Term

Spring 2018

Capstone

Capstone Project

Degree Name

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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

Included in

Education Commons

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