ESOL Scope and Sequence Template

INSTRUCTIONS FOR USING THIS TEMPLATE:

 A scope and sequence is an overview of the skills and content covered in your program’s curriculum at each class level over a period
of time (scope) and in a particular order (sequence). Fully developed unit plans will require more detail than the outlines sketched
here in the scope and sequence.
 This template is intended to capture an ESOL scope and sequence to guide one class level. The first pages explain each of the required
elements of the scope and sequence, followed by a blank template for you to fill in.
 The document header in the blank template may be changed to indicate the correct program name, EFL/class level and SPL range
for this class level. The footer in the blank template is currently set to re-start at page 1.
 Once the template is filled in, you may wish to print it out on legal-sized paper.
 The format may be adapted to your own needs but it’s recommended to include:
o an introduction with the indicated points;
o all of the elements in the left-hand column of the chart;
o the MA English Language Proficiency Standards Matrix at the end of the template is optional but is strongly recommended.
 Once the scope and sequence is completed for a level, the next steps are to:
o revise this draft as needed and/or recommended from the feedback you received;
o use this draft to develop coherent instructional units and sample lesson plans;
o complete the other class levels, taking care to align the levels and prevent any learning gaps.
 Critical components of this development process include:
o an understanding of the MA English Language Proficiency Standards for Adult Education (MA ELPS)
(http://www.doe.mass.edu/acls/frameworks/elps.pdf)
o teacher discussion and engagement;
o periodic revision of your scope and sequence.

Mass. Dept. of Elementary and Secondary Education, ACLS, and SABES ESOL Curriculum & Instruction PD Center
July 2019
 ESOL Scope and Sequence Template
This cover sheet is intended to
remain with this one level of a
scope and sequence until all levels
Program: EFL (Class Level) and SPL Range:
are completed, at which time this
information may be combined into
Date Created: Authors: one introductory page.
Date Revised: Authors:

Introduction

Your Scope and Sequence should contain an Introduction with (but not limited to)
Include a separate
the following points, to provide a roadmap for implementing the units across a
cover sheet for external
given time period:
use, with identifying
The purpose and intention of the scope and sequence; information, such as
Expectations for teachers (e.g., use first unit to lay foundation for instructional address and director.
routines, or what is required and what is optional);
When and how revisions take place;
How the sequence of units build on one another;
The number of class levels there are in the program, how they are divided, and
where this level fits in;
Citation of any resources that were used or borrowed from in the development of
the scope and sequence.
For ESOL only: The organizational structure of the scope and sequence (i.e.,
according to themes / topics or according to language functions).

Mass. Dept. of Elementary and Secondary Education, ACLS, and SABES ESOL Curriculum & Instruction PD Center
July 2019
 ESOL Scope and Sequence Template

Program: EFL (Class Level) and SPL Range:

Unit 1 Unit 2 Unit 3 Add columns as needed...

Title
Reflect the content topic through Unit Title: Depending on how the ESOL Program is designed, units might be organized according to themes (such
which skills will be developed. as Health or US Civics) or according to language functions (such as Asking For and Giving Advice or Following and
Giving Directions), and titled accordingly.
Time: # of hours, and # of
weeks per unit
Purpose Purpose: Consider the value to the learner of what is being taught, rather than automatically following the content
Why is this topic and skill set or sequence of a textbook, or covering a topic because it interests the teacher.
important for adult students?

Goals and Outcomes Goals and Outcomes: In two-four sentences, describe the desired result for learners to have by the end of unit.
“Students will [use what English How and in what context will they apply their new knowledge and language skills? Integrate technology, digital
language skill and how] in order learning, and employability skills as needed.
to …”
“Students will show learning by …
[end product ])”

ESOL Standards: Each ESOL Unit includes key priority benchmarks and standards from the MA English Language
Proficiency Standards for Adult Education. Prioritize the skills learners need to reach the unit goal. Include
Priority Benchmarks and
benchmarks from the R, W, L/S strands as well as standards from the Civics and Navigating Systems strands in
Standards from the MA Appendix A, as appropriate.
English Language
Proficiency Standards for
Adult Education (MA ELPS)

Key Resources
Key Resources: Include a sample of key resources, not only a single textbook series. While many ESOL textbooks are
List 2-3 authentic and relevant
organized around helpful thematic units, they need to be supplemented with authentic materials that target
resources that students will read
and/or listen to.
learners’ needs, interests, and goals. Also include digital, informational and complex texts in order to address the
college and career readiness needs of today’s English language learner. Include a more comprehensive list of
resources in the unit plan.

Mass. Dept. of Elementary and Secondary Education, ACLS, and SABES ESOL Curriculum & Instruction PD Center
July 2019
 ESOL Scope and Sequence Template

Program: EFL (Class Level) and SPL Range:

Date Created: Authors:

Date Revised: Authors:

Introduction:

Mass. Dept. of Elementary and Secondary Education, ACLS, and SABES ESOL Curriculum & Instruction PD Center, July 2019 Page 1
 ESOL Scope and Sequence Template

Program: EFL (Class Level) and SPL Range:

Unit 1 Unit 2 Unit 3 Add columns as needed...
Title
Reflect the content topic through
which skills will be developed.

Time: # of hours, and # of

weeks
Purpose
Why is this topic and skill set
important for adult students?

Goals and Outcomes

“Students will [use what English
language skill and how] in order
to …”
“Students will show learning by …
[end product ])”

Priority Benchmarks and

Standards from the MA
English Language
Proficiency Standards for
Adult Education (MA ELPS)

Key Resources
List 2-3 authentic and relevant
resources that students will read,
and/or listen to.

Mass. Dept. of Elementary and Secondary Education, ACLS, and SABES ESOL Curriculum & Instruction PD Center, July 2019 Page 2
 ESOL Scope and Sequence Template

Program: EFL (Class Level) and SPL Range:

The MA ELP Standards & Threads Matrix for Unit Alignment (optional): ESOL teachers may track the MA ELP standards and threads, aligned to the NRS level
of the students, which are the focus of instruction and assessed within each unit by checking appropriate boxes in each unit column.
Add unit columns as necessary.
MA ELP Standards & Threads Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Reading
Read increasingly complex texts, independently and proficiently, to carry out academic and real-
Standard 1A
world tasks.

Standard 1B Read fluently to access and interpret meaning.

Standard 1C Analyze written arguments.

Standard 2A Understand text structure and development.

Standard 2B Recognize style and register.

Standard 3A Decode English print.

Standard 3B Comprehend and expand reading vocabulary.

Standard 3C Use grammar knowledge to comprehend meaning.

Standard 3D Use understanding of English conventions to comprehend meaning.

Standard 4A Use pre-reading strategies.

Standard 4B Use reading strategies.

Standard 4C Use post-reading strategies.

Standard 5 Evaluate and use diverse media, including the internet, to gather, interpret, and synthesize information.

Mass. Dept. of Elementary and Secondary Education, ACLS, and SABES ESOL Curriculum & Instruction PD Center, July 2019 Page 3
 ESOL Scope and Sequence Template

Program: EFL (Class Level) and SPL Range:

MA ELP Standards & Threads Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Writing

Standard 1A Use writing to carry out academic and real-world tasks.

Standard 1B Create meaning in increasingly complex texts.

Standard 1C Construct written arguments.

Standard 2A Organize writing.

Standard 2B Develop ideas.

Standard 2C Use appropriate style and register.

Standard 3A Encode English print.

Standard 3B Use and expand written vocabulary.

Standard 3C Use grammar accurately to convey meaning.

Standard 3D Use conventions of standard English to convey meaning.

Standard 4A Use pre-writing strategies.

Standard 4B Use writing strategies.

Standard 4C Use revision and editing strategies.

Evaluate and use diverse media, including the internet, to collaborate with others, and produce,
Standard 5
publish, and enhance original writing.

Mass. Dept. of Elementary and Secondary Education, ACLS, and SABES ESOL Curriculum & Instruction PD Center, July 2019 Page 4
 ESOL Scope and Sequence Template

Program: EFL (Class Level) and SPL Range:

MA ELP Standards & Threads Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Listening/Speaking
Standard 1A Carry out increasingly complex communicative tasks.

Standard 1B Comprehend and analyze meaning of information, ideas, and arguments.

Standard 1C Communicate information, ideas, and arguments with increasing fluency.

Standard 1D Participate effectively in interactions.

Standard 2A Attend to organization of spoken text.

Standard 2B Attend to style and register.

Standard 3A Use and expand spoken vocabulary.

Standard 3B Use grammar knowledge to convey and comprehend spoken meaning.

Standard 3C Use conventions of spoken English.

Standard 4A Use listening and repair strategies.

Standard 4B Use speaking and compensation strategies.

Standard 4C Use conversation strategies.

Evaluate and use diverse media, including the internet, to gather information, communicate and
Standard 5 collaborate with others, and enhance oral presentations.

Mass. Dept. of Elementary and Secondary Education, ACLS, and SABES ESOL Curriculum & Instruction PD Center, July 2019 Page 5