the
home
Home
appliances &
features
Types of
housing
Identifying rooms in the home
Identifying home appliances & features
Asking for information about an
apartment
Asking & answering questions about
home activities
Identifying furniture
Asking for & giving instructions
Talking about types of housing in the
community
Understanding number
information in a story
Writing a description of your
home
Cardinal & ordinal
numbers review
Understanding
number
information
in a story
6
Community
Text Page 76
Places in the
community
Asking for &
giving location
Identifying places in the community
Asking & answering questions about
destination
Listening & identifying places in the
community
Asking & giving the location of places in
the community
Getting someones attention politely
Reading & writing missing words
in a cloze paragraph about
peoples activities
Writing missing letters in words
Reading street names
Writing addresses of community
services
Writing about your
neighborhood
Interpreting a simple street map
Ordinal numbers
in names of streets
7
Describing
Text Page 88
Describing
people: Age,
Height, Hair
color, Eye color,
Marital status
Describing
feelings
Countries &
languages
Titles
Describing people by physical
characteristics
Asking & answering questions about age,
height, hair color, eye color, weight
Making a request at work
Asking & telling what someone looks like
Listening & identifying a person by a
physical description
Asking & giving personal information:
marital status, country of origin, language
spoken
Inquiring about & describing feelings
Reading & writing missing words
in a cloze paragraph about
family members activities
Completing a chart about family
members
Completing a chart with
descriptive information about
people
Making a list of students, their
countries, & their languages
Filling out a personal
information form
Writing about yourself
Using numbers
to indicate age,
height, weight
8
Food
Text Page 102
Common foods
Expressing food
needs
Food containers
& quantities
Ordering food in
a restaurant
Identifying food items
Expressing food needs
Listening & identifying food items
Locating food items in a store
Identifying food containers & quantities
Ordering food items in a fast-food
restaurant or coffee shop
Taking customers orders at a food service
counter
Identifying units of measure
Making a polite request
Categorizing: Listing words in
correct groups
Writing missing letters in words
Making a list of food stores &
foods purchased there
Making a list of fast-food
restaurants & foods eaten there
Interpreting abbreviations for
food measurements (lb., qt.,
doz.)
Making a food shopping list
Writing about favorite food
Aisle numbers in
stores
Food quantities
(quart, pound,
half a pound,
dozen, half a
dozen)
xii
i-xviii_Foundations_FM.indd xii 3/20/07 4:43:17 PM
CURRICULUM STANDARDS & FRAMEWORKS
BASIC
GRAMMAR
COMMUNITY/
CIVICS & CULTURE
EFF SCANS CASAS LAUSD
FLORIDA

FOUNDATIONS

LOW BEGINNING
Has
There is / There
are
WH-Questions:
How many,
Where
Imperatives
Types of housing in a
community
Comparing different
kinds of homes
around the world
Give direction
Meet family needs
Identify community
resources
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Acquire & communicate
information
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
0.1.4,
1.4.1
Beg.
Low:
12, 13,
21, 38,
39
4.01, 8.01,
11.06, 15.03,
15.04, 15.06,
15.07, 16.01,
16.02, 16.04,
16.05, 16.06,
16.07, 16.08,
16.09, 16.11
4.01, 8.01,
11.06, 15.02,
15.06, 15.07,
16.01, 16.02,
16.04, 16.05,
16.06, 16.07,
16.08, 16.09,
16.11
WH-Questions:
Where
Present
continuous
tense
Verb: To be
Prepositions of
location: next
to, across from,
between, on
There is
Places & services in
the community
Addresses of
key community
services used (bank,
clinic, library, drug
store, post ofce,
supermarket)
Different kinds of
places where people
shop around the
world
Interpreting a simple
street map
Identify community
resources
Seek & receive
information
Gather information
Interact in a way that
is courteous
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Acquire & communicate
information
Understand a social
system (community)
Work with cultural
diversity
See things in the minds
eye
Participate as a member
of a team
0.1.2,
0.1.4
Beg.
Literacy:
5, 11
Beg.
Low:
22, 23,
24
5.01, 15.03,
15.04, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.08,
16.09, 16.11
5.01, 15.02,
15.06, 15.07,
16.01, 16.02,
16.05, 16.06,
16.08, 16.09,
16.11
Verb: To be
WH-Questions:
What, Where
Subject
pronouns
Adjectives
Different ways that
people in different
cultures show their
feelings
Gather information
Identify family
relationships
Interact in a way that
is friendly
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Acquire & communicate
information
Sociability
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
0.2.1,
0.2.2,
1.1.4
Beg.
Literacy:
7
Beg.
Low:
6
5.02, 5.03,
14.01, 15.01,
15.02, 15.03,
15.04, 15.05,
15.06, 15.07,
16.01, 16.02,
16.05, 16.06,
16.07, 16.08,
16.10, 16.11
5.02, 5.03,
14.01, 15.01,
15.02, 15.05,
15.06, 15.07,
16.01, 16.02,
16.05, 16.06,
16.07, 16.08,
16.10, 16.11
Singular/Plural
Articles: A, an
There is/There
are
Verb: To be
Imperatives
Listing food stores
& restaurants used
in the community
& foods obtained
there
Different kinds of
foods people around
the world eat
Manage resources:
Identify those
resources you have
Meet family needs &
responsibilities
Seek & receive
assistance
Gather information
Identify community
resources
Interact in a way that
is courteous
Interact in a way that
is helpful
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Identify resources
Acquire & communicate
information
Serve clients/customers
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
0.1.4,
1.1.7,
1.3.7,
1.3.8,
2.6.4,
4.8.3
Beg.
Literacy:
5, 14
Beg.
Low:
14, 32,
35, 37
5.01, 5.03,
7.06, 7.08,
11.02, 15.03,
15.04, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.08,
16.09, 16.11
5.01, 5.03,
7.09, 7.11,
11.02, 15.02,
15.06, 15.07,
16.01, 16.02,
16.05, 16.06,
16.08, 16.09,
16.11
xiii
i-xviii_Foundations_FM.indd xiii 3/20/07 4:43:21 PM
Scope and Sequence
LANGUAGE SKILLS & STANDARDS-BASED OBJECTIVES
UNIT KEY TOPICS
LISTENING &
SPEAKING
READING &
WRITING
NUMERACY/
MATH
9
Clothing,
Colors, &
Shopping
Text Page 118
Clothing items
Asking for
clothing in a
store
Colors
Clothing sizes
Problems with
clothing
Prices
Identifying clothing items
Locating clothing items in a store
Listening & identifying clothing items
Identifying colors
Describing what a person is wearing
Expressing clothing size needed to a store
salesperson
Expressing problems with clothing
Asking the price of items in a store
Offering assistance to customers as a
salesperson
Expressing needs to a salesperson in a
store
Writing plural forms of nouns
Writing missing letters in words
Writing on a chart items
of clothing, stores where
purchased, & their locations
Reading store display signs with
prices
Writing about a favorite clothing
item
Reading a clothing store
directory to determine location
of items
Numbers in
clothing sizes
Prices
Using ordinal
numbers to
indicate oor
of a building
10
The Bank & the
Post Office
Text Page 132
Bank items
Checks
Making change
Postal items
Obtaining post
ofce services
Identify bank items & forms
Listening & identifying bank items &
forms
Identifying post ofce items & services
Requesting post ofce items & services
Paying for goods & services
Giving & receiving correct change during
transactions
Writing information on a chart
about banking services used
Reading & writing bank checks
Reading signs in a post ofce
Identifying return address &
mailing address on an envelope
Completing a chart indicating a
schedule of opening & closing
times
Writing about strategies for
controlling expenses & saving
money
Interpreting a fast-food menu
Indicating amount
of money on a
check
Writing opening &
closing times on a
schedule
Making change
Subtraction
Identifying prices
on a fast-food
restaurant menu
11
Health
Text Page 144
Parts of the
body
Ailments
Medicine
Making a
doctors
appointment
Staying healthy
Dosage
information on
medicine labels
Identifying parts of the body
Asking about another persons health
Describing ailments, symptoms, & injuries
Listening & identifying ailments,
symptoms, & injuries
Indicating what hurts to medical
personnel
Asking for & giving advice about over-
the-counter medicine
Locating items in a drug store
Using the telephone to make a medical
appointment
Expressing sympathy
Calling for an ambulance
Understanding a doctors medical advice
Repeating information to check
understanding
Asking & answering questions about
health habits
Understanding a pharmacists dosage
instructions for prescription medicines
Reading signs in drug store
aisles to locate products
Writing information on a
chart about pharmacist
recommendations for common
ailments & symptoms
Reading & writing missing words
in a cloze paragraph about
staying healthy
Writing survey information
about students health habits on
a chart
Understanding dosage
instructions on medicine labels
Writing about remedies used for
common ailments & symptoms
Reading a drug store directory
to determine location of items
Indicating time
when making an
appointment
Interpreting
numbers in
medical advice
(e.g., sleep 8 hours,
eat 3 meals)
Interpreting
numbers in dosage
instructions for
medicine
Aisle numbers in
stores
12
School
Text Page 158
School
personnel &
locations
School subjects
Extracurricular
activities
Class schedules
Identifying school personnel
Identifying school locations
Identifying school subjects
Telling about favorite school subject
Identifying extracurricular activities
Listening & identifying school subjects &
extracurricular activities
Describing after-school plans
Talking about a class schedule
Writing information on a chart
about students favorite school
subjects
Writing information on a chart
about names of schools in the
community, their locations, &
their students
Interpreting a class schedule
Writing a description of places &
people in your school
Cardinal & ordinal
numbers review
Interpreting
numbers in a class
schedule (periods,
classroom
numbers, class
times)
xiv
i-xviii_Foundations_FM.indd xiv 3/20/07 4:43:24 PM
CURRICULUM STANDARDS & FRAMEWORKS
BASIC
GRAMMAR
COMMUNITY/
CIVICS & CULTURE
EFF SCANS CASAS LAUSD
FLORIDA

FOUNDATIONS

LOW BEGINNING
Singular / Plural
Adjectives
Too + adjective
Listing clothing
stores in the
community, their
locations, & types of
clothing purchased
there
Different kinds of
special clothing
people in different
cultures wear on
special days
Seek & receive
assistance
Identify problems
Identify community
resources
Gather information
Understand & work
with numbers
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Identify resources
Acquire & communicate
information
Serve clients/customers
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
0.1.4,
1.1.9,
1.2.1,
1.3.7,
1.3.9,
4.8.3
Beg.
Literacy:
5, 8, 13,
14
Beg.
Low:
14, 31,
32, 33,
34
5.01, 5.03,
8.05, 11.01,
11.03, 11.04,
15.01, 15.03,
15.04, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.07,
16.08, 16.09,
16.10, 16.11
5.01, 5.03,
8.04, 11.01,
11.04, 15.01,
15.02, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.07,
16.08, 16.09,
16.11
WH-Questions:
Where, What,
How much
Want to
Listing banks &
banking services
students use
Obtaining services
at the post ofce
Interpreting a
posted schedule
of opening &
closing times at a
community location
Different kinds
of coins & bills in
different countries,
& their values
Meet family needs &
responsibilities
Identify community
resources
Gather information
Seek & receive
assistance
Understand, interpret,
& work with numbers
Use math to
solve problems &
communicate
Manage resources
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Acquire & communicate
information
Allocate money
Self-management
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
1.3.1,
1.3.3,
1.8.2,
2.4.1,
2.4.2,
2.4.4,
2.5.4,
6.1.2
Beg.
Low:
8
5.01, 8.01,
8.05, 8.06,
8.07, 11.01,
11.05, 12.03,
15.03, 15.04,
15.06, 15.07,
16.01, 16.02,
16.05, 16.06,
16.08, 16.09,
16.10, 16.11
5.01, 8.04,
8.05, 8.06,
8.07, 12.03,
15.02, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.08,
16.09, 16.11
WH-Questions:
What, Where,
How many
Have / Has
Should
Can
Want to
Past Tense
Locating products in
a drug store
Visiting a local drug
store & obtaining
pharmacist
recommendations
for over-the-counter
medicine
Calling for an
ambulance
Different remedies
for common
medical problems in
different cultures
Seek & receive
assistance
Guide & support
others
Gather & use
information
Interact in a way that
is friendly & courteous
Give direction
Provide for family
members safety &
physical needs
Understand,
interpret, & work with
numbers & symbolic
information
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Acquire & communicate
information
Identify resources
Serve clients/customers
Sociability:
Demonstrate empathy
Self-management
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
0.1.4,
1.3.7,
2.1.2,
3.1.1,
3.1.2,
3.1.3,
3.3.1,
3.3.2,
3.3.3,
3.5.9
Beg.
Literacy:
9
Beg.
Low:
12, 21,
32, 43,
44, 45,
46
5.01, 5.02,
5.03, 6.01,
6.04, 7.01,
7.02, 7.03,
7.04, 7.07,
15.03, 15.04,
15.06, 15.07,
16.01, 16.02,
16.05, 16.06,
16.10, 16.11
5.01, 5.02,
6.01, 6.04,
7.01, 7.02,
7.03, 7.04,
7.05, 7.06,
7.10, 10.02,
15.02, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.10,
16.11
WH-Questions:
Who, Where,
What, Which
Have
Listing different
types of schools
in the community,
their locations, & the
students who attend
Different types of
school buildings &
classrooms around
the world
Gather information
Identify community
resources
Manage resources:
Allocate time
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Identify resources
Sociability
See things in the minds
eye (Interpret a chart)
Allocate time
Understand a social
system (school)
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
2.5.5
Beg.
Literacy:
15
Beg.
Low:
12, 16,
17
5.01, 5.03,
8.01, 15.03,
15.04, 15.06,
15.07, 16.01,
16.02, 16.04,
16.05, 16.06,
16.08, 16.09,
16.11
5.01, 5.03,
15.02, 15.06,
15.07, 16.02,
16.04, 16.05,
16.06, 16.08,
16.09, 16.11
xv
i-xviii_Foundations_FM.indd xv 3/20/07 4:43:28 PM
Scope and Sequence
LANGUAGE SKILLS & STANDARDS-BASED OBJECTIVES
UNIT KEY TOPICS
LISTENING &
SPEAKING
READING &
WRITING
NUMERACY/
MATH
13
Work
Text Page 170
Occupations
Job skills
Help Wanted
signs & want ads
Places at work
Safety warnings
& signs
Work schedules
& paychecks
Identifying occupations
Describing occupation & place of work
Expressing job goal during an interview
Listening to job goals & selecting related
Help Wanted signs & want ads
Identifying job skills & work activities
Indicating job skills during an interview
Expressing self-condence during an
interview
Calling in sick
Asking the location of workplace
departments & facilities
Warning a co-worker of a safety hazard
Interpreting warning & safety signs at
work
Reading Help Wanted signs
Writing missing letters in words
Reading want ads
Filling out a job application form
Writing information on a chart
about students job skills
Interpreting a workplace oor
plan diagram
Reading & copying Help Wanted
signs in the community
Interpreting workplace warning
& safety signs
Reading a work schedule
Reading a paycheck & pay stub
Reading & writing missing
numbers in a cloze paragraph
Writing a description of a
workplace
Indicating job skills on a
checklist
Identifying
telephone numbers
in classied ads
Interpreting times
in a work schedule
Interpreting
numbers, dates,
& dollar amounts on
a paycheck &
pay stub
14
Transportation
Text Page 188
Locating places
Asking for
& giving
directions
Types of public
transportation
Trafc signs
Driving safety
warnings
Identifying modes of travel
Getting someones attention politely
Asking for & giving directions to a place
Listening & identifying correct locations
on a map
Asking for & giving information about
local transportation & routes
Listening & identifying correct
destination signs on buses & trains &
correct street signs
Asking passengers on local transportation
where to get off for a destination
Asking & telling about about modes of
transportation used
Warning a driver about an upcoming
trafc sign
Asking & telling about a bus schedule
Repeating to conrm information
Interpreting a simple street map
Reading destination signs on
buses & trains
Reading street signs & station
signs to locate destination
Writing classroom survey results
on a chart
Writing information on a chart
about public transportation
used
Interpreting trafc signs
Drawing trafc signs & writing
their meanings
Interpreting a bus route
schedule
Writing about how you get to
places in the community
Identifying bus
numbers
Interpreting
numbers on street
signs & trafc signs
Counting student
responses to a
survey & entering
the information on
a chart
Interpreting times
on a bus schedule
15
Recreation &
Entertainment
Text Page 202
Recreation &
entertainment
activities
Expressing likes
Expressing
future plans
Telling about
past activities
Calendars &
schedules
Asking & telling about recreation &
entertainment activities
Expressing likes
Listening & identifying recreation &
entertainment activities
Asking & telling about plans to do a
future activity
Asking & telling about a past activity
Listening & distinguishing present & past
tense statements
Writing missing letters in words
Writing survey information
about students free time
activities on a chart
Writing information on a chart
about places for recreation &
entertainment
Interpreting a monthly calendar
with activities listed
Reading a paragrapn with
accompanying graphic
Writing about plans for next
weekend
Reading personal schedule
information on a daily calendar
Counting student
responses to a
survey & entering
information on a
chart
Using a calendar
Interpreting time
information on
a daily calendar
schedule
xvi
i-xviii_Foundations_FM.indd xvi 3/20/07 4:43:32 PM
CURRICULUM STANDARDS & FRAMEWORKS
BASIC
GRAMMAR
COMMUNITY/
CIVICS & CULTURE
EFF SCANS CASAS LAUSD
FLORIDA

FOUNDATIONS

LOW BEGINNING
Verb: To be
Can
WH-Questions:
What, Where
Prepositions of
location: across
from, next to,
between
Finding &
interpreting Help
Wanted signs in the
community
Discussing different
types of jobs &
workplaces in the
community
Mens & womens
jobs in different
cultures, & changes
that are occurring
Identify goals
Develop & express
sense of self
Gather information
Seek & receive
assistance
Give direction
Take responsibility for
assuring work safety
Understand, interpret,
& work with numbers
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Identify human
resources (occupations,
work skills)
Identify goal-relevant
activities
Self-management:
Assess self accurately
Self-esteem
Understand a social
system (workplace)
See things in the
minds eye (Interpret
a diagram; Interpret a
sign with symbols; Draw
a sign with symbols)
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
4.1.2,
4.1.3,
4.1.6,
4.1.8,
4.3.1,
4.3.3
Beg.
Literacy:
5, 10
Beg.
Low:
11, 12,
14, 48,
49, 50,
51, 52,
53, 54,
56
1.01, 1.02,
1.03, 1.04,
1.07, 2.01,
2.02, 2.03,
2.04, 2.05,
3.03, 5.01,
5.02, 10.01,
15.03, 15.04,
15.05, 15.06,
15.07, 16.01,
16.02, 16.03,
16.05, 16.06,
16.08, 16.09,
16.11
1.01, 1.02,
1.03, 1.04,
1.07, 2.01,
2.02, 2.03,
2.04, 2.05,
3.03, 5.01,
5.02, 10.01,
15.02, 15.05,
15.06, 15.07,
16.02, 16.03,
16.05, 16.06,
16.08, 16.09,
16.11
WH-Questions:
How, Where
Imperatives
Prepositions of
location: across
from, between,
next to, on the
left, on the right
Exclamations
Asking the location
of places in the
community
Interpreting a simple
street map
Asking for
information
about public
transportation
routes
Listing places in
the community
accessed by public
transportation,
modes of
transportation used,
route numbers, &
locations
Interpreting trafc
signs
Interpreting a bus
route schedule
Transportation in
different places
around the world
Give direction
Seek & receive
assistance
Interact in a way that
is friendly, courteous,
& helpful
Gather information
Identify community
resources
Guide others
Understand, interpret,
& work with numbers
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Acquire & communicate
information
See things in the minds
eye (Interpret a map)
Identify resources
Sociability:
Demonstrate
understanding,
friendliness
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
0.1.3,
0.1.6,
1.9.1,
1.9.4,
2.2.1,
2.2.2,
2.2.3,
2.2.4,
2.5.4
Beg.
Literacy:
5, 10
Beg.
Low:
11, 13,
23, 24,
42, 48,
49
5.01, 9.01,
9.02, 9.03,
9.04, 15.03,
15.04, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.08,
16.09
5.01, 9.02,
9.03, 9.04,
9.05, 15.02,
15.06, 15.07,
16.02, 16.05,
16.06, 16.08,
16.09
Like to
Future: Going
to
Past tense
Listing places
for recreation &
entertainment in the
community
Different ways
people in different
cultures spend their
free time
Interact in a way that
is friendly
Gather information
Identify community
resources
Manage resources:
Allocate time
Plan: Develop an
organized approach of
activities & objectives
Plan: Set a goal
Respect others & value
diversity
Cooperate with others
Work together
Basic skills
Sociability:
Demonstrate
friendliness
Acquire & communicate
information
Identify goal-relevant
activities
Identify resources
Self-management
Work with cultural
diversity
Participate as a member
of a team
0.1.2,
0.1.4,
0.2.4,
2.6.1,
3.5.8,
3.5.9
Beg.
Low:
12, 13,
14
3.03, 5.01,
5.03, 8.01,
14.07, 15.03,
15.04, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.08,
16.09, 16.11
3.03, 5.01,
5.03, 14.07,
15.02, 15.06,
15.07, 16.01,
16.02, 16.05,
16.06, 16.08,
16.09, 16.11
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