Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iB5Iw3Z02852; Sun, 5 Dec 2004 13:58:03 -0500 (EST) Date: Sun, 5 Dec 2004 13:58:03 -0500 (EST) Message-Id: <267950-22004120518538706@M2W026.mail2web.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "bonniesophia@adelphia.net" <bonniesophia@adelphia.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10631] RE: advanced students:GED, or what? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-type: text/plain; charset=iso-8859-1 Status: O Content-Length: 2392 Lines: 61 Hi, Mari, Not knowing what your funding parameters are, I don't yet want to suggest any texts. But if you could determine what goals they have, other than academic, you could offer: ESL/Civics, Family Literacy, Employment preparedness or Workplace-related skills. In my CBO days, I've taught mixed ABE/ESL classes whose CASAS scores were in the 230s (or above), and these were the programs we offered. Project-based learning and/or integrating technology into skills goals also works. In a literacy volunteer-based program, we've offered conversation, but as always, it works if it's in some way goal-related. At Post University, we offer au pairs (i.e. young people whose goals aren't to get a degree but have some kind of education requirement)and other community members wanting credit-free courses pronunciation, and listening/discussion classes based on current issues. Best, Bonnie Odiorne, Ph.D. Writing Center, English Language Institute Post University, Waterbury, CT Original Message: ----------------- From: MaryK maryk@clear.lakes.com Date: Sun, 5 Dec 2004 12:31:57 -0500 (EST) To: nifl-esl@literacy.nifl.gov Subject: [NIFL-ESL:10630] "advanced" students:GED, or what? For the first time ever, we have a few students in our 4-level community-based program who are testing at CASAS SPL 8, and we're uncertain what to do with them. The solution that would allow for state-mandated documentation of level advancement is transitioning them to GED, but, A) their actual reading level is much lower than their CASAS score would indicate -- 3rd grade NS materials are a challenge; B) none of these current students have academic goals beyond our program; and, C) their real needs are oral fluency, social skills and job- or child-related reading and writing. So my 2 questions are, if we go the GED route, what texts and/or software have you found useful in making this (huge) transition? -- and, what are the rest of you doing with your non-college-bound ESL population that has reached the top of the CASAS or other state-mandated scale (and cannot, therefore, show further documented progress that counts toward program funding)? Thanks in advance for all suggestions and wisdom. Mari Kylo Austin Community Ed/ABE/ESL -------------------------------------------------------------------- mail2web - Check your email from the web at http://mail2web.com/ .
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