Literacy Learner Resources
Teaching Resources (Not Modules)
A collection of forty theme-based readers, along with an instructors guide, will support ESL literacy instructors to create comprehensive, theme-based lessons for adult ESL literacy learners.
A set of five interactive phonics stories for foundational learners (each based on a short-vowel sound) that incorporate high-quality images, audio, vocabulary and comprehension to facilitate the acquisition of beginning literacy skills
A set of ten stories (in two books) that follow a newcomer family. Activities allow for practice with beginning and ending sounds, short-vowel word families, sight words and comprehension. Recommended for early readers at the 1L or 2L levels. Teacher’s guides are also available.
Easy Reading Job Profiles to help clients with low literacy pursue their employment goals. You can view the profiles individually or by occupational cluster - <i>Low Levels and Literacy
A full PBLA-compliant module for Foundation Literacy/ 1L learners that includes printable materials, students guidebooks, and instructor guidebooks. (Sept. 2021)
A full PBLA-compliant module for Foundation Literacy/ 1L learners that includes printable materials, students guidebooks, and instructor guidebooks (Sept, 2021)
Literacy Curriculum and Guideline Resources
ESL Literacy learners have full, complex lives as adults in a new country. They often face a wide range of barriers to their learning before they even step into the classroom. Successful ESL literacy programs are sensitive to learners’ barriers and recognize that learners need support
The concepts included in the graphic below come from the Reference Lists and aim at showing where those concepts begin and DOES NOT show where they end as the expectation is to build on them from level to level in order to achieve fluency.
These initial lists were compiled from a of meetings among teachers. The start point was the 176 function words from the Essential Word Lists published in 2016 by Dang, T. N. Y., & Webb, S. The Dolch and Fry lists were also consulted.
The Reference Lists are a compliment to the ESL Literacy Benchmark Profiles that reflect the Continuum of Literacy Skills from ESL for ALL and teachers' input. They are subdivided into literacy levels (low and high), and further divided into Key Supporting Skills. These lists are documents to be considered in planning and teaching. They are not "checklists" to consider for promotion or for assessment. Foundations, CLB 1L, CLB 2L, CLB 3L, CLB 4L
The Digital Literacy Progression List represents the approximate progression of a learner’s proficiency and comfort with digital technologies. The skills and strategies descriptors in this list will help in setting digital learning targets, observing learner progress, and planning courseware to explicitly include Digital Literacy in classes.
The Knowing Your Literacy Students project was designed to help immigrant women who are falling behind in the process of learning English, and transition up into the regular LINC stream. In order to accomplish this CIWA wanted to create an alternative curriculum that would target the barriers LINC teachers and our research identified. The project manual consists of two main sections: a discussion on how culture may influence the learning process for literacy learners and the curriculum guidelines.
Professional Development,Training, and Networks
The Literacy Centre of Expertise is available to provide PD sessions on a variety of topics relating to adult EAL literacy instruction including presentations on any of the above-mentioned resources.
The “Let’s Talk About” monthly sessions for literacy instructors (and anyone interested in Literacy) that occur the third Thursday of every month are also worthy of mention. These sessions feature a short presentation (15 minutes) by various people/experts in the field, as well as breakout room discussion and sharing of resources/ideas (30 minutes). These have been well received and attended. Presented by TIES and ATESL Advocacy. Contact firstname.lastname@example.org to be invited into the group.