Term
Spring 2018
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Patty Born Selly
Content Expert
Andrea Echelberger and Burgen Young
Abstract
The research question addressed in this project was, how does a teacher of non-literate and low-literacy adult English language learners align instruction with college and career-readiness standards? The author analyzed the Reading Standards Foundational Skills from the College and Career Readiness Standards (USDE, 2013). Through the lens of SLA theory, the author took into consideration how native language literacy, age, and trauma factor into learning for non-literate and low-literacy adult ESL learners. Similarly, the author relied on existing research in instructional strategies for low-literacy adults to inform curriculum and instruction. This project implements systematic and sequential classroom activities around the phonological awareness tasks of onset, phonemic deletion, and rhyme, and phonics and word recognition for a story-based unit on housing for low-literacy adult ESL students.
Project Type
Curriculum
Keywords
Adult Education, Curriculum, ESL/ ELLs, Literacy
Recommended Citation
Shaftel, Mya, "A Curriculum And Instruction Resource For Teachers Of Low-Literacy Adult English Language Learners: Incorporating Reading Standards Foundational Skills For Low-Literacy ESL" (2018). School of Education and Leadership Student Capstone Projects. 179.
https://digitalcommons.hamline.edu/hse_cp/179
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations