FOURTH EDITION

SAMPLER
ELTNGL.com/StandOut
 NEW TO THE FOURTH EDITION
At-A-Glance Prep
Presentation 1
A Imagine you want to work in a bank.
15–20 mins. LESSON

6 Explore the Workforce

GOAL Compare careers in banking
Answer the following questions in a small
Goal: Compare careers in banking group.

Now in its fourth edition, Stand Out is a seven-level, standards-based adult education
Agenda Write on the board graphic organizers and elicit
Jobs in banking different types. Provide examples as needed: spider
diagram, table, Venn diagram, etc. Then write A Imagine you want to work in a bank. Answer the following questions in a small group.
Bank employee statistics
banking jobs, skills and character traits on the board Answers will vary.
Bank teller salary and entry requirements

A NEW WORKFORCE LESSON

using a graphic of your choice. Elicit an example 1. What are the job choices in a bank?
Bank teller job ads for each category and write them in your graphic

program with a track record of real-world results. Close alignment to key standards
organizer. Put students into small groups and 2. What skills are needed to be a bank employee?
Pacing
have them answer the questions by completing a
1.5 hour classes 2.5 hour classes 3. What character traits are needed to be a bank employee?
graphic organizer. Compare answers as a class and
3+ hour classes complete the graphic on the board.
B Look at the graph below. What does it show? Come up with a title for this graph and
Practice 1

in each unit helps students to identify and

Standards Correlations 5–10 mins.
write it below. Answers will vary. Amount of people in different banking jobs.

and frameworks provides adult students with language and skills for success in the
CASAS: 0.1.2, 0.1.5, 4.1.3, 4.1.6, 4.8.1, 6.7.2
CCRS: RI1, RI2, RI4, SL1, SL2, SL3, L3 B Look at the graph below. What does it
ELPS: show? Come up with a title for this graph
S9: Create clear and coherent level-appropriate speech and text. and write it below.
Ask students what kind of graph it is (bar chart)

prepare for employment opportunities

In this lesson, students are introduced to the and what k stands for with the numbers. Then have

workplace, college, and everyday life.

different careers in banking. They will analyze the them discuss the graph with a partner and decide
statistics related to how many people work in each on a title. Compare titles and check understanding
area. Students will then focus on the position of of the chart.
bank teller and learn about the job duties, salary,
C ANALYZE Choose the correct answer.

in their communities using the sixteen

and entry requirements. Finally, students will
analyze job descriptions for bank tellers and choose Tell students they are now going to analyze the
the one they would apply for. information in the chart in more detail to answer
the questions. Have them answer individually then
Warm-up and Review 10–15 mins. compare with a partner.
Write career clusters on the board and have students
Evaluation 1

national Career Clusters.

recall the ones they have seen in the previous units. 5–10 mins.
Write them on the board. Elicit examples of jobs Check answers to C as class, then refer back to A.
associated with each cluster and then character With the information they now have, do they want
traits required for the jobs students suggest. Write to change or add anything to what they identified
these on the board as students call them out. in A? Discuss what they think now about careers in

What’s New 3
banking.
Introduction 5–10 mins.
Write banking on the board and elicit vocabulary C ANALYZE Choose the correct answer.
related to this area. Write students’ ideas on the
board. Remind them that throughout Stand Out, 1. How many people work as customer service representatives?
they will investigate many job possibilities. Write
the goal on the board: Today, we will learn about a. 50,000 b. 105,000 c. 140,000 d. 245,000
careers in banking.
2. Which job has the most people in the workforce?

A NEW LITERACY LEVEL

a. financial managers b. credit counselors

Spark platform 4
c. chief executives d. customer service representatives

107a UNIT 4 LESSON 6 107

teaches foundational reading

CASAS STEPS 6 skills for emergent readers.

Sample Unit 8 Life Money In The Bank While You Watch

ONLINE

‘LIFE ONLINE’ SECTIONS

D Watch the video. Check (✓) the things Alex talks about doing online.

36
1. making friends 7. depositing checks

Lesson Planner
2. shopping for shoes 8. checking a bank account balance
3. ordering tacos 9. paying bills
4. playing video games 10. getting a debit card

in each unit develop digital literacy

5. buying shampoo 11. sending money to friends and family
6. signing up for a new credit card 12. searching for ATMs

E Watch the video again. Complete the tips with the words you hear.
1. Never sign in to your or enter your credit card number while using
public wi-fi.

Worksheets 52
2. Don’t give out your personal

3. Don’t
4. Use different
5. Check your
over email or text.
on links in emails or texts if you don’t know who sent them.
for different websites.

and bank account often to make sure there is nothing unusual.

skills by reinforcing best practices
Before You Watch
A Look at the photo. What is the woman in the photo doing? What type of things do
you think she is doing on her phone? Is it safe for her to be using her phone in the
subway?
After You Watch
F Read each sentence. Choose T if it is true and F if it is false.
1. In middle school, Alex wasn’t allowed to use the internet.
2. Alex shops online and uses online banking because it’s convenient.
T
T
F
F
around privacy, security, finances,
New Level: Literacy
B Check (✓) what is true for you. Then share your answers with a partner.
1. I shop online.
2. I order food online.
4. I deposit checks online.
5. I pay my bills online.
3. Alex says the internet is very dangerous.

4. Seeing the lock icon next to a URL can help you decide if a website is safe.
5. Two-factor authentication can help keep your information safe even if
someone has your password.
T

T
F

F
and social media.
3. I check my bank account 6. I send money to my friends or 6. Alex says he won’t shop online or use online banking in the future. T F
balance online. family online.
G Work with a partner. Write three tips you can remember from the video. Do you follow

Foundations 54
C You are going to watch a video with advice about how to keep your money and this advice in your own life? Is there anything you plan to do differently in the future?
information safe online. What tips do you think the video will give? Share with a partner.

116 LIFE ONLINE 117

‘Life Online’ digital literacy video
StandOut_4e_64378_SB3_LifeOnlineVideo_1.indd All Pages

DIGITAL LITERACY WORKSHEET

23/12/22 6:41 PM

program with related practice

aligns with workforce objectives.
LEARNING

Video Calling Review

A Look at the pictures and write the words.
DIGITAL LITERACY WORKSHEET
LEARNING

chat end call microphone video

Video Calling
A Read. Match the words in bold to the correct definitions.

Today, many of us have video calls for work or school. What can you do to look your best
and be polite during these calls? Here are some tips:
3. DIGITAL WORKSHEETS
New digital worksheets align with
Before the Call
4.
• Check your internet connection and make sure your microphone and camera are1.
working.
• Check your background. Is there anything you don’t want people to see? Sit in a quiet
place, away from family members or roommates if possible. 2.

digital literacy and workforce

•In settings, you can blur your background so it is difficult to see what is behind you.
You can also add a virtual background so people will see a picture instead.
• To look your best, make sure you have light on your face, not behind you. Put your
camera at the same level as your eyes or higher.
During the Call

objectives. Students gain practice

• Stay on mute while others are speaking so you don’t add any noise to the call. B Choose the correct word to complete each sentence. Icons
• Use the chat to ask questions or make comments without interrupting the speaker, or An icon is a small
use reactions, like raising your hand, to quietly get the speaker’s attention. 1. To start / end a video call, click “New Meeting.” picture on a device
that you can click on
• If the host of the call puts you in a breakout room, join the room as quickly as possible. to do something. For
2. While the teacher is talking, I microphone / mute myself so I don’t make
If you don’t know everyone in the room, introduce yourself! example, this icon
any noise.

in real-world digital strategies and

means Wi-Fi:

3. To unmute yourself, click the chat / microphone at the bottom of the screen.
1. internet connection a. small pictures or emojis you can show on your screen during
a video call to communicate without speaking 4. Click the red phone icon to end / turn on the video call.
2. background
Habiba always keeps her video / microphone on during class so her teacher can see that she is
5. thing
b. the part of an image that is behind the main person or
3. settings

skills that they will use in achieving

listening and paying attention.
c. become part of a group
4. blur
6. We use the video / chat to ask questions in class without interrupting the speaker.
d. what allows a computer, tablet, or phone to go online
5. virtual background
C Discuss the questions in small groups.
e. part of a video call where you meet in smaller groups
6. interrupt
f. the place in a program or device where you can change theyou have video calls for school or work? What about with your friends or family?

their academic, professional,

1. Do
7. reactions way it works or how it looks
2. During your video calls, how do you mute or unmute yourself? Is there a chat you can use? How
8. host g. the person who leads or controls the video call do you end the video call?
9. breakout room h. a picture you can show as your background during a 3.
video call video calls, when do you mute or unmute yourself? Do you always have your video on?
During
Do you use the chat? If yes, when do you use it?

and life goals.

10. join i. say something while someone else is speaking
© Cengage Learning, Inc. Video Calling Review 1
j. make unclear or difficult to see

StandOut_4e_SB3_Digital_Worksheet_01_P03.indd 1 27/12/22 11:46 AM

© Cengage Learning, Inc. Video Calling 1

StandOut_4e_SB3_Digital_Worksheet_01_P03.indd 1 27/12/22 11:46 AM

NEW SPARK PLATFORM

delivers digital tools for every stage of
teaching and learning.
2 For more information go to: ELTNGL.com/standout 3
 Bring Stand Out to life with the Spark platform —
Integrated digital tools on the all-in-one Spark platform support
where you can prepare, teach, and assess every stage of teaching and learning:
your classes all in one place!
Placing students Preparing and Assigning practice,
reliably at the right level teaching live lessons tests and quizzes

Tracking student and class progress,

turning information into insights

Manage your course Track student and Set up classes and roster
and teach great classes with class performance on students quickly and easily
integrated digital teaching independent online on Spark. Seamless integration
and learning tools. Spark practice and assessment, options and point-of-use
brings together everything including CASAS practice. support helps you focus on
you need on an The Course Gradebook helps what matters most:
all-in-one platform you turn information into student success.
with a single log-in. insights to make the most of
valuable classroom time.

Visit
ELTNGL.com/StandOut
4 5
to request a trial
 by reinforcing best practices around privacy, security, finances,

TUDENT’S BOOK with the Spark platform

and social media.
An expanded video program now includes ‘Life Online’ videos
STAND OUT FOURTH
with related practice thatEDITION
aligns with workforce and digital
literacy objectives.
PREPARES
The Spark platform STUDENTS
delivers your digital tools for every stage of
teaching and learning, including auto-graded Online Practice activities,
FOR THE NEW 1
STAND OUT 1
STUDENT’S BOOK
with the Spark platform

customizable Assessment Suite tests and quizzes, Student’s eBook,

STAND OUT 1
LEARNING
FOURTH
EDITION Evidence-Based Learning for Life, College, and Career

Classroom Presentation Tool, and downloadable Teacher’s Resources.

CASAS STEPS TEST
Evidence-Based Learning for Life, College, and Career

The Assessment Suite on the Spark platform evaluates student Now in its fourth edition, Stand Out is a seven-level, standards-based
adult education program with a track record of real-world results. Close
alignment to key standards and frameworks provides adult students with

progress while strengthening CASAS and other standardized ONLINE PRACTICE

language and skills for success in the workplace, college, and everyday life.

New in this edition:

STAND OUT
A Literacy Level teaches foundational reading skills for

test-taking skills. emergent readers.

An additional lesson in each unit helps students to identify and
prepare for employment opportunities in their communities using AND ASSESSMENT
the sixteen National Career Clusters.

on the Spark platform

‘Life Online’ sections in each unit develop digital literacy skills

STUDENT’S BOOK with the Spark platform

by reinforcing best practices around privacy, security, finances,

ELTNGL.com/StandOut
and social media.
An expanded video program now includes ‘Life Online’ videos
with related practice that aligns with workforce and digital
literacy objectives.
The Spark platform delivers your digital tools for every stage of
designed to mirror test format
teaching and learning, including auto-graded Online Practice activities,
customizable Assessment Suite tests and quizzes, Student’s eBook,
Classroom Presentation Tool, and downloadable Teacher’s Resources.
The Assessment Suite on the Spark platform evaluates student
progress while strengthening CASAS and other standardized
NRS Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
test-taking skills.

ELTNGL.com/StandOut

STEPS < 183 184-196 197-206 207-216 217-227 228-238, 239+

NRS Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
STEPS < 183 184-196 197-206 207-216 217-227 228-238, 239+
CASAS < 180 181-190 191-200 201-210 211-220 220-230

CASAS < 180 181-190 191-200 201-210 211-220 220-230 © Brian Doben Photography

© Brian Doben Photography

LEARNING
Bringing the world to the classroom
and the classroom to life

ELTNGL.com ROB JENKINS

A PART OF CENGAGE
LEARNING
FOURTH EDITION STACI JOHNSON

4
LEARNING UNIT OUTCOMES

Our Community
Ask for information

ALIGNMENT CLEARLY MARKED

Bringing the world to the classroom Interpret charts and
compare information
Workplace Focus
All lessons and units in Stand Out
and the classroom to life include basic communication
Use map apps
is
It
throughout Lesson Planners Identify daily activities
Describe a place
skills and interpersonal skills
important for the workplace.
rge Compare careers in They include collecting and
erse
that
ELTNGL.com banking
organizing information, making
decisions and solving problems,
Answer the questions.
ey The photo shows Coney and combining ideas and
at
es
A PA RT O F C E N GAG E
Island, with crowds enjoying
its amusement parks
and rides. It is located in
information.
• In Lesson 6, students will LEARNING
FOURTH EDITION
phs Brooklyn, New York.
be introduced to a range of
uts 1. What can you see in the
picture?
careers in banking. They will

4
te 2. What do you think is also explore the job of bank
UNIT OUTCOMES
aph Ask for informationthe purpose of places tellers and learn to interpret
ght About the Photo
The photo shows Coney Island
Our Community Interpret charts and
compare information
like this? Workplace Focus
All lessons and units in Stand Outjob ads.
3. What timeinclude
of thebasic
daycommunication
was
with crowds enjoying its Use map apps
amusement parks and rides. It is this picture
Identify daily activities taken
skills at?
and interpersonal skills
• In the Team Project students
nts located in Brooklyn, New York. It Describe a place4. Why do you think the
important for the workplace. practice the soft skill of
is also a neighborhood with large Compare careers in
crowds of They
people include
are collecting
there? and
apartment buildings and a diverse banking
organizing information, making collaboration.
5. How do you thinkandthesolving problems,
hen community. Many might think that Answer the questions. decisions
activities at Coney Island • Digital Literacy Tips in lessons
this is one photograph, and they The photo shows Coney and combining ideas and
r would be surprised to know that Island, with crowds enjoying
its amusement parks
change asinformation.
day turns to raise awareness of the benefits

ABILITY TO FILTER
it is the result of Stephen Wilkes night? • In Lesson 6, students will
their taking thousands of photographs
and rides. It is located
Brooklyn, New York.
in
be introduced to a range of of using the internet for
over the course of a day. He puts 1. What can you see in the
careers in banking. They will
also explore the job of bank banking and accessing library
picture?
them together digitally to create 2. What do you think is
hoto one photograph. This photograph tellers and learn to interpret resouces.

activities and results

the purpose of places
forms part of Wilkes’ Day to Night like this?
job ads.
3. What time of the day was
project. this picture taken at? • In the Team Project students
on • Introduce the unit. Ask students 4. Why do you think the practice the soft skill of Resources
by CASAS Competencies
to discuss the meaning of crowds of people are there?
collaboration.
scuss community in small groups. Then 5. How do you think the
activities at Coney Island All resources for the unit are
• Digital Literacy Tips in lessons
ask students to tell each other change as day turns to raise awareness of the benefits
something interesting about their night?
of using the internet for
centrally located on the Spark
own communities.
it • Ask students to look at the photo
banking and accessing libraryplatform and include: audio,
resouces.
and describe what they see. video, multilevel worksheets,
• Have students read the caption Resources
and answer the questions. Discuss All resources for the unit are
digital literacy worksheets,
answers as a class. centrally located on the Spark Online Practice, and Assessment
• Ask volunteers to read the unit platform and include: audio,
how outcomes. video, multilevel worksheets, Suite.
digital literacy worksheets,
rpret Life Skills Focus Online Practice, and Assessment
Suite.
o 90
In this unit, students will learn how
91
to ask for information and interpret
charts and websites in order to 90 91
explore a community.

UNIT OUTCOMES GRAMMAR VOCABULARY EL CIVICS CASAS ELPS CCRS

GRAMMAR VOCABULARY EL CIVICS CASAS ELPS CCRS
• Ask for information • Information • Banking The skills students Lesson 1: 0.1.2, 0.1.5 • S1: Construct meaning from oral presentations and literary RI6, RI7, RI8, W6-8, SL8,
questions learn in this unit can be Lesson 2: 1.8.5, 2.5.6 and informational text through-level appropriate listening, L6, L8
• Information • Banking • Interpret charts and compare
information
The skills students •• Library
• Imperatives DMV applied to the following Lesson 1: 0.1.2,
Lesson 3: 2.2.1, 2.2.5• S1:reading,
0.1.5 Construct meaning from oral presentations and literary
and viewing. RI6, RI7, RI8, W6-8, SL8,
e questions • Library • Use map apps learn• in this clauses
Adverbial unit can be
• Directions
EL Civics competency
areas:
Lesson 2: 1.8.5, 2.5.6
Lesson 4: 7.2.6
Lesson 5: 7.2.6
and
• S2: informational text through-level
Participate in level-appropriate appropriate listening,
oral and written exchanges L6, L8
• Identify daily activities with before, after, of information, ideas, and analyses, in various social and
• Imperatives • DMV • Describe a place
applied and to the
when following • Communication Lesson 3: 2.2.1,
Lesson 6: 4.8.1, 6.7.2 reading,
2.2.5 and viewing.
academic contexts, responding to peer, audience, or reader
Team Project: 4.8.1, comments and questions.
• Adverbial clauses EL Civics competency
• Editing • Civics, family, and Lesson 4: 7.2.6 • S2: Participate in level-appropriate oral and written exchanges
• Directions• Compare careers in banking community resources 4.8.5 • S3: Speak and write about level-appropriate complex literary
with before, after, areas: • Consumer education Lesson 5: 7.2.6
Reading Challenge:
of and
information,
informational textsideas, and analyses, in various social and
and topics.
0.1.2, 0.1.5
• S5: Conduct research and evaluate and communicate findings
and when • Communication Lesson 6: 4.8.1, 6.7.2 academic contexts,
to answer questions or solve responding
problems. to peer, audience, or reader
• Civics, family, and Team Project: 4.8.1, comments and questions.
• Editing
90 UNIT 4 community resources 4.8.5 • S3: Speak and write about level-appropriate complex UNIT 4 91literary

6 SO4e_LP_L3_U4_P2.indd 12-13
• Consumer education
Reading Challenge:
0.1.2, 0.1.5
and informational texts and topics.
• S5: Conduct research and evaluate and communicate findings 23/12/22 3:15 PM
7
to answer questions or solve problems.

UNIT 4 91
 4
UNIT OUTCOMES

Our Community
Ask for information
Interpret charts and
compare information
Use map apps
Identify daily activities
Describe a place
Compare careers in
banking

Answer the questions.

The photo shows Coney
Island, with crowds enjoying
its amusement parks
and rides. It is located in
Brooklyn, New York.
1. What can you see in the
picture?
2. What do you think is
the purpose of places
like this?
3. What time of the day was
this picture taken at?
4. Why do you think the
crowds of people are there?
5. How do you think the
activities at Coney Island
change as day turns to
night?

90 91

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 LESSON

1 Places in Your Community C Study the chart.

GOAL Ask for information Information Questions

Where is the bank?
Location How far is the school from here?
What is the address?
A Gloria and her family are new to the community. Read her list of things to do. Where When does the library open?
does Gloria need to go for each one? Listen and write the names of the places. Time What time does the restaurant close?
How often do the buses run?
The Post Office at Cost How much does it cost?
the James A. Farley
Building in New York City
(fragment)
D Match the questions you ask local businesses with the answers.
Which information could you find online?
g 1. How often do the buses run? a. We open at 10 a.m.

2. Where’s your restaurant? b. It’s about five miles away.

3. How much does it cost? c. We close at 10 p.m.

4. What’s his address? d. We’re open from 10 a.m. to 6 p.m. on Sunday.

5. What time do you close? e. His address is 71 South Pine Avenue.

6. How far is the store from here? f. It’s on the corner of 7th and Pine.

7. When do you open? g. They run every 20 minutes.

8. What time do you close on Sunday? h. It costs $50 to service your computer.
1. Find a place for my children to play sports

2. Register for an ESL class

Life
ONLINE
It is usually faster to research information on your cell phone or
computer.

3. Open a checking account

4. Register my car and get a new license E Practice asking and answering the questions in D Information Questions
with a partner.
5. Mail some packages back home What time does the bank open?

6. Pick up some bus schedules How much does it cost?

What is the address?

B DEMONSTRATE Practice the conversation with a partner. Use the information in A to
make new conversations.

Student A: Where can I get a new driver’s license? DMV

DMV = Department of Motor Vehicles
Student B: At the DMV.

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STAND OUT, 3E LEVEL 3: UNIT 1

ELTNGL.com/SO3
 F DETERMINE Write questions Gloria needs to ask local businesses to match the LESSON
The Bank, the Library, and the DMV
answers below.
2 GOAL Interpret charts and compare information
1. What time does the bank open? The bank opens at 9:00 a.m.

2. A driver’s license costs $39.

3. The library is about a mile from here. A Discuss the following banking words with your classmates and teacher.
4. The trains run every ten minutes.
ATM debit card minimum deposit secure banking
5. You can return books anytime. average daily balance minimum daily balance online banking unlimited
6. The DMV is at 112 Main Street.

7. The children’s book section is upstairs. B Riverview Bank offers three kinds of checking accounts. Interpret the website below.

G Complete the conversations with a logical question or answer. Practice the Riverview Riverview Riverview
Total Secure Premier Plus
conversations with a partner. Checking Banking Checking

Conversation 1 With a Riverview bank account, you’ll enjoy state-of-the-art online banking and
world-class customer service.
Student A: Good morning. This is Food Mart. Access to Riverview ATMs yes yes yes

Student B: Online Banking, Online

Bill Pay, and Mobile Banking yes yes yes
Student A: We’re open now. Fees waived at
non-Riverview ATMs no no yes
Student B: Great! Thank you.
Debit card yes yes yes

Conversation 2 Fees waived for checks no no paper checks yes

Monthly service fee $12 $4.95 $25

Student A: Thank you for calling The Book Stop. How can I help you? (fee waived if $500 in (fee waived if $15,000
electronic deposits per month total balance)
Student B: or $1,500 balance)

Student A: 4635 Broadway.

Student B: And when do you close? C Practice asking questions about the bank information above with a partner.
Student A: 1. Can you do online bill pay with the account?
Student B: Thanks! 2. What is the monthly service fee for the account?

H APPLY Write a to-do list like the one Gloria made in A in your notebook. Write the 3. Do you get a debit card with the account?
place where you can go in your community to get the task done. Also, write some
4. Can you use non–Riverview ATMs for free with the account?
questions to ask.
D DECIDE Listen to each person talk about their banking habits. Decide which account
To-do Place Questions
above would be best for each one of them.
get information about ESL adult education center When do classes start?
classes Where is the school? Life
ONLINE
Watch the video at the end of the unit to learn about useful bank tips,
including two-factor authentication and recognizing scams.

94 UNIT 4 LESSON 2 95

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 E INFER Look at the Seal Beach Library website. H Have you been to the DMV in your city? If so, why did you go there? Did you have to
pay for services? Look at the chart of DMV fees below.

Type Fee
Driver’s license $48

Learner’s permit (valid for 18 months) $32

New
State ID card $28

Senior citizen (65 or older) ID card no fee

Driver’s license $48

Renewal
State ID card $28

Driver’s license $25

Replacement Learner’s permit $22

State ID card $18

I Read about each person below and write how much they will have to pay.

1. Enrico needs to get a new state ID card. $

2. Liza lost her learner’s permit, and she needs to get a new one. $

F You can use many of the library services without going into the library. If you wanted 3. Feng’s driver’s license expired, and he needs to get a new one. $
to find information on each of the following, what tab would you click in E? 4. Aina and Claudia just learned how to drive, and they both need to get new driver’s
1. Find out more about the US government. Research licenses. $

2. Listen to To Kill a Mockingbird by Harper Lee. 5. Gertrude is 65 and needs to get a state ID card. $

3. Read your local newspaper. J CREATE Choose one place in your community: a bank, a library, or the DMV. In a
4. Practice job interview techniques. small group, create a one-page information sheet.

5. Find a textbook and read it online. The Provincetown Public Library in

Provincetown, Massachusetts is a historical
6. Watch a movie with your grandchildren. building at the center of the community.
7. Get help writing a resume for a new job.
8. Learn a new language.

G Find your local library online. Does it offer the same digital resources?

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 LESSON

3 Finding Places D Once you are moving, the map gives you step-by-step directions to your destination.
Ask and answer the questions with a partner.
GOAL Use map apps
EXAMPLE: A: How fast can I drive?
B: The speed limit is 40 miles
per hour.

A Look at the picture. What is it? Discuss and answer the questions. 1. What street am I driving on?

1. What address is this person going to? 2. How much longer do I continue straight?

3. What am I going to do next?

2. Is this person walking or driving? 4. What time will we get there?

5. How many miles away is it?

3. How long will it take to get there? E Study the map of San Diego below. What symbols do you see?

4. What city is this address in?

B Map apps show different modes of transportation. Match the symbols to their meaning.
a. b. c. d. e.

walking using a ride share app riding a bike

taking the bus driving a car

C The app shows you the different routes. Choose the best answer below.
1. There are two highways / freeways on this map. The route
choices suggest you take .
a. 110 b. 91 c. neither

2. The fastest route will take you .

a. 9 minutes b. 15 minutes c. 10 minutes
3. The app gives you route choices.
a. 1 b. 2 c. 3

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 F Write the correct word on the line.

bus stop hotel post office store

LESSON

4 Getting Things Done!

GOAL Identify daily activities
courthouse parking lot restaurant theater

1. 2.
A Listen to Gloria talk about her busy morning.

3. 4. Yesterday was a busy day! After I went for an early morning run, I got the kids ready
for school. Before my husband left for work, we planned what to cook for dinner. When
everyone left the house, I made my list of errands, and off I went. First, I returned some books
5. 6.
to the library. I stopped by the bank to make a deposit after I returned the books. Then, I
went to the post office to mail a package to my family back in Brazil. The next errand on my
list was grocery shopping. But, before I went grocery shopping, I remembered to go to the
7. 8.
dry cleaner’s and pick up some skirts. And finally, when I finished shopping, I went home.

G Study these expressions for giving directions in a city. B SEQUENCE Listen again and number the activities in the correct order.

picked up dry cleaning made a list of errands

Go straight for three blocks. It’s next to the bank.
Turn left. / Make a left. It’s across from the park. got the kids ready for school mailed a package at the post office
Take Broadway to Sixth Avenue. It’s on the corner of Front Street and West C Street. returned books to the library
planned dinner

H Read the directions and follow them on the map in E with your finger. went to the bank to make a deposit went back home
1 went for a run went grocery shopping
Start at the courthouse. Walk down to Broadway and turn left. Walk 7 blocks until you
get to 6th Ave. Turn right. Walk one block to E street. Turn left and walk two blocks. What is
the building on the corner? Shopping at the Farmer’s Market
is a way to get fresh produce.

I Using the map in E, give a partner directions to different places. Start your
conversations using the questions below.

the Balboa Theater the Pastry Bar?

the post office the Hall of Justice?
How can I get to from
Sam’s Bakery the drugstore?
the Grand Hotel the Luxury Hotel?

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 C Before, after, and when are used to connect two ideas and show their relationship G Write sentences with adverbial clauses. Use the words in parentheses. Then reverse
in time. the clauses and rewrite the sentences.

Adverbial Clauses with Before, After, and When 1. Ali finished work. He went out with his friends. (when)

Rule Example Sentences a. When Ali finished work, he went out with his friends.
Before I went grocery shopping, I stopped
b. Ali went out with his friends when he finished work.
by the drycleaner’s to pick up some skirts.
A comma separates an adverbial clause that After I returned the books, I stopped by 2. Yasu saved enough money. He bought a new bicycle. (after)
comes before the main clause. the bank to make a deposit.
When everyone left the house, I made my a.
list of errands.
b.
I stopped by the drycleaner’s to pick up
some skirts before I went grocery shopping. 3. The alarm went off. Maya jumped out of bed. (when)
A comma is not used when the adverbial I stopped by the bank to make a deposit
clause comes after the main clause. after I returned the books. a.
I made a list of errands when everyone left b.
the house.
4. I cleaned the house. I washed my car. (before)
D Underline the action that happened first in each of the sentences.
a.
1. After I woke up, I made breakfast.
b.
2. I stopped by the bank to make a deposit before I returned the books.

3. Before Abebi went shopping, she went to the gym. H APPLY Think of things you did yesterday and the order in which you did them. Write
three sentences using before, after, and when to talk about your day. Share with a
4. When my kids came home, I made dinner. partner.

E Rewrite each sentence above, switching the order of the two actions. 1.

1. After I woke up, I made breakfast.

I made breakfast after I woke up. 2.

2.

3. 3.

4.
Pausing
F ANALYZE Talk with your partner. In the sentences you wrote in E, which action Pausing is taking a breath.
happened first? We usually pause between two thoughts or when there is a comma.
pause
When my kids came home, I made dinner.
pause
She went to the store before she picked up the dry cleaning.

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 LESSON

5 My Town C Compose a paragraph using Gloria’s sentences in B. Use transitions from the box
below to connect the support sentences. Write a title for Gloria’s paragraph on the
GOAL Describe a place top line.

First of all, Second of all, Third, Also,

First, Second, Furthermore, Finally,
A Gloria is writing a paragraph about Lindon, the town where she lives. Read her
brainstorming notes below.

Reasons I love Lindon

safe neighborhoods (kids play in park) affordable housing (can buy a new house)
good schools (nationally recognized) good shopping
mild weather (never gets too cold or hot) good job opportunities (computer industry)

Brainstorm
generate a list
of ideas
D FORMULATE Now think about your town. Follow each step below.
B SEQUENCE Gloria is writing her paragraph. The six sentences below are not in the 1. Brainstorm reasons why you like your town.
correct order. Choose the best topic sentence and write 1. Choose the best conclusion
sentence and write 6. Then order the support sentences from 2–5.
5 Reasons I love _________________
Thanks to the great job market in Lindon, my husband got an excellent position
in a computer company. friendly people

Our family can buy a nice house because the housing prices are very affordable here.

I love Lindon so much that I can’t imagine moving.

The neighborhoods are very safe, so I can let my children play in the park
with other children.

The excellent schools in this area are nationally recognized.

There are many reasons I love Lindon.

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 2. Choose four reasons from your list about why you like your town to include in your paragraph.

3. Write a topic sentence for your paragraph.

LESSON

66
LESSON Explore the Workforce
Explore the Workforce
GOAL Compare Careers in Banking
GOAL Compare careers in banking

A Imagine you want to work in a bank. Answer the following questions in a small group.
A Imagine you want to work in a bank. Answer the following questions in a small group.
4. Write four support sentences based on the four reasons you chose. 1. What are the job choices in a bank?
1. What are the job choices in a bank?
a. 2. What skills are needed to be a bank employee?
2. What skills are needed to be a bank employee?
3.
3. What charactertraits
What character traitsare
areneeded
neededtotobebea bank
a bank employee?
employee?

BB Look at the
Look at the graph
graphbelow.
below.What
Whatdoes
doesit itshow?
show? Come
Come upup with
with a title
a title forfor
thisthis graph
graph andand
b. write it below.
write it below.

c.

d.

5. Write a conclusion sentence.

C ANALYZE Choose the correct answer.

C ANALYZE Choose the correct answer.
1. How many people work as customer service representatives?
E COMPOSE On a piece of paper, write a paragraph about your town or city using the
1. How many people work as customer service representatives?
information in D. Use transitions to connect your ideas. Give your paragraph a title. a. 50,000 b. 105,000 c. 140,000 d. 245,000
a. 50,000 b. 105,000 c. 140,000 d. 245,000
2. Which job has the most people in the workforce?
2. a.
Which job managers
financial has the most people in the workforce?b. credit counselors
a. financial
c. chief managers
executives d. b. credit counselors
customer service representatives
c. chief executives d. customer service representatives

LESSON 6 107
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 3. Which job has the least people in the workforce? G COMPARE Look at the job ads for bank tellers. What are the similarities? Differences?
a. tellers c. credit counselors
b. chief executives d. customer service representatives

4. Which two jobs have over 200,000 people in the workforce?

a. tellers + chief executives c. credit counselors + financial managers
b. tellers + financial managers d. customer service representatives +
financial managers

D INTERPRET What does a bank teller do? Read and interpret the data below with
your teacher.

Bank Teller A bank teller,

or bank clerk,
2020 Median Pay $32,620 per year
is an employee
$15.68 per hour who helps
clients with
Typical Entry-Level Education High school diploma or equivalent routine financial
transactions,
Work Experience in a Related None such as making
Occupation deposits, handling
withdrawals, and
On-the-job Training Short-term on-the-job training
issuing money
Number of Jobs, 2020 248,500 orders or cashier’s
checks to bank
Job Outlook, 2020–30 –17% (Decline) customers.
H Circle the correct ad numbers. More than one can be correct.
Employment Change, 2020–30 –73,100
1. Which companies are hiring part time?

E Decide if each statement is True or False. If false, make it true. a. Ad 1 b. Ad 2 c. Ad 3 d. Ad 4

fewer 2. Which job pays the best?

EXAMPLE: There will be more bank teller jobs in 2030. False a. Ad 1 b. Ad 2 c. Ad 3 d. Ad 4

3. Which companies are hiring urgently?

1. You can make almost $16 an hour as a bank teller.
a. Ad 1 b. Ad 2 c. Ad 3 d. Ad 4
2. The number of bank teller jobs is increasing.
4. Which companies are hiring full-time?
3. You need a college degree to be a bank teller. a. Ad 1 b. Ad 2 c. Ad 3 d. Ad 4
4. The bank will train you for this job. 5. Which ad mentions education?
5. You need previous experience to be a bank teller. a. Ad 1 b. Ad 2 c. Ad 3 d. Ad 4

6. You can make $40,000 a year as a bank teller. 6. Which company is concerned about the employee being on time?
a. Ad 1 b. Ad 2 c. Ad 3 d. Ad 4
F Based on the information in D, do you think it will be easy to find a job as a bank
teller? Why or why not? I Which job would you apply for? Why? Tell your partner.

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 Review
A Where can you do the following things in your community? D Draw a map showing the way from your school to a nearby restaurant. Then write the
directions. Read the directions to your partner and see if they can draw the map.
1. have lunch

2. get medicine

3. mail a letter

4. get cash

B Write questions you might ask at the places you wrote in A.

1.

2.

3.

4.

C Look back at the bank brochure on page 95. Read and decide which checking
account would be the best for each person.
1. Vim really wants an account with no service fee. He uses the ATM and doesn’t want to pay for
ATM transactions. He’s saving up to buy a truck, and he has some money in a money market
account. All of his accounts total over $30,000.
Which account is best for Vim? E Write sentences with adverbial clauses. Use before, after, or when.

1. I woke up. I made breakfast.

After I woke up, I made breakfast.
2. Mario likes to do his banking online and use the app on his phone. He uses direct deposit and
never goes to the ATM. He uses his debit card for most transactions.
2. I got some money out of the ATM. I bought some groceries.
Which account is best for Mario?

3. Mala finished work. She went to the movies.

3. Gloria and her husband want to buy a new house. They currently have $15,600 in the bank.
Gloria likes to go into the bank and speak with a teller, but her husband mostly uses the ATM
for deposits and withdrawals. 4. Luigi graduated from college. He got a job with a computer company.
Which account is best for Gloria and her husband?

I can ask for information. I can interpret charts and compare information. I can use map apps. I can identify daily activities.
Learner Log Learner Log
Yes No Maybe Yes No Maybe Yes No Maybe Yes No Maybe

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 Review Team Project
F Ask your partner why they like the city they live in. Write four reasons below.
Create a Community Brochure
Reasons my partner loves _________________ SOFT SKILL Active listening

Imagine that a new family has moved into your neighborhood and you want to tell them
all about your community. With your team, create a brochure about your community.

1. Form a team of four or five students. Choose a position for each member of your team.

Position Job Description Student Name(s)

Student 1: Check that everyone speaks English.

Leader Check that everyone participates.
G Write a short paragraph about your partner’s city. Use transitions. Student 2: Write information for brochure with
Writer help from the team.

Student 3: Design brochure layout and add

Designer artwork.

Students 4/5: Help writer and designer with

City Representatives their work.

2. Make a list of everything you want to include in your Active Listening

brochure, for example: information about the library, Listen carefully
banks, and other local services. Listen carefully while each
team is presenting. How is their
3. Create the text for your community brochure. presentation different than
yours? How is it the same?
4. Create a map of your community. Then create artwork for
your community brochure.
5. Present your brochure to the class.

H Share the paragraph with your partner. Have your partner point to the topic
sentence, support sentences, and conclusion sentence. Public sculptures, like The
Bean in Chicago, are great
places for people to meet in
I Write ten new words you learned in this unit in your notebook. Put them in towns and cities.
alphabetical order. Then look up the new words in a dictionary to see if the order was
correct. Write sentences to help you remember the most difficult words.

I can describe a place.

Learner Log
Yes No Maybe

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 Reading Challenge Giving Back
A Look at the photo. Where is Hakki? Why is he on the floor? What are the other people Born in a small village in Turkey, Hakki Akdeniz never imagined he would be able to help
in the photo doing? others one day. His life was difficult. He had to polish shoes and sell things on the street to
help support his family. Even though his life was challenging, he always dreamed of something
B What do you think this quote means? Write an explanation and then share with more.
a partner. 5 Luckily, he was able to move to Montreal, Canada, where his brother lived. There, he worked
in his brother’s pizzeria and learned the business. But he had bigger dreams than working for
“Don’t give to get, give to inspire others to give.”
someone else. So, at 21, even though he didn’t speak English, he moved to New York with $240
in his pocket. Again, life was tough, and he spent many homeless nights, sleeping in Grand
Central Station. After struggling for many years, he opened his first pizza shop in 2009. He
10 worked hard and opened a second shop in 2010. By 2016, he had a total of 7 pizzerias.
But Hakki never forgot what it was like to be poor. If he saw a homeless person on the
street, he gave them free pizza. He eventually started a weekly handout on West 34th Street,
giving out food and clothing. In 2012, hurricane Sandy hit New York City and he served the
C Read the text. neighborhoods pizza. When Hurricane Maria hit Puerto Rico in 2017, he organized a relief effort
15 and shipped tons of food, water, and supplies to the island. His Wednesday handout has grown,
D There are 5 examples of philanthropy in the reading. Underline and number them. serving 300-400 homeless people every Wednesday night. From Turkey to Canada and finally
Talk to your partner about a time when you were philanthropic. New York, Hakki has learned that when you help others, you also help yourself.

E A synonym is a word that has a similar meaning to Philanthropist Three-time World Pizza Spinning
another word. There are three synonyms for the word A philanthropist is someone who Champion Hakki Akdeniz shows off
“hard” in the reading. Find them and write them helps others, usually by donating his spinning talent.
below. money or physical items to
those in need. Do you know a
philanthropist? Do you think you
1. Line 2 are philanthropic?
2. Line 3
3. Line 8

F Hakki had some challenging experiences in his life. Write a short paragraph about a
hard experience in your life, using the synonyms above.

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 Life
ONLINE
Money In The Bank While You Watch
D Watch the video. Check (✓) the things Alex talks about doing online.

1. making friends 7. depositing checks

2. shopping for shoes 8. checking a bank account balance

3. ordering tacos 9. paying bills

4. playing video games 10. getting a debit card
5. buying shampoo 11. sending money to friends and family

6. signing up for a new credit card 12. searching for ATMs

E Watch the video again. Complete the tips with the words you hear.
1. Never sign in to your or enter your credit card number while using

UNIT VIDEO 1 UNIT VIDEO 2

public wi-fi.

2. Don’t give out your personal over email or text.

3. Don’t on links in emails or texts if you don’t know who sent them.

4. Use different for different websites.

5. Check your and bank account often to make sure there is nothing unusual.

After You Watch

Before You Watch F Read each sentence. Choose T if it is true and F if it is false.
A Look at the photo. What is the woman in the photo doing? What type of things do
1. In middle school, Alex wasn’t allowed to use the internet. T F
you think she is doing on her phone? Is it safe for her to be using her phone in the
subway? 2. Alex shops online and uses online banking because it’s convenient. T F

3. Alex says the internet is very dangerous. T F

B Check (✓) what is true for you. Then share your answers with a partner.
4. Seeing the lock icon next to a URL can help you decide if a website is safe. T F
1. I shop online. 4. I deposit checks online.
5. Two-factor authentication can help keep your information safe even if
2. I order food online. 5. I pay my bills online. someone has your password. T F
3. I check my bank account 6. I send money to my friends or 6. Alex says he won’t shop online or use online banking in the future. T F
balance online. family online.
G Work with a partner. Write three tips you can remember from the video. Do you follow
C You are going to watch a video with advice about how to keep your money and this advice in your own life? Is there anything you plan to do differently in the future?
information safe online. What tips do you think the video will give? Share with a partner.

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STAND OUT, 4E LEVEL 3: UNIT 4
 4
UNIT OUTCOMES

Our Community
Ask for information
About the Photo Interpret charts and Workplace Focus
The photo shows Coney Island compare information All lessons and units in Stand Out
with crowds enjoying its Use map apps include basic communication
amusement parks and rides. It is Identify daily activities skills and interpersonal skills
located in Brooklyn, New York. It Describe a place important for the workplace.
is also a neighborhood with large Compare careers in They include collecting and
banking
apartment buildings and a diverse organizing information, making
community. Many might think that Answer the questions. decisions and solving problems,
this is one photograph, and they The photo shows Coney and combining ideas and
would be surprised to know that Island, with crowds enjoying information.
its amusement parks
it is the result of Stephen Wilkes and rides. It is located in • In Lesson 6, students will
taking thousands of photographs Brooklyn, New York.
be introduced to a range of
over the course of a day. He puts 1. What can you see in the
picture?
careers in banking. They will
them together digitally to create 2. What do you think is also explore the job of bank
one photograph. This photograph

LESSON
the purpose of places tellers and learn to interpret
forms part of Wilkes’ Day to Night like this?
job ads.
3. What time of the day was
project. this picture taken at? • In the Team Project students
• Introduce the unit. Ask students
PLANNERS
4. Why do you think the practice the soft skill of
to discuss the meaning of crowds of people are there?
collaboration.
5. How do you think the
community in small groups. Then activities at Coney Island • Digital Literacy Tips in lessons
ask students to tell each other change as day turns to raise awareness of the benefits
something interesting about their night?
of using the internet for
Stand Out, Fourth own communities. banking and accessing library
• Ask students to look at the photo resouces.
Edition’s Lesson and describe what they see.
• Have students read the caption Resources
Planner provides and answer the questions. Discuss All resources for the unit are
answers as a class. centrally located on the Spark
teacher support, • Ask volunteers to read the unit platform and include: audio,
ideas, and guidance outcomes. video, multilevel worksheets,
digital literacy worksheets,
for the entire class. Life Skills Focus
In this unit, students will learn how
Online Practice, and Assessment
Suite.
to ask for information and interpret
charts and websites in order to 90 91
explore a community.

UNIT OUTCOMES GRAMMAR VOCABULARY EL CIVICS CASAS ELPS CCRS

• Ask for information • Information • Banking The skills students Lesson 1: 0.1.2, 0.1.5 • S1: Construct meaning from oral presentations and literary RI6, RI7, RI8, W6-8, SL8,
• Interpret charts and compare questions • Library learn in this unit can be Lesson 2: 1.8.5, 2.5.6 and informational text through-level appropriate listening, L6, L8
information • Imperatives • DMV applied to the following Lesson 3: 2.2.1, 2.2.5 reading, and viewing.
• Use map apps • Adverbial clauses EL Civics competency Lesson 4: 7.2.6 • S2: Participate in level-appropriate oral and written exchanges
• Directions
with before, after, areas: Lesson 5: 7.2.6 of information, ideas, and analyses, in various social and
• Identify daily activities
and when • Communication Lesson 6: 4.8.1, 6.7.2 academic contexts, responding to peer, audience, or reader
• Describe a place Team Project: 4.8.1,
• Editing • Civics, family, and comments and questions.
• Compare careers in banking 4.8.5
community resources • S3: Speak and write about level-appropriate complex literary
Reading Challenge: and informational texts and topics.
• Consumer education
0.1.2, 0.1.5
• S5: Conduct research and evaluate and communicate findings
to answer questions or solve problems.

90 UNIT 4 UNIT 4 91

SO4e_LP_L3_U4_P2.indd 12-13
Introduction 1 min. 23/12/22 3:15 PM

State the objective: Today, we will ask for information

At-A-Glance
• Standards Prep
correlations for CCRS, using information questions.
CASAS, EL Civics, and ELPS are • At-A-Glance Lesson Openers • Suggested Activities go
Goal: Ask for information
identified for each lesson. Presentation 1 10–15 mins.
provide instructors with information beyond what is shown in the
Grammar: Information questions Ask students to look at the photo of the post office
Pronunciation: Rising and falling intonation and discuss what type of things you do there. Then on everything that will be taught text providing teachers with
• Academic Strategy: Focused listening
Pacing Guides ask them to close their books, take out a piece of in the lesson. Included: overview, ideas for additional lesson plans.
Vocabulary: DMV, checking account, car registration, paper, and number it 1–6. Tell them to listen for the
with
classcolor-coding
registration help with tasks Gloria needs to do. Play the audio for A. Have Unit Outcomes, Life Skill Focus,
planning • Teacher Tips provide point-of-
Agenda by giving instructors students write down the six tasks. Play the audio Workplace Focus, Resources,
suggested
Identify thingsdurations
to do. for each several times, pausing as necessary. After students
Grammar, Vocabulary, Digital use pedagogical comments and
36 have written down the six tasks, have them open their 37
activity and ainformation
Ask and answer selection of activities
questions. books and compare their lists to Gloria’s to-do list. Literacy Tips info, Soft Skills info. best practices.
forUse rising and class
varying falling intonation.
lengths.
Write questions. Practice 1 10–15 mins.
Complete information conversations.
 LESSON

1 Places in Your Community At-A-Glance Prep

Presentation 1 10–15 mins.
Ask students to look at the photo of the post office
and discuss what type of things you do there. Then
GOAL Ask for information
ask them to close their books, take out a piece of
Goal: Ask for information paper, and number it 1–6. Tell them to listen for the
Grammar: Information questions tasks Gloria needs to do. Play the audio for A. Have
Pronunciation: Rising and falling intonation students write down the six tasks. Play the audio
Academic Strategy: Focused listening several times, pausing as needed. After students
A Gloria and her family are new to the community. Read her list of things to do. Where Vocabulary: DMV, checking account, car registration, have written down the six tasks, have them open their
does Gloria need to go for each one? Listen and write the names of the places. class registration books and compare their lists to Gloria’s to-do list.
Agenda
The Post Office at Practice 1 10–15 mins.
Identify things to do.
the James A. Farley
Building in New York City Ask and answer information questions. A Gloria and her family are new to the
(fragment) Use rising and falling intonation. community. Read her list of things to do.
Write questions. Where does Gloria need to go for each
Complete information conversations. one? Listen and write the names of the
Make a to-do list. places.

LP 3 LP 4
Have students work in pairs to fill in Gloria’s list after
Pacing they listen to the audio again. Check answers as a
1.5 hour classes 2.5 hour classes class.
3+ hour classes
Listening Script
Standards Correlations Gloria is new to the community. First of all, she needs
CASAS: 0.1.2, 0.1.5 to go to a bank to open a checking account, so she
CCRS: RI / RL.7.1, W / WHST.6-8.4, SL.8.1.a, SL.8.1.c, SL.8.1.d, L.8.6 can pay her bills. Second, she needs to go to the
ELPS: Department of Motor Vehicles to register her car and
S1: Construct meaning from oral presentations and literary and renew her driver’s license. For now, she will need to
informational text through level-appropriate listening, reading, use public transportation, but she doesn’t know where
and viewing. to get a bus schedule. She’ll have to ask at the bus
S2: Participate in level-appropriate oral and written exchanges station. Also, she would like to take some ESL classes
of information, ideas, and analyses, in various social and academic to improve her English. There is a community college
contexts, responding to peer, audience, or reader comments and
1. Find a place for my children to play sports Department of Parks and Recreation nearby; maybe she could try there. Her children would
questions.
like to play sports, so she needs to find a place for them
2. Register for an ESL class community college to do that. Perhaps she can call the Department of
Warm-up and Review 5–10 mins. Parks and Recreation. Finally, her husband needs to
bank Write community resources on the board. Ask students mail some packages to his family back home. She has
3. Open a checking account what it means. Go over some examples with them. used the local mail store before, but she would like to
4. Register my car and get a new license Department of Motor Vehicles find the nearest post office instead.
Workplace Focus
post office Exercise A: Complete tasks as assigned; B DEMONSTRATE Practice the conversation
5. Mail some packages back home Exercise B: Interact appropriately with team with a partner. Use the information in A to
bus station members. make new conversations.
6. Pick up some bus schedules
Go over the conversation as a class and show
Introduction 1 min.
students how to substitute information by
B DEMONSTRATE Practice the conversation with a partner. Use the information in A to State the goal: Today, we will ask for information
modeling this with several students. Then have
make new conversations. using information questions.
students practice on their own.

Student A: Where can I get a new driver’s license? DMV Evaluation 1 5 mins.
DMV = Department of Motor Vehicles Observe the activity. Ask volunteers to demonstrate
Student B: At the DMV. the conversation for the class.

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 Workplace Focus Evaluation 2 10–15 mins. C Study the chart.
Exercises C, D: Complete tasks as assigned; Walk around the classroom and listen to students
Exercise E: Interact appropriately with team practice their intonation. When students have
Information Questions
members. finished, ask for volunteers to ask and answer the
questions for the class, emphasizing intonation as Where is the bank?
Presentation 2 5–10 mins. they do so. Location How far is the school from here?
What is the address?
C Study the chart.
Have students read the Life Online tip. When does the library open?
Present the basic formation of information
Ask students what type of information Time What time does the restaurant close?
questions to students. Ask them to help you think
can be researched online (bus schedules,
of questions that aren’t in the chart. Write students’ How often do the buses run?
store opening times, library services, etc.). List it
ideas on the board.
on the board. Ask them why it is faster to research Cost How much does it cost?
BEST PRACTICE online. Ask students how you can research
information. List the tips on the board. Ask
Presenting grammar students to research one of the items they listed D Match the questions you ask local businesses with the answers.
You will often present students with an aspect of and get class feedback. Which information could you find online?
grammar; however, you will not present all of the
rules associated with that aspect. For many students, g 1. How often do the buses run? a. We open at 10 a.m.

LP 5 LP 6
it can be overwhelming to be presented with too
much information at once. In many cases, students Instructor’s Notes f 2. Where’s your restaurant? b. It’s about five miles away.
only need the basics to complete the task at hand. The
information presented to students in the Student’s h 3. How much does it cost? c. We close at 10 p.m.
Book is enough for them to complete the assigned
tasks. They will get additional practice and rules in the e 4. What’s his address? d. We’re open from 10 a.m. to 6 p.m. on Sunday.
multilevel worksheets for Unit 4, Lesson 1 on the Spark
platform. c 5. What time do you close? e. His address is 71 South Pine Avenue.
In this lesson, students will practice asking and
answering information questions, an aspect they were
b 6. How far is the store from here? f. It’s on the corner of 7th and Pine.
exposed to in Unit 3. Point out that certain verbs are
used with certain types of information. For example, a 7. When do you open? g. They run every 20 minutes.
be is often used in questions pertaining to location.
d 8. What time do you close on Sunday? h. It costs $50 to service your computer.
Practice 2
Life
10–15 mins.
It is usually faster to research information on your cell phone or
D Match the questions you ask local ONLINE computer.
businesses with the answers. Which
information could you find online?
Go over the directions with students and do the first E Practice asking and answering the questions in D Information Questions
item as a class. Check the answers as a class and with a partner.
have students share which ones could probably be What time does the bank open?
found online.
How much does it cost?
E Practice asking and answering the
questions in D with a partner. What is the address?
Point out the intonation patterns in the chart and
have students practice them as a class, then call
on individuals. Have students practice asking and
answering the questions with a partner. Make sure
they take it in turns asking questions.

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 F DETERMINE Write questions Gloria needs to ask local businesses to match the Workplace Focus
answers below. Exercises F, H: Complete tasks as assigned; Instructor’s Notes
Exercise G: Interact appropriately with team
1. What time does the bank open? The bank opens at 9:00 a.m. members.

2. How much does a driver’s license cost? A driver’s license costs $39. Presentation 3 5–10 mins.

3. How far is the library from here? The library is about a mile from here. Practice 3 15–20 mins.

4. How often do the trains run? The trains run every ten minutes. F DETERMINE Write questions Gloria
needs to ask local businesses to match the
5. When can you return books? You can return books anytime. answers below.
When students have finished, have them compare
6. Where is the DMV? The DMV is at 112 Main Street.
their questions with a partner. If they get ideas for
7. Where is the children’s book section? The children’s book section is upstairs. additional questions from their partner, tell them
to write them down. Select a few students to write
their information questions on the board. Go over
G Complete the conversations with a logical question or answer. Practice the them as a class.

LP 7 LP 8
conversations with a partner. Answers will vary.
Evaluation 3 5–10 mins.
Conversation 1 Have students walk around the classroom and
Student A: Good morning. This is Food Mart. practice asking the questions they wrote. Have
them only ask one question per classmate, so that
Student B: Hello. When do you open? they talk to at least seven classmates.

Student A: We’re open now. Go to the Spark platform for suggestions on

promoting digital literacy. If you are teaching
Student B: Great! Thank you. online, the digital literacy worksheet on video
calling could be useful.
Conversation 2
Application 10–20 mins.
Student A: Thank you for calling The Book Stop. How can I help you?
G Complete the conversations with a
Student B: What is your address? logical question or answer. Practice the
Student A: 4635 Broadway. conversations with a partner.
Ask volunteers to perform their conversations for
Student B: And when do you close? the class.
Student A: Answers will vary. H APPLY Write a to-do list like the
Student B: Thanks! one Gloria made in A in your notebook.
Write the place where you can go in your
community to get the task done. Also,
H APPLY Write a to-do list like the one Gloria made in A in your notebook. Write the
write some questions to ask.
place where you can go in your community to get the task done. Also, write some
Have volunteers write their questions on the board.
questions to ask. Answers will vary. Then have students practice asking one another the
questions they wrote about community resources.
To-do Place Questions
get information about ESL adult education center When do classes start?
classes Where is the school?

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 Introduction 5–10 mins. LESSON
The Bank, the Library, and the DMV
At-A-Glance Prep Write bank, DMV, and library on the board. Ask
students what they can do at each of these places. 2 GOAL Interpret charts and compare information
State the goal: Today, we will interpret charts and
Goal: Interpret charts and compare information compare information.
Academic Strategies: Making inferences,
reading charts Presentation 1 10–15 mins.
Vocabulary: ATM, secure banking, minimum
deposit, average daily balance, online banking, A Discuss the following banking words A Discuss the following banking words with your classmates and teacher.
debit card, minimum daily balance, unlimited, with your classmates and teacher.
ebooks, audiobooks, magazines, movies, elearning, Have students discuss the words in the box with a ATM debit card minimum deposit secure banking
research,career help, digital library, library card, partner or in small groups. Ask volunteers to give average daily balance minimum daily balance online banking unlimited
branch, online / digital resources, pop up, valid, you an example or definition of each term.
permit, renewal, replacement
B Riverview Bank offers three kinds of
Agenda B Riverview Bank offers three kinds of checking accounts. Interpret the website below.
checking accounts. Interpret the website
Talk about bank services.
below.
Talk about library services. Riverview Riverview Riverview
Go over the information with students. Make Total Secure Premier Plus

LP 9 LP 10
Talk about DMV services. sure they understand the term waived. Ask them Checking Banking Checking
Create an information sheet. questions to make sure they understand, such as: With a Riverview bank account, you’ll enjoy state-of-the-art online banking and
Pacing What is the service fee for "Premier Plus Checking" if world-class customer service.
you keep a $15,000 average daily balance? Can you
1.5 hour classes 2.5 hour classes Access to Riverview ATMs yes yes yes
get checks with "secure" banking?
3+ hour classes Online Banking, Online
Bill Pay, and Mobile Banking yes yes yes
Practice 1 10–15 mins.
Standards Correlations Fees waived at
CASAS: 0.1.2, 0.1.5, 1.8.3, 2.5.6, 7.4.8 C Practice asking questions about the non-Riverview ATMs no no yes

CCRS: RI / RL.6.4, RI.6.7, RST.6-8.7, RI / RL.7.1; W / WHST.6-8.4, bank information above with a partner. Debit card yes yes yes
W.7.7; SL.8.1.a, SL.8.1.c, SL.8.1.d; L.8.6 Have students take turns asking and answering Fees waived for checks no no paper checks yes
ELPS: the questions. Encourage them to think of other
S1: Construct meaning from oral presentations and literary and questions to ask about the different accounts. Monthly service fee $12 $4.95 $25
informational text through level-appropriate listening, reading, (fee waived if $500 in (fee waived if $15,000
electronic deposits per month total balance)
and viewing. D DECIDE Listen to each person talk or $1,500 balance)
S2: Participate in level-appropriate oral and written exchanges
of information, ideas, and analyses, in various social and academic
about their banking habits. Decide which
contexts, responding to peer, audience, or reader comments and account above would be best for each one
questions. of them. C Practice asking questions about the bank information above with a partner.
S7: Adapt language choices to purpose, task, and audience when Play the audio. Have students discuss in pairs.
speaking and writing. 1. Can you do online bill pay with the account?
Note: Listening script is on the next page.
2. What is the monthly service fee for the account?
Workplace Focus Evaluation 1 5 mins.
Exercise C: Interpret and communicate Observe students as they practice asking and 3. Do you get a debit card with the account?
information. answering the questions in D.
4. Can you use non–Riverview ATMs for free with the account?
Warm-up and Review 5–10 mins.
You can play the Money in the Bank
Review Lesson 1 by calling out the name of a place video at the end of the unit to learn D DECIDE Listen to each person talk about their banking habits. Decide which account
and asking a volunteer to come up with a question
to ask about it. For example:
about useful bank tips, including above would be best for each one of them.
two-factor authentication and recognizing scams
Teacher: post office
Student: What time does it open?
to introduce students to issues with online
banking.
Life Watch the video at the end of the unit to learn about useful bank tips,
ONLINE including two-factor authentication and recognizing scams.

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 E INFER Look at the Seal Beach Library website. Listening Script Practice 2 5–15 mins.
1. I really need an account with no service fee. I’m
F You can use many of the library
saving up to buy a car and so far, I have over
$15,000. I like to do all of my banking online and on services without going into the library.
my phone, so I rarely go into the bank. I do go to the If you wanted to find information on each
ATM a lot, so I hope I can find an account with no of the following, what tab would you click
fees for ATM transactions. But if I can’t, I don’t mind in E?
going to the bank where my account is to use the Elicit the meaning of the words in the tabs at the
ATM. I’m willing to transfer all of my accounts over top of the website. Explain the words and the
to one bank if I can find one that I like. functions of the tabs students don’t know. Have
2. I’d like to find a new local bank to do my banking them complete the activity, then check their
with. I saw Riverview Bank right down the street answers in pairs.
from my house and thought it might be a good
fit. I’m looking for an account where I can directly Evaluation 2 10–20 mins.

deposit my $1,500 paychecks each month. I almost Go over the answers as a class.
never go to the ATM because I like to go inside and G Find your local library online. Do they
get my cash from the bank teller. I do want to make
offer the same digital resources?

LP 11 LP 12
sure that I can get a debit card with my account
because that’s how I make most of my purchases. Ask students to find their local library online. In
pairs, have them compare the options available. Ask
3. We need a new bank for our small business. I want if they are the same or different. Discuss as a class
to keep our small business account separate from which options students would like to use.
our personal accounts. It’s important that we are
able to get checks for our business. We also do lots
of ATM transactions around the country, so I don’t Instructor’s Notes
want to pay any ATM transaction fees. Online and
mobile banking are also important to us. I hope
that Riverview Bank has an account that will suit
our needs.
F You can use many of the library services without going into the library. If you wanted
to find information on each of the following, what tab would you click in E? Presentation 2 10–15 mins.
Ask students the following questions: Do you like
1. Find out more about the US government. Research to go to your public library? What can you do at a
library? Have students turn to page 96 and look at
2. Listen to To Kill a Mockingbird by Harper Lee. Audiobooks the images on the website. Ask them what sort of
information they might find on this website.
3. Read your local newspaper. News
E INFER Look at the Seal Beach Library
4. Practice job interview techniques. Career Help website.
Ebooks Ask students not to use dictionaries for words they
5. Find a textbook and read it online.
don’t understand. Have them read the information
6. Watch a movie with your grandchildren. Movies more than once if they need to. Help them make
inferences about the words they do not understand.
7. Get help writing a resume for a new job. Career Help

8. Learn a new language. eLearning

G Find your local library online. Does it offer the same digital resources?

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 Workplace Focus waiting to be helped. However, nowadays, long H Have you been to the DMV in your city? If so, why did you go there? Did you have to
Exercises H, I: Complete tasks as assigned; waiting lines at the DMV have been eliminated by
pay for services? Look at the chart of DMV fees below.
Exercise J: Interact appropriately with team members. many online services.

Presentation 3 10–15 mins. Type Fee

H Have you been to the DMV in your city? Instructor’s Notes Driver’s license $48
If so, why did you go there? Did you have Learner’s permit (valid for 18 months) $32
to pay for services? Look at the chart of New
DMV fees below. State ID card $28
Go over the chart with students, helping them
understand each type of fee. Have students share Senior citizen (65 or older) ID card no fee
their experience with the DMV and the services they
have used.
Driver’s license $48
Renewal
State ID card $28
Practice 3 5–10 mins.

I Read about each person below and

Driver’s license $25

LP 13 LP 14
write how much they will have to pay. Replacement Learner’s permit $22
Remind students to read each statement carefully.
Tell them to complete the activity individually. State ID card $18

Evaluation 3 10–15 mins.

Have students share their answers with a partner, I Read about each person below and write how much they will have to pay.
then go over the answers as a class.
1. Enrico needs to get a new state ID card. $ $28
Application 10–20 mins.
2. Liza lost her learner’s permit, and she needs to get a new one. $ $22
J CREATE Choose one place in your
community: a bank, a library, or the 3. Feng’s driver’s license expired, and he needs to get a new one. $ $48
DMV. In a small group, create a one-page
information sheet. 4. Aina and Claudia just learned how to drive, and they both need to get new driver’s
Put students in small groups. Get the class started licenses. $ $48 each / $96
by brainstorming a few ideas together.
5. Gertrude is 65 and needs to get a state ID card. $ $0 / no fee / free
BEST PRACTICE
DMV (Department of Motor Vehicles) J CREATE Choose one place in your community: a bank, a library, or the DMV. In a
Explain to students that each state in the U.S. has a small group, create a one-page information sheet.
DMV or Department of Motor Vehicles. A local office
can be found in nearly every large city or at least in The Provincetown Public Library in
every part of the state. Provincetown, Massachusetts is a historical
Tell students that the DMV handles vehicle registration building at the center of the community.
and driver licensing. It is also responsible for giving
tests for driver’s licenses; keeping driving records, bills
of sale, and car titles; and selling license plates.
Point out that everyone who wants to operate a car,
motorcycle, or truck in the United States will need to
visit their local DMV. There are usually many customers

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 About the Photo While you watch
This photo shows a girl using
her cellphone in the subway.
The photo highlights the activity
Life
ONLINE
Money In The Bank While You Watch
D Watch the video.
Check (✓) the things Alex
of an individual in the middle D Watch the video. Check (✓) the things Alex talks about doing online. talks about doing online.
of rush hour. The photo was ✓ 1. making friends ✓ 7. depositing checks Ask students to read the options.
taken by Gab Mejia, a Filipino ✓ 2. shopping for shoes ✓ 8. checking a bank account balance Clarify any doubts. Then ask
conservation photographer, 3. ordering tacos ✓ 9. paying bills students to check the options as
environmental storyteller, they watch the video.
4. playing video games 10. getting a debit card
and engineer. He is a National
Geographic Explorer and is
✓ 5. buying shampoo ✓ 11. sending money to friends and family
E Watch the video again.
also an Emerging Fellow in 6. signing up for a new credit card 12. searching for ATMs Complete the tips with the
the International League of
E Watch the video again. Complete the tips with the words you hear.
words you hear.
Conservation Photographers. He Have students read the items
1. Never sign in to your bank account or enter your credit card number while using
works on stories that describe public wi-fi. and try to guess the missing
how nature and culture are

LP UNIT VIDEO 1 LP UNIT VIDEO 2

2. Don’t give out your personal information over email or text. words. Then ask students to
intertwined. watch again and check or
3. Don’t click on links in emails or texts if you don’t know who sent them.
correct their guesses.
Before You Watch 4. Use different passwords for different websites.
credit card
A Look at the photo.
5. Check your and bank account often to make sure there is nothing unusual.
After you watch
After You Watch
What is the woman in the Before You Watch F Read each sentence.
F Read each sentence. Choose T if it is true and F if it is false.
photo doing? What type of A Look at the photo. What is the woman in the photo doing? What type of things do Choose T if it is true and F
things do you think she is you think she is doing on her phone? Is it safe for her to be using her phone in the
1. In middle school, Alex wasn’t allowed to use the internet. T F
if it is false.
doing on her phone? Is it subway? 2. Alex shops online and uses online banking because it’s convenient. T F
Ask students to read the items
safe for her to be using her B Check (✓) what is true for you. Then share your answers with a partner. Answers will vary.
3. Alex says the internet is very dangerous. T F
and decide if they are true or
phone in the subway? 1. I shop online. 4. I deposit checks online.
4. Seeing the lock icon next to a URL can help you decide if a website is safe. T F
false. Do a class check.
Ask students to look at the 5. Two-factor authentication can help keep your information safe even if
2. I order food online. 5. I pay my bills online.
photo and discuss the questions
someone has your password. T F G Work with a partner.
in pairs. Elicit answers to the
3. I check my bank account
balance online.
6. I send money to my friends or
family online.
6. Alex says he won’t shop online or use online banking in the future. T F Write three tips you can
questions from students. G Work with a partner. Write three tips you can remember from the video. Do you follow
remember from the video.
C You are going to watch a video with advice about how to keep your money and this advice in your own life? Is there anything you plan to do differently in the future? Do you follow this advice
B Check (✓) what is true information safe online. What tips do you think the video will give? Share with a partner.
in your own life? Is there
Answers will vary. Answers will vary.
for you. Then share your anything you plan to do
answers with a partner. differently in the future?
Ask students to check their Ask students to write tips they
preferences. Then, in pairs, have remember individually. Then, in
116 LIFE ONLINE 117
students compare their answers. pairs, ask students to discuss the
questions and identify things
C You are going to watch
that they will do differently in
a video with advice about video and then share their ideas the future. Elicit what things
how to keep your money in pairs. students will do differently
and information safe Download digital literacy and write them on the board.
online. What tips do you worksheets from Teacher As a class, decide which are the
think the video will give? Resources on the Spark platform most popular ideas.
Share with a partner. to help raise awareness of issues
Have students predict what related to online safety.
they think they will see in the

116 UNIT 4 LIFE ONLINE 117

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 Stand Out 3: Unit 4, Lesson 3 Name:
LEVEL A WORKSHEET 1 Date:

Giving Directions DIGITAL LITERACY WORKSHEET

LEARNING

A Circle the correct imperative to complete the directions. Video Calling

Find the Differences
1. Go / Make a left on the next street.
STUDENT A
2. Go / Make south on 405.
D Work with a partner. You each have a different picture below. Take turns describing your

LEVEL A
picture and write down any differences between the pictures. (There are at least eight.)
3. Take / Make the interstate to the first exit. Don’t look at your partner’s picture!

4. Take / Turn right on First Avenue. DIGITAL LITERACY WORKSHEET

LEARNING

5. Turn / Go five blocks until you hit the stop sign. Video Calling
6. Go / Take to the end of the street. A Read. Match the words in bold to the correct definitions.

MULTILEVEL
7. Make / Turn a right on Creation Lane.
Today, many of us have video calls for work or school. What can you do to look your best
and be polite during these calls? Here are some tips:
8. Go / Take left at the corner of Harbor and Wilson. Before the Call
• Check your internet connection and make sure your microphone and camera are
Stand Out 3:isUnit
your4,favorite
Lesson 3restaurant? Draw a map that shows
Name:

WORKSHEETS
B Where the directions. Put in street working.
• Check your background. Is there anything you don’t want people to see? Sit in a quiet
names
LEVEL and useful landmarks.
B WORKSHEET 1 Ask your teacher if you need help.
Date: place, away from family members or roommates if possible.
• In settings, you can blur your background so it is difficult to see what is behind you.
Directions to My Favorite Restaurant
Giving Directions
You can also add a virtual background so people will see a picture instead.
• To look your best, make sure you have light on your face, not behind you. Put your
camera at the same level as your eyes or higher.

Multilevel Worksheets A Complete each of the following directions with the correct imperative. There may be
more than one correct answer.
During the Call
• Stay on mute while others are speaking so you don’t add any noise to the call.
• Use the chat to ask questions or make comments without interrupting the speaker, or

are available for every go make take turn

use reactions, like raising your hand, to quietly get the speaker’s attention.
• If the host of the call puts you in a breakout room, join the room as quickly as possible.
If you don’t know everyone in the room, introduce yourself!
level and unit of 1. a left on the next street.
DIGITAL LITERACY WORKSHEET

LEVEL B
1. internet connection a. small pictures or emojis you can show on your screen during

Stand Out and offer 2. south on 405.

Video Calling Review
2. background
a video call to communicate
LEARNING without speaking

b. the part of an image that is behind the main person or thing

three levels of multi-

3. settings
3. the interstate to the first exit. c. become part of a group
4. blur
A Look at the pictures and write the words.
d. what allows a computer, tablet, or phone to go online
4. right on First Avenue.
level classroom use or 5. five blocks until you hit the stop sign.
chat end call microphone
5. virtual background
video
6. interrupt
e. part of a video call where you meet in smaller groups
© Cengage Learning, Inc. Video Calling 3
f. the place in a program or device where you can change the

homework (A = Low, C Now write the directions from your school to the restaurant or from your house to the
6. to the end of the street.
restaurant. Ask your teacher if you need help.
7. reactions

8. host
way it works or how it looks

g. the person who leads or controlsStandOut_4e_SB3_Digital_Worksheet_01_P03.indd

the video call 3 27/12/22 11:46 AM

B = Middle, C = High) 7. a right on Creation Lane. 9. breakout room

10. join
3. h. a picture you can show as your background during a video call

i. say something while someone else is speaking

enabling teachers to 8. left at the corner of Harbor and Wilson. 1. 4. j. make unclear or difficult to see

B Where
Out 3:isUnit
your4,favorite
Lesson 3restaurant? Write at least five sentences
Name: with the directions from
manage groups of
DIGITAL
Stand 2.
your school to the restaurant or from your house to the restaurant. Ask your teacher if
LEVEL C WORKSHEET
you need any help. 1 Date: © Cengage Learning, Inc. Video Calling 1

learners at varying
levels of language
Giving Directions
Copyright © National Geographic Learning, a part of Cengage Learning
Stand Out 3 Multilevel Worksheets

A Complete each of the following directions with the correct imperative. There may be
Giving Directions 1
B
StandOut_4e_SB3_Digital_Worksheet_01_P03.indd 1

Choose the correct word to complete each sentence. Icons

An icon is a small
WORKSHEETS
27/12/22 11:46 AM

competence. more than one correct answer. 1. To start / end a video call, click “New Meeting.”

2. While the teacher is talking, I microphone / mute myself so I don’t make

picture on a device
that you can click on
to do something. For

New digital worksheets align

example, this icon
1. Make a left on the next street. any noise. means Wi-Fi:

3. To unmute yourself, click the chat / microphone at the bottom of the screen.
2. Route 73 south.

3. the interstate to the first exit.

4. Click the red phone icon to end / turn on the video call.

5. Habiba always keeps her video / microphone on during class so her teacher can see that she is
with digital literacy and
listening and paying attention.
workforce objectives.
LEVEL C 4.

5.
right on First Avenue.

the Route 110 by-pass. C

6. We use the video / chat to ask questions in class without interrupting the speaker.

Discuss the questions in small groups. Students gain practice in

1. Do you have video calls for school or work? What about with your friends or family?
6. five blocks until you hit the stop sign.
2. During your video calls, how do you mute or unmute yourself? Is there a chat you can use? How
do you end the video call?
real-world digital strategies
7. to the end of the street.

8. exit 42B.
3. During video calls, when do you mute or unmute yourself? Do you always have your video on?
Do you use the chat? If yes, when do you use it?
and skills that they will use
in achieving their academic,
© Cengage Learning, Inc. Video Calling Review 1
9. a right on Creation Lane.

10. . left at the corner of Harbor and Wilson.

Copyright © National Geographic Learning, a part of Cengage Learning
StandOut_4e_SB3_Digital_Worksheet_01_P03.indd 1 27/12/22 11:46 AM

professional, and life goals.

11.3. Multilevel Worksheets south on 405.
Stand Out Giving Directions 1

B Where is your favorite restaurant? Write at least eight sentences with the directions
from your school to the restaurant or from your house to the restaurant. Use at least
four different imperative expressions. Use prepositions of location.

ANNOTATED PAGES FROM

52 ELTNGL.com/StandOut 53
STAND OUT, 4E LEVEL 3: UNIT 4
 Scope and Sequence

NEW STAND OUT UNIT

LESSON
1
LESSON
2
LESSON
3
LESSON
4
LESSON
5
LESSON
6

LITERACY FOUNDATIONS PRE-UNIT

Welcome
Alphabet

Greetings
Numbers 0–9

Phone numbers
Classroom instructions

A communicative foundational Page 2

literacy program for adults Life Online Video: Am I a Letter?

1
First and last name Greeting cards Address Nationality Family relationships Review

Letter: Upper and Introductions Letter: Upper and Letter: Upper and lowercase m Letter: Upper and lowercase r Letter: Upper and lowercase a (cat)
lowercase n lowercase (wh) w
Letter: Upper and Words: from Words: this Words: live, first, last
Personal Words: name lowercase h Words: where, what
Information Words: happy
Page 22

To prepare learners for success in a mainstream

2
ESL classroom, the new Literacy Foundations level Introductions Classroom instructions My classroom Schedules / Times Calendar / Days of the week Review

Letter: Upper and Letter: Upper and Letter: Upper and Letter: Upper and lowercase s Letter: Upper and lowercase d Letter: Upper and lowercase a (day)
builds on the decoding skills adult students have lowercase f, fr, fl lowercase p lowercase c, ck
Words: at Words: my, your Words: go, school, you
The Classroom Words: friend Words: please Words: on, in
already developed while teaching contextualized Page 54

foundational skills and language.

3
Scope and Sequence
Shopping Shopping list Restaurant Recipe Meals Review

Letter: Upper and Letter: Upper and Letter: Upper and Letter: Upper and lowercase k Letter: Upper and lowercase l Letter: Upper and lowercase e, ea, ee
lowercase b lowercase ch lowercase s
Words: want Words: for, eat Words: meal, cook, cut
Food Words: buy, like Words: need Words: and
Page 86 LESSON LESSON LESSON LESSON LESSON LESSON
UNIT
1 2 3 4 5 6

4
Clothes Colors Shopping Sizes Ads / Prices Review

Letter: Upper and Letter: Upper and Letter: Upper and Letter: Upper and lowercase e Letter: Upper and lowercase v Letter: Upper and lowercase a
lowercase sh lowercase y (yellow), bl lowercase t (extra)
Words: how, much Words: the, wearing
Shopping Words: too Words: red, blue, black Words: how, many Words: small, large
Page 114
vi SCOPE AND SEQUENCE SCOPE AND SEQUENCE vii

5
Cities / Places Directions Transportation Housing Housing ads Review
StandOut_4e_64675_SBLit_FM_ptg01.indd 6-7
Letter: Upper and Letter: Upper and Letter: Upper and Letter: Upper and lowercase y Letter: Upper and lowercase th Letter: Lowercase ou
lowercase c lowercase r lowercase tr (happy) (three)
Words: have, has
Community Words: corner, of Words: turn, left, right Words: by, work Words: yes, no Words: with
Page 142

6
Scope and Sequence
Healthy habits Colds Illness Doctor’s office Medicine Review

Letter: Upper and Letter: Upper and Letter: Upper and Letter: Lowercase -ing Letter: Upper and lowercase i (pill) Letter: Lowercase long vowels
lowercase s lowercase o lowercase ch (ache)
Words: who, next Words: some, take Words: am, are, is
Health Words: day, week Words: feel, maybe Words: can’t, later,
LESSON LESSON problem LESSON LESSON LESSON LESSON
Page
UNIT170
1 2 3 4 5 6

Life Online Video: Should You Click It?

7
Jobs Job history Job duties Following instructions Evaluations Review
Letter: Upper and Letter: Upper and Letter: Upper and Letter: Upper and lowercase g Letter: Upper and lowercase o (hot) Letter: Upper and lowercase j
lowercase er, ar lowercase ir, or, ur lowercase u
Words: big, job Words: good, comes Words: don’t, doesn’t
Work Words: great, manager Words: was, do Words: but, don’t, work
Page 200

8
School Daily schedules People in my community Educational plans Goals Review
Review: c, cl, p, pr, s, st, t Review: ch, f, l, m, w, y Review: b, l, m, n, r, y Vowels and schwa Review: c, ch, s, sh Review: er, or, ur, u, g, o, j
Words: then, right Words: plans, now, will
Lifelong
“ I like the emphasis on the similar letters and sounds embedded Learning
viii SCOPE AND SEQUENCE SCOPE AND SEQUENCE ix
in context…this is authentic, helpful, and immediately relevant.” Page 228

StandOut_4e_64675_SBLit_FM_ptg01.indd 8-9

Maria Manikoth, ESOL Instructor, Evergreen Goodwill Job Training and Appendices

Review 1 Page 256

Education Center
Review 2 Page 258

Writing Practice Page 260

“ I like the progression of the lesson…I like that the visuals are Alphabet Page 262

clear and easy to understand.” Word Practice Page 264

54 Karin Bates, Curriculum and Training Specialist, 55

Intercambio Uniting Communities
 Builds on decoding skills adult
students have already developed

Highly focused
lessons systematically
present one to two
targeted letters,
consonants, vowels,
and high-frequency
sight words to build
skills in a manageable
approach

Interactive lessons
ensure that students
are practicing their
English skills while Lesson Planners with
building their instructional guidance and
literacy skills support enable instructors of
all levels to deliver interactive
and dynamic lessons

56 57
 Unit Outcomes
Letters: n, h, wh, w, m, r, a
Words: name, happy, where,
what, from, live, first, last, this

Using the Image

1 Personαl Informαtion
BEST PRACTICE
Topic Check
When teaching how to share
personal information, be mindful
of the fact that students may have
special characters or different
capitalization patterns in their names.
The opening pages of each unit Get into the habit of checking in with
give students an opportunity to the class and thinking about whether
understand the context of the there are specific details related to
unit and to discover what they your students that you should be
may already know. Recognizing adding into the instructional flow.
contexts and formats is a reading You know your students’ needs best!
skill, even if students can’t read
the full contents. This is also a
good moment for you to notice BEST PRACTICE
what students may already know. Building Book Fluency
Write the following words on the The Welcome Unit does not have
any student direction lines. Stand
board: name tag, driver’s license,
Out Literacy Foundations gradually
phone. Have students pronounce
increases what is asked of students
each word as you point to it. Then
in the activities to move them
practice pointing to the picture
towards the level of activities in
of each item in the book. Do a
Stand Out Basic; now, students
listening exercise in which you are being exposed to eight target
say the word and students point. high-frequency instruction words,
Reverse the exercise by pointing supported by icons. Remind them
and having students say the words. that they can see a key for these in
Repeat the exercise above with the inside front cover. In Unit 2, the
more specific information about icons that support the meaning will
each item, adding these words to start to appear less frequently, and
the board: name, address, phone eventually they will disappear. While
Teacher Notes
we work on target letters and words,
number. Ask students to point to Point to the cell phone. Point to the address.
we also want to build students’ skills
the parts of the picture where they Point to the driver’s license.
to interact with material in a more
may see these items. There may be 22 number
twenty-two twenty-three 23 direct manner by acquiring these
more than one!
high-frequency direction line words
Flashcards will be very important to as sight words.
students as they begin to learn new
words. Have a stack of index cards (phone), write their information BEST PRACTICE BEST PRACTICE shows that adults need less help Resources
in your classroom ready to pass out (number), or the translation in and can manage with larger words. All resources for the unit are centrally
their own language. Then have Font Familiarity Blending Throughout the book, the teacher
to students or ask them to purchase located on the Spark platform
them practice in pairs with their At this early stage you might need Blending is an essential part of should sound out words that are
a package of their own. They will be and include: audio, video, Online
flashcards. At this point, to remind students that lowercase reading with the help of phonics. simple and clear without spelling
using them in class every day. a has two forms: stacked (a) and For children, three letter words with Practice, and Assessment Suite.
they can just say the words, or issues. This will help students imitate
Have students make flashcards unstacked (a) and that the two forms a consonant, a vowel, and another the teacher and begin sounding out
one student can say a word
with the words written on the are the same letter. Unstacked is consonant are often used to help many words on their own. Each time
and the other can show the
board. Have them write one easier to write and is what they will them understand the principle students sound out a word, they get
flashcard or point to the item
word / phrase on the front of usually see in handwriting. No need of blending. However, research closer to reading effectively.
in the book.
the card. On the back, they to explain the words stacked and
unstacked at all.
can draw a picture of that item

22
2 UNIT
UNIT1 1 UNIT1 1 23
LESSON
UNIT 3

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STAND OUT, 4E - Literacy Foundations: Unit 1
 Whαt’s Your Nαme?
that start with n. For example, book, nose, notebook,
1 n At-a-Glance Prep
pencil, and paper. Take the opportunity to include
any words that might be relevant to your classroom
community, be it names or countries or something
Goals: Practice n and N; write your name. else (Nicaragua, Nina, etc.).
Agenda Presentation
Learn about the letter n / N.
A Listen. Repeαt. n n n n Learn about school applications. B Listen and repeat.
Write the letter n / N. Use the classroom presentation tool (CPT) or other
Ask for names. visuals (e.g., board or flashcards) to show students
B Listen. Repeαt. Write the word name. how to track the words as they listen. Write words
with the target sound on the board. Exaggerate the
Write your name.
NEW ADULT SCHOOL n sound so they can distinguish it within the words.
If you have an application form for your school,
School Applicαtion Warm-up show them where it asks for first and last names.
With books closed, write name on the board. See
First nαme: Neda Lαst nαme: Mendoza what students know. Write first name and last name Extension
on the board and write your first and last names You might consider making copies of the
Phone number: 714-723-9999 above each word. Then say: My name is _______. application form and having students find any other
I am the teacher. Go around the room and ask words with the letter n in them.
students their names.
Practice
T: What’s your name?
C Listen. Circle. S: My name is ______. C Listen and circle words that begin
Write this on the board and help students see each with n.
word separately as you pronounce them. Students Ask students to listen carefully to three words. One
1. α. b. c. should not be writing at this time. Names are of them begins with the letter n. Make sure students
important. Students feel part of a community when understand that they do not have to learn the
they know each other’s names. Spend a significant words. The pictures are included so students are
amount of time helping students practice asking for not hearing words in isolation. Students may know
and saying each other’s names. several words, but they will not be tested on them.
2. α. b. c. Do item 1 together as a class. You may have to play
Introduction the audio several times until they understand the
Write the letter n on the board and tell students process. You may also have to pronounce each
they will learn this letter today. Underline the n in word yourself for clarification. At first, only ask
first name and last name that you wrote on students to identify the initial n sound.
3. α. b. c. the board and anywhere else it might be on the
board or in the room. Trace the letter with your Listening Script
finger on the board and ask students to do the 1. a. name b. book c. desk
same in the air. 2. a. door b. headphones c. numbers
3. a. 911 b. board c. chair
4. α. b. c. A Listen and repeat the n sound. 4. a. trash can b. notebook c. hat
Play the audio. Have students follow along in the
book and repeat. Help students learn to pronounce
the n. It is a nasal sound. A flat tongue goes just
behind the teeth and the jaw drops a little. Students
should feel a vibration in the nose if they are doing
it correctly. Have a list of words ready (some that
Teacher Notes
begin with n and some that don’t) and have students
A Listen and repeat the n sound. B Listen and repeat. C Listen and circle words that begin with n. stand up or raise their hands when they hear words

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STAND OUT, 4E - Literacy Foundations: Unit 1
 D Circle the letter n. BEST PRACTICE
D Circle.
See how much students can do with minimal Stroke Order
support. If you see issues, do some more tracing and Students may mistake the lines showing stroke order
visual clues. Have students check each other’s work. to be part of the letter. Clarify this for them by showing n m n n m n m m n
the strokes as you write. Tell them this is the suggested
Turn to the inside front cover and go over the
order, but apart from that, move on. It’s not critical that
direction line words. Can students find the words
they overfocus on stroke order as long as what they
n n h n m h m n
with the letter n?
produce is legible, especially as much of the writing
Evaluation they produce in real life will be digital. n h n n n m u n
Write the answers to C on the board. Say each one
and exaggerate the n so the sound is very clear to BEST PRACTICE
students. Check that all students did D correctly and
Holding a Pencil or Pen
E Write n.
have them repeat the n sound one more time.
If necessary, go over the best ways to hold a pencil
Presentation
E Write n.
Write the letter n on the board. Model the correct
with students and show some examples for both
right-handed and left-handed students. Encourage a
standard grip, but don’t overemphasize it. Holding a
pencil can be a personal thing. Some students have
n n n n n n n n n n n
stroke order as shown below. Then trace the letter
with your finger on the board and ask students to
do the same in the air. Have a few students come
been doing it one way for many years, and changing
the grip may actually make their writing less legible
or be an additional barrier to making progress.
Ultimately, it is their choice. Some people hold pens in
n n n n n n n n n n n n
n
to the board and do the same. Every time the n is
unique ways and are still successful; however, having a
written, pronounce it clearly and ask students to
good grip is less strenuous, and the writing is generally
repeat it. Create literacy lines on the board and
more legible.
show students that they should stay within the lines

n
and that the top of the n is on the dotted line. Then
have students complete the activity in their books. Practice
Make sure students write slowly at first. Tell them
there is no rush. F Listen. Repeat. Write n.
First, ask students to listen to the n words and
repeat. Then have them write in the space provided.
Again, they do not need to know the words or
remember them. The pictures are there to provide
context.
F Listen. Repeαt. Write n.
Evaluation
Check students' work. Say the four words and
have students repeat. Provide clarification on the
pronunciation and written form of the letter n, as
needed.
1. n αme 789 2. n umbers

3. n urse 4. n otepαd

Teacher Notes

D Circle the letter n. E Write n. F Listen. Repeat. Write n.

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STAND OUT, 4E - Literacy Foundations: Unit 1
 Presentation BEST PRACTICE
G Write N.
G Write N. Capitalization

N N N N N N N N
Capitalization can be a difficult topic to teach without
Write the letter N on the board. Model the correct
the reference point of proper nouns. If your students
stroke order as shown below. Then trace the letter
need to understand starting their name with a capital
with your finger on the board and ask students to do letter, as a first step, you can say that words about
the same in the air. Have a few students come to the

N N N N N N N N N
important things start with a capital: your name, your
board and do the same. Every time the N is written, city, your country.
pronounce it clearly and ask students to repeat it.
Create literacy lines on the board and show students
that they should stay within the lines. Then have Evaluation

N students complete the activity in their books. Check students' work. If they are struggling to stay
in the lines, make sure they have literacy paper to
continue practicing for homework.

N
N Instructor’s Notes

BEST PRACTICE
Stroke Order
It’s up to you to decide how much you want to
present / focus on stroke order. If you show the letter
H Listen. Repeαt. Write N. with the arrows (and perhaps numbers), make sure
that it is clear to students that those arrows and
Her nαme is Nαncy. numbers are not part of the letter. Many students,
including left-handed writers or students with
different pencil grips, may approach forming a letter
His nαme is Nαte. from a different direction but with equally valid
results.
Her nαme is N αncy.
Practice
His nαme is N αte.
H Listen. Repeat. Write N.
Show students the difference between upper- and
lowercase. You might say small and big letters or
capital letters initially. Write the first sentence on
the board. Stress through hand signals and by
using the board that names, like Nancy, start with
a capital or uppercase letter. In later lessons, they
will learn that sentences also start with uppercase
letters. Write a few students’ names on the board
and underline the capital letters to stress your
point. It’s not important that students know all
Teacher Notes
these letters, but they will most likely know the
G Write N. H Listen. Repeat. Write N. ones in their own names.

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STAND OUT, 4E - Literacy Foundations: Unit 1
 Presentation names. Give assistance where necessary. Have
I Listen. Repeαt.
Reestablish the context by going up to a student (if students practice the conversation with a partner.
appropriate) and shaking the student’s hand. Say:
Hello. My name is ____. What’s your name? Do this a Evaluation
Evaluate students' grasp of what they've learned
few times.
with the following activity. Hello. My nαme
I Listen and repeat.
L Practice the conversation. Line up by is Nuαn.
Go over the dialog several times. Write the dialog
on the board and ask students to come up and
last name. Nice to meet you.
underline all instances of n and N. Use different To demonstrate, put a few students in a line in My nαme is Niu.
techniques to teach dialogs, such as having alphabetical order according to last names. Stress
students repeat after you. Remember that, although where they are in the alphabet. After it is clear, have
this is a literacy course, it is also an English course, students do K again and stand in alphabetical order
so it’s important that students have a chance to by last name across the front of the room. If time J Prαctice.
practice without writing first. Write the dialog allows, change the dialog to first name and have
on the board and ask students to come up and them attempt to line up again by first name.
underline all instances of n and N. K Listen. Repeαt.
Presentation
Practice Underline the word name on the board. Spell it
NEW ADULT SCHOOL
out like students spelled their names. Refer to the A: Whαt is your lαst nαme?
J Practice the conversation in pairs. alphabet on the board or in the Welcome Unit.
B: Kαng. K-α-n-g. School Applicαtion
Show students how to practice with their own
names by erasing Nuan and Niu from the dialog M Write name.
on the board. Write lines and add student names. Students trace over the word name. Ask them to First nαme: Neda Lαst nαme: Mendoza
Practice with individual students and then ask them write it again in the literacy lines. They have not
to practice with a partner. learned to write a-m-e yet, but they can do their best Phone number: 714-723-9999
Consider printing pictures of a few well-known (or to make a good representation of it. The only letter
made up!) people or characters with their names on that needs to be clear and legible is the letter n.
them. Try to use people whose names start with N (first L Prαctice.
names only: Nelson Mandela, Neil Armstrong, Nemo, Practice
Nala). Hand the pictures out to students and have N Listen and repeat. M Write name.
them repeat the conversation again with those names,
Play the audio and have students repeat. Model

name
changing as many times as they need to master it.
the conversation with a few students. Then have
Evaluation students ask each other to spell name.
Listen carefully to student participation and have
several volunteers come to the front of the class to BEST PRACTICE
demonstrate. Writing and Spelling Practice
Presentation In every lesson of Stand Out Literacy Foundations,
Write the alphabet across the board in capital students are asked to write and spell. This is the best
way for students to become familiar with the alphabet.
letters. Ask students to come up and identify what
Memorizing out of context over a few hours is not
N Listen. Repeαt.
letters are in their first name. You might mix it up
as effective as referring to the alphabet every day.
and ask for last names and first names.
These activities encourage students to review. Writing A: Spell name.
Practice high-frequency words gives students an opportunity
B: n…α…m…e
to practice making the letters and fitting them into a
K Listen and repeat. given space clearly and neatly.
Play the audio and have students repeat. Model the
conversation with a few students. Refer students
Evaluation Teacher Notes
to the Welcome Unit and practice reciting the
Observe students as they practice the conversation.
alphabet. Use the words on the board to do the I Listen and repeat. J Practice the conversation in pairs. K Listen and repeat.
Provide support as needed.
same. Make sure students can spell their own
L Practice the conversation. Line up by last name. M Write name. N Listen and repeat.

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STAND OUT, 4E - Literacy Foundations: Unit 1
 O Listen. Look.
Presentation system. The same goes for phone numbers; if students
Reestablish the context once again. Take out struggle, they can be referred to the Welcome Unit.
your driver’s license or other form of ID and show Try the following tongue twister. Write it on the
students your name. Have students repeat first board and recite it for students several times. Then
name and last name. have students repeat, line by line. Divide the class
in half (A and B) and practice it as a class. Then
O Listen. Track the words. Point to the
have them practice in pairs. It is not necessary for
look icon and word. Explain that it means
students to get it right or speak quickly. Encourage
to follow the words in the text. them to practice it several times and demonstrate it
Ask students to open their books and study the in the next class.
driver’s license. Remind them to use their finger to A: What’s her name?
follow along as they listen. B: Nora Nabers Nash.
A: Nice!
P Underline N and n. Circle name.
Have students underline the letter n / N in the image Whether or not you are teaching online, invite
P Underline N and n. Circle name. and circle the word name. Note that students do your students to record themselves and send their
not necessarily know the words in the address. recordings to you or upload them to a website. This
They may or may not know that the words are is a useful skill that has applications in many other
areas of their life, so even if it is challenging at first
Q Listen. Circle. even an address. This is to be expected. Students
are learning to decode throughout Stand Out (and if they have low digital literacy skills, it will be),
it is worth taking the time to show them and work
1. Whαt is her first nαme? α. Nedα b. Mendozα Literacy Foundations. They will be encouraged to
through the process with them. It will be worth it for
incorporate critical thinking in these activities to
you too to have them develop this skill, even if the
2. Whαt is her lαst nαme? α. Mendozα b. Nutwood decipher the answers. Reinforce that they are not
learning curve is challenging for students.
expected to read the entire ID and celebrate any
parts of it they can decipher.
R Write. Practice Instructor’s Notes

Student ID Q Listen and circle the answer.

Check that students are familiar with the meaning
of question marks. Students will likely not know the
First nαme: Answers will vary. words in the questions. Do not teach them the words
at this time. This activity is designed to provide an
opportunity for them to figure it out. Although many
may not know what What is her means, they should
Lαst nαme:
be able to use the answer options and the words
they have learned to work out the correct answers.
You can rephrase the questions to support students
Phone number: in making the choice: First name: Neda or Mendoza?
Last name: Mendoza or Nutwood?

Evaluation
Have students share their answers with a partner.
Observe and clarify answers as needed.

Application
R Write your information.
Teacher Notes Students should be able to write their names early on.
However, this may be a challenge for a few who have
O Listen. Track the words. Point to the look icon and word. Explain that it means to follow the words in the text. absolutely no experience or have a different writing
P Underline N and n. Circle Name. Q Listen and circle the answer. R Write your information.

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STAND OUT, 4E - Literacy Foundations: Unit 1
 Hello!
Presentation LESSON

At-a-Glance Prep B Listen and repeat. 2 h

Use the CPT or other visuals to help students track
Goals: Practice h and H; write a thank you card. the words on the card. Write words with the target
Agenda sound on the board. Explain what Happy Birthday
means by showing the cake on page 31, singing
Learn about the letter h / H.
the song, or discussing your birthdate. Exaggerate
Learn about greeting cards. the sound so they can distinguish it. Have students A Listen. Repeαt.
Write the letter h / H. point to each h word as they listen. Then practice
Introduce yourself. saying each of the h words on the card and have h h h h
Write the word happy. students point to them as you say them. Do the
reverse. Point to each word on the board or CPT and
Write a Thank You card.
have students say the word you are pointing to.
B Listen. Repeαt.

Warm-up Practice
With books closed, write happy on the board. See C Listen and circle words that begin
what students know by making different faces
with h.
to show emotions (happy, sad, angry). Write this
exchange on the board and help students say each Ask students to listen carefully to three words. One
word separately as you pronounce them. of them begins with the letter h. Make sure students
understand that they do not have to learn the
T: My name is __________. words. The pictures are included so students are
not hearing words in isolation. Students may know
S: Happy to meet you! C Listen. Circle.
several words, but they will not be tested on them.
Students should not be writing at this time. Walk up Do item 1 together as a class. You may have to play
to a few students and introduce yourself. Encourage several times until they understand the process.
them to say: Happy to meet you! Encourage a few Remember, we are only asking students to identify 1. α. b. c.
students to introduce themselves to you and then the initial h sound.
you reply: Happy to meet you!
Listening Script
Introduction 1. a. book b. teacher c. happy
Write the letter h on the board and tell students 2. a. door b. hair c. notebook 2. α. b. c.
they will learn this letter today. Underline the h in 3. a. hat b. board c. desk
happy that you wrote on the board and anywhere 4. a. trash can b. chair c. headphones
else it might be on the board or in the room. Trace
the letter with your finger on the board and ask
students to do the same in the air.
3. α. b. c.

A Listen and repeat the h sound.

Play the audio. Have students follow along in the
book. Help students pronounce the h. It is unvoiced, 4. α. b. c.
so the vocal cords do not vibrate. The h sound
happens in the back of the throat. Students with a
Spanish, Italian, or French language background
may find this letter challenging, as h is silent in
these languages. Have a list of words ready (some
that begin with h and some that don’t) and have
students stand up or raise their hands when they
Teacher Notes
hear words that start with h. Suggested words:
house, desk, heart, hello, name, etc. A Listen and repeat the h sound. B Listen and repeat. C Listen and circle words that begin with h.

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 D Circle h.
D Circle.
See how much students can do with minimal
support. If you see issues, provide more tracing
h n h n n h h n n practice and visual clues. Have students check each
other’s work.
h b h h n n h Evaluation
Write the answers to C (happy, hair, hat, and
h h b n h n b headphones) on the board. Say each one and
exaggerate the h so the sound is very clear to
students. Check that all students did D correctly and BEST PRACTICE
have them repeat the h sound one more time.
E Write h. Writing Letters
Play a flyswatter game. Using sticky notes or pieces
It is important that students learn correct letter
of paper, post h and similarly shaped letters and

h h h h h h h h h h h
placement within the literacy lines. Even though they
numbers (n, u, 6) on the board or around the room. are only writing one letter at a time, once they start
Depending on how many students you have, you writing words, it will be important that the letters are
can have them come up one at a time and grab / written correctly in relation to the ones next to them.

h h h h h h h h h h h h
smack an h. If you have a lot, you can do a relay, For example, if students don’t write the first stroke of
dividing the class in half (both the students and the h all the way to the top of the solid line, it could
the physical space). Have students from each team look just like the n they learned in the previous lesson.
come up one at a time and race to collect all the h’s

h in their half of the room. The team that gets all the
h’s first wins.
In a digital environment, you could transform
Practice
F Listen and repeat. Write h.

h
this into a poll activity by putting students in two
teams in breakout rooms and giving them a poll First, ask students to listen to the h words and
that shows pairs or trios of letters one at a time and repeat. Then have them write in the space provided.
moves through the questions quickly, aggregating Again, they do not need to know the words or
a team score at the end. remember them. The pictures are there to provide
context.
Presentation
Evaluation
E Write h. As you review the activity with students, check for
F Listen. correct letter formation and pronunciation of h.
Repeαt. Write h. Write the letter h on the board. Model the correct
stroke order as shown above. Then trace the letter
with your finger on the board and ask students to
do the same in the air. Have a few students come
1. h αppy 2. h αt to the board and do the same. Every time the h is
written, pronounce it clearly and ask students to
repeat it. Make sure they are not making any sound,
but just pushing air from their lungs through the
back of their throat. Create literacy lines on the
h eαd h board and show students that they should stay
3. 4. ello within the lines and that the top of the h goes all
the way to the top of the solid line. Make a point of
contrasting this with n, which stops at the midline.
Then have students complete the activity in their
Teacher Notes books. Remind students there is no need to rush.

D Circle h. E Write h. F Listen and repeat. Write h.

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 Presentation Send students on a scavenger hunt wherever they
G Write H.
are. Give them five minutes to find as many objects
G Write H. as they can with the letter h (uppercase or lowercase)
Write the letter H on the board. Model the correct
stroke order as shown below. Then trace the letter
with your finger on the board and ask students to do
on it (each object only counts once). Offer a bonus for
an n. They can look at food labels, money (bills and
coins), clothing labels, a piece of mail—anything they
H H H H H H H H
H H H H H H H H H
the same in the air. Have a few students come to the have handy, really. Then split them into groups or,
board and do the same. Every time the H is written, in a virtual classroom, breakout rooms to share what
pronounce it clearly and ask students to repeat it. they found. Who found the most?
Create literacy lines on the board and show students
Evaluation
that they should stay within the lines. Then have
students complete the activity in their books. Check students' work. If they are struggling to stay
in the lines, be sure to provide them with further H

H
practice for homework.

Instructor’s Notes H

Remind students about the difference between

upper- and lowercase. Stress through hand signals
and by using the board that names, like Hanna, start
with a capital or uppercase letter. Review by writing
H Listen. Repeαt. Write H.
a few students’ names on the board and underline
the capital letters. Remember, it’s not important
that students know all these letters. Hαppy Birthdαy!
Practice H αppy Birthdαy!
H Listen and repeat. Write H.
Have students track the words as they listen and
Hαrry αnd Hαnnα
repeat. Then have them write H.
H αrry αnd H αnnα
Listening script
/h/… Happy Birthday. Happy Birthday.
/h/… Harry and Hanna. Harry and Hanna.
Give students five minutes for an unusual materials
challenge. In pairs, have them make three letter
h’s, uppercase or lowercase, NOT by writing them.
They can make them by cutting up paper or form
them out of classroom supplies like markers, chalk,
paper clips, keys . . . in short, anything they have!
Offer a bonus point for them to include an upper or
lowercase n also.
Teacher Notes

G Write H. H Listen and repeat. Write H.

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 I Listen. Repeαt. Prαctice. Presentation Have a silent spelling bee. Have students work with
Reestablish the context by going up to a student if sets of letters and numbers and give them words
Hi. appropriate and shaking the student’s hand. Say: to spell, including happy, name, their own name,
Hello. My name is ____. What’s your name? Do this a a phone number you read out, and perhaps your
I’m Zαhir. few times. name. It would be a good idea, if you think they can
handle it, to include one or two of the direction line
Hello! I Listen and repeat. Then practice the
conversation in pairs.
words also (listen is not too long and will review n).
Depending on your class size, you can have a heat
I’m Henry. Go over the dialog several times. Write the dialog match in which students perform first in four groups
on the board and ask students to come up and of four (or six groups of two etc.); the winner of each
underline each instance of h and H. Use different round goes on to compete at the next. There is not
techniques to teach dialogs, such as having students a lot of material to work with yet, so draw on any
repeat after you. Show students how to practice with other vocabulary you may have taught your class.
their own names by erasing Henry and Zahir from
the dialog on the board. Write lines and add student Evaluation
names. Practice with individual students and then Observe students as they carry out the activity.
J Listen. Repeαt. Prαctice. ask them to practice with a partner. Provide support and clarification as needed.

Practice BEST PRACTICE

A: Hαppy to meet you, Henry.
happy Keeping Class Interactive
J Listen and repeat. Then practice the
Language level can be a barrier to discourse-level
B: I αm hαppy to meet you, too. conversation. Memorize as many names personalized communication at this stage, but
as you can. students will be more motivated and you will build
K Write happy. Practice the conversation with a few students. a better sense of community if you can strive to
Give assistance if necessary. Then demonstrate keep class as interactive as possible. Students will

happy
the activity by going around the room and having not only learn from each other, but build confidence
the conversation with at least ten students. Have knowing they are not alone. You can always utilize
students get up and walk around the room, activities such as a spelling bee (silent or otherwise),
practicing the conversation with different partners. Concentration (sight word to image or uppercase
Then call on students to say all the names they can to lowercase), Go Fish with single letters, Wheel of
Fortune, Scavenger Hunt, and more to keep class
L Listen. Repeαt. remember to encourage them to learn each other's
interactive.
names. Can anyone name everyone in the class?

A: Spell happy. A: Spell name. Evaluation

Evaluate students' grasp of what they've learned
B: h…a…p…p…y B: n…a…m…e with the following activity.

K Write happy.
M Spell. Students trace over the word happy. Ask them to
write it again in the literacy lines. The only letter
that needs to be clear and legible is the letter h.

L Spell happy and name.

Model the dialogs. Then have students ask each
other to spell happy and name.

M Spell. Make words.

Have students create alphabet flashcards to spell
Teacher Notes happy and any other words they learned in this
lesson to add to their stack. Have them practice with
I Listen and repeat. Then practice the conversation in pairs. J Listen and repeat. Then practice the conversation. a partner using the cards.
Memorize as many names as you can. K Write happy. L Spell happy and name. M Spell. Make words.

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 Presentation R Write a Thank You card. N Listen. Look.
Students write the Thank You card from Q. If you
N Listen and repeat. Track the words.
prefer, they can write it on a piece of paper or using
Reestablish the context once again. Show the a template you provide for them from the Activity
Happy Birthday card again and then show the Bank. Remember, students are just getting more
Thank You card on this page. Act out someone practice; they are not expected to know how to
giving you a gift and then you saying Thank you write all of the letters perfectly. At this point, they
in person. Point out the h in thank and the, and should just be writing the h and n correctly.
demonstrate how h with t within a word sounds
different. Try the following tongue twister. Write it on the
board and recite it for students several times. Then
O Underline the H and h in the Thank you have them repeat after you. It is not necessary for
card. Circle happy. students to get it right or speak quickly, but ask
Ask students to study the Thank You card. With them to practice it so they can come back to the
students, have them underline all instances of next class and say it.
h and H in the image and circle the word happy. How happy is Harry with his hat? O Underline H αnd h. Circle happy.
Remember that students do not necessarily
know the words on the card. They may or may
not understand the concept of a Thank You card. Instructor’s Notes P Listen. Circle.
This is to be expected. Remember that students
are learning to decode throughout Stand Out 1. Who is the cαrd to? α. Hαrry b. Zαhir
Literacy Foundations. They will be encouraged to
incorporate critical thinking in these activities to 2. Who is the cαrd from? α. Hαrry b. Zαhir
decipher the answers.
Q Write.
Practice
P Listen and circle the answer.
Deαr Teαcher,
Students will likely not know the words in the
questions. Do not teach them the words at this
time. This activity is designed to provide an
Thank you for the clαss. I αm hαppy!
opportunity for them to figure it out. They should
be able to use the answer options and the words Your student,
they have learned to work out the correct answers.
You can always paraphrase or act out the questions
to help. For example, for item 1, name one student R Write.
Harry and one Zahir; act out giving the card to Harry
or Zahir to help students choose.

Evaluation
Have students check their answers with a partner.

Application
Q Write Thank You. Then have students
write their names.
Students trace over the words Thank you. They
should be able to write their name. Monitor and
provide help with letters as needed. Teacher Notes

N Listen and repeat. Track the words. O Underline H and h in the thank you card. Circle happy.
P Listen and circle the answer. Q Write Thank You. Then have students write their names.

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 Where Do You Live?
LESSON pronounce w by making a small, tight circle with
3
1 (wh) w At-a-Glance Prep
your lips and voicing the w. Have a list of words
ready (some that begin with w and some that don’t)
and have students stand up or raise their hands
Goals: Practice w, W and Wh, Write your name and when they hear words that start with w. Suggested
address. words: wipe, wet, dry, white, black, happy, what, etc.
At this stage in the introduction, get into the habit
Agenda
of customizing this list with any student names,
A Listen. Repeαt. Learn about the letter w / W. languages, or countries that include the target
Learn about a map. letter, and use the opportunity to pull in some of
w w w w Write the letter w / W. the target words from the prior lessons.
Ask Where do you live?
Write where and what. Presentation
B Listen. Repeαt.
Write your name and address. B Listen and repeat.
north
Other Resources: Map of the United States, Track the words said on the map. Write words
Canada, or country where you are teaching; map with target sound on board. Exaggerate the sound
of your state or province so they can distinguish it within the words. Have
students point to each w word as they listen. Then
BEST PRACTICE practice saying each of the w words on the map and
have students point to them as you say them. Do
west Wαshington eαst Topic Check the reverse. Point to each word on the board or CPT
This can be a sensitive topic for students, due to and have students say the word you are pointing to.
privacy concerns or housing instability. Don’t put If you have a US map in the classroom, write down
anyone on the spot for a real address unless you know West Virginia, Wisconsin, and Wyoming on the board
they are happy to share. and practice pointing to these states on the map
while saying them.
south Warm-up
Draw an outline of your state or province on the Practice
C Listen. Circle. board. And then write: north, south, east, west on the C Listen and circle words that begin
correct places on the map. Explain the meanings
with w.
using the map. Assess how familiar students are
with the concept of compass points. If they are, use Ask students to listen carefully to the words. One
1. α. b. c. a compass (a physical one or a phone app) to show of them begins with the letter w. Play the audio
them which way is north, then walk to different walls two times. Make sure students understand that
and say the correct directions. You could even take they do not have to learn the words. The pictures
are included so students are not hearing words in
2. α. b. c. students outside and point to the different directions.
isolation. Students may know several words, but
Maybe there are certain landmarks you can share. For
example: The park is west. The mountains are east. they will not be tested on them. Do the first item
together as a class. They should understand the
3. α. b. c. Introduction process by now, but you still may have to play the
Write the letter w on the board and tell students audio several times. Remember, we are only asking
they will learn this letter today. Underline the w in the students to identify the initial w sound.
4. α. b. c. west that you wrote on the board and anywhere
Listening Script
else it might be on the board or in the room. Trace
the letter with your finger on the board and ask 1. a. book b. west c. map
students to do the same in the air. 2. a. notebook b. water c. car
3. a. bus b. board c. window
Teacher Notes A Listen and repeat the w sound. 4. a. wall b. trash can c. headphones
Play the audio. Have students follow along in
A Listen and repeat the w sound. B Listen and repeat. C Listen and circle words that begin with w. the book and repeat. Show students how to

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 D Circle w. D Circle.
Allow students to try this on their own. If you see
that they are having issues, do some more air
tracing and give them visual clues. Have students w v w v m v w w w
check each other’s work.

Evaluation
w w v u m v w u w
Write the answers to C on the board. Say each one Practice
and exaggerate the w so the sound is very clear to w u w 3 m w v w u
F Listen and repeat. Write w.
students. Check that all students did D correctly and
have them repeat the w one more time. First, ask students to listen to the w words and
repeat. Then have them write in the space provided.
W is a great letter to use for a flyswatter game, Again, they do not need to know the words or E Write w.
on account of there being so many other easily remember them. The pictures are there to provide
confused characters. Using sticky notes or another

w w w w w w w w w
context.
visual aid, post w and similarly shaped letters and
numbers (E, M, 3, U, V) on the board and / or around Evaluation
the room. Depending on how many students you As you review the activity with students, check for

w w w w w w w w w w
have, you can have them come up one at a time and correct letter formation and pronunciation of the w.
grab / smack a w. If you have a lot of students, you
can do a relay, dividing the class in half (both the
students and the physical space, so each team has
half the room). Have them come up one at a time
and race to collect all the w’s on their side of the
room. The team that gets all the w’s first wins (great
word to teach with w!).
w
In a digital environment, you could transform
the above activity into a poll activity by putting
students in two teams in breakout rooms and giving
w
a poll that shows pairs or trios of characters one at
a time and moves through the questions quickly,
aggregating a team score at the end.

Presentation
F Listen. Repeαt. Write w.
E Write w.
Write the letter w on the board. Model the correct
stroke order as shown above. Then trace the letter
with your finger on the board and ask students to
do the same in the air. Have a few students come 1. w est 2. w αter
to the board and do the same. Every time the w is
written, pronounce it clearly and ask students to
repeat it. Make sure they are pulling their cheeks
in and making a small, tight circle with their
lips. Create literacy lines on the board and show
students that each of the three points of the top 3. w αll 4. w indow
of the w should touch the dotted line. Then have
students complete the activity in their books. Make
sure students write slowly. Teacher Notes

D Circle w. E Write w. F Listen and repeat. Write w.

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STAND OUT, 4E - Literacy Foundations: Unit 1
 G Write W. Presentation Listening Script
/w/… Where do you live? Where do you live?
G Write W.

WWWWWWW
/w/… What is your address? What is your address?
Write the letter W on the board. Model the correct
stroke order as shown below. This one should be Evaluation
somewhat easy since it is exactly the same as the Check students' work from both G and H. If they are

W W W W W W W W
lowercase w—however, it is a great opportunity struggling to stay in the lines, be sure to provide
to use the literacy lines to contrast uppercase and further practice for homework.
lowercase and reinforce the importance of using
those lines for guidance. Trace the letter with your BEST PRACTICE

W
finger on the board and ask students to do the
same in the air. Create literacy lines on the board
Circulating Digitally
If you’re teaching online, you don’t have the advantage
and show students that they should stay within
of being able to walk around the room and check on
the lines. Remind them that for uppercase, the

W
students for on-the-spot course corrections. This is
three points must touch the solid line. Have a few
especially challenging with literacy students, but there
students come to the board and write examples.
are many successful programs that have helped their
Every time the W is written, pronounce it clearly literacy students reach their potential in this modality.
and ask students to repeat it. Then have students Build in some habits with your students so they can
complete the activity in their books. help you compensate for the physical distance. Of
course, they can always hold up their work to the
camera and show you, but you might prefer for them
to take a picture of it and put it in an online folder for
closer inspection. You should also encourage them
to make use of any of the additional communication
features your collaboration software has, like reactions,
annotations, or the chat. We always want to encourage
H Listen. our students to speak up, but if they can learn to raise
Repeat. Write W. a virtual hand or type a question mark in the chat, that
will not only be a good cue for you that they need
Where do you live? support, but also a skill they can take forward into
Remind students about the difference between other situations like a PTA meeting.
W here do you live? upper- and lowercase. Write the first question in Celebrate them as they acquire these first few digital
H on the board. Show them that the first letter of literacy skills as well! Just getting into an online
each question starts with a capital letter. Review by class successfully is a big accomplishment (and for
Whαt is your αddress? finding other questions or sentences in the book or the teacher who helps them too!). Don’t let it pass
from the CPT and showing them the capital letters unrecognized.
at the beginning.
W hαt is your αddress?
Practice
H Listen and repeat. Write W.
In the next exercise, students will practice the
questions and answers. At this point they are just
looking at the context, repeating, and writing W.

Teacher Notes

G Write W. H Listen and repeat. Write W.

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 Presentation Evaluation I Listen. Repeαt.
Go back to the state or province map you drew on For J and K, walk around and listen while students
the board or a map you may have in the classroom. are talking. Help if necessary. When students
Point and say: I live in _______________ and say the are finished, call on volunteers to perform their A: Where do you live?
name of your state, province, or county. Then ask: conversation in front of the class.
Where do you live? Get students to say in unison: B: Seαttle, Wαshington.
I live in ________________. You can practice this Presentation
same dialog with the city. Underline the word where on the board anywhere
it is. Spell it out using the alphabet on the board or
I Listen and repeat. the Welcome Unit once again. where
Go over the dialog several times. Write the dialog whαt
on the board and ask students to come up and L Write where and what.
underline all instances of W. Again, remind students Students trace over the word where. Ask them
they don't need to write at this point. They are to write it again in the literacy lines. Repeat the
learning the spoken language and will not be procedure with what. The only letter that needs to J Prαctice.
familiar with all the other letters in the dialog. be clear and legible is the letter w.

Practice BEST PRACTICE K Listen. Repeαt. Prαctice.

J Practice the conversation. The Digraph wh
Given that students have just learned h, it is likely that
Erase Seattle, Washington from the board and put a Whαt is your αddress? 1123 West Arnell Street.
they will be wanting to showcase mastery and say it in
blank line. Practice the dialog with some students, this context of what and where. The first step with that
having them insert their city and state or province. is definitely to validate their correct recognition, and
Write the cities they say on the board. Practice with then, of course, quickly correct it.
individual students and then ask them to practice L Write where αnd what.
with a partner. Explain to them that sometimes two letters together

where
have a different sound (in this case, h has no sound,
Hand out some new cities and states or provinces depending on your accent). If appropriate and not
for students to practice with. Be sure to pick some likely to confuse rather than help, remind students of
easy ones, local ones, or ones that include the the pronunciation of h inside words like thank, the, and

what
letters they have practiced. birthday. This topic is actually somewhat advanced for
its place in our literacy curriculum; however, due to the
K Listen and repeat. Practice the frequency of wh- words in high-frequency questions,
conversation. its place in the ESL portion of this curriculum is
Practice the conversation with a few students. Give appropriate.
assistance where necessary. Have students practice
the conversation with a partner.
M Spell.
Practice
It may be too early to have students insert their Write where and what in big letters on the board.
own addresses here, and many students may not Call two students to the board to play the flyswatter
feel comfortable sharing. If you think it’s enough for game. When you say the word, they have to hit the
students to practice this dialog with their partners, word on the board as fast as they can.
have them walk around the room and practice with
five or six different partners. If you feel like your M Spell words with alphabet cards.
students are ready to add a different address, write In groups, have students take out their alphabet
a couple of addresses on the board such as your cards and spell happy, name, what, and where. They
school address. Then have students pick one of the will need to take turns spelling the words because
addresses to insert as they walk around and talk to they will only have one of each letter. Take the
five or six different partners. opportunity to include the direction line word write
to support students acquiring it as a sight word. Teacher Notes

I Listen and repeat. J Practice the conversation. K Listen and repeat. Practice the conversation.
L Write where and what. M Spell words with alphabet cards.

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 N Listen. Evaluation Application
Repeαt. Evaluate students' grasp of what they've learned
with the following activity. R Write your information.
A: Spell where. A: Spell what. A: Spell happy. A: Spell name. Have students fill out the driver’s license. If they
N Practice spelling in pairs. Spell where, seem uncomfortable writing their own address or
B: w…h…e…r…e B: w…h…a…t B: h…a…p…p…y B: n…a…m…e what, happy, and name. if they don’t know it, have them copy Wilma’s from
After students have practiced spelling with a partner, above. Remember, students have not learned how
you could add happy and name to the board and play to write all these letters yet. Don’t focus on correct
O Listen. Repeαt. Californiα DRIVER LICENSE USA
the flyswatter game again. Observe and notice student letter formation, unless they are writing the letters
progress. Provide any clarification or support needed. they have already learned.
Lαst nαme: Winston
Try the following tongue twister. Write the dialog
Presentation below on the board and read it aloud for students.
First nαme: Wilmα
Establish the context by pointing out the driver’s
Have them repeat after you. Then have students
3511 Wαter Street license. Show your own driver’s license if you have
practice in pairs.
Seαttle, Wαshington 98101 one. Go over the different parts of the license before
they listen. A: What is your name? Where do you live?
Wilmα Winston B: Wilma Winston on West Water Way.
O Listen and repeat. Track the text.
As students listen, have them track the text with BEST PRACTICE
P Underline W. their finger. Remind them how to do this as needed. Practice Conversations While Standing
Then play the audio again and have them repeat When students have to stand up and speak, it requires
while tracking. more energy and more confidence. In the beginning,
Q Listen. Circle. you may want to have them practice conversations
Practice while sitting by moving their desks together. But once
they are comfortable with that, push them to practice
P Underline W.
while standing up. The next step would be performing
1. Whαt is her first nαme? α. Winston b. Wilmα Have students underline all the instances of the conversation in front of the classroom.
uppercase W in the license.

2. Where does she live? α. Seαttle b. Winston Evaluation

When students are finished, tell them there are six Instructor’s Notes
instances of W. Have them count and make sure
they underlined six.
R Write.
BEST PRACTICE

Driver License Meaning and Context

In Stand Out, we always start with context and ideas,
then move toward the sounds and the symbols. Words
First nαme: are associated with pictures to ensure students make
connections with meaning.
Lαst nαme:
Q Listen. Circle the answer.
Address:
Students will likely not know all of the words in the
questions. Do not teach them the words at this time.
This activity is designed to provide an opportunity
for them to figure it out. Although many may not
know what What is her means, they should be able
Teacher Notes to use the answer options and the words they have
learned to work out the correct answers.
N Practice spelling in pairs. Spell where, what, happy, and name. O Listen and repeat. Track the text.
P Underline W. Q Listen. Circle the answer. R Write your information.

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 Where Are You From?
A Listen and repeat the m sound.
At-a-Glance Prep Play the audio. Have students follow along in the
book and repeat. Show students how to pronounce
4 m
m by putting your lips together and voicing the
Goals: Practice m and M; write name and address.
m. Like n, m is a nasal sound. Have a list of words
Agenda ready (some that begin with m and some that don’t)
Learn about the letter m / M. and have students stand up or raise their hands
when they hear words that start with m. As always,
Learn about a map.
include any high-frequency names or places that
A Listen. Repeαt.
Write the letter m / M.
are relevant to your class (student names, countries,
Ask Where are you from?
languages, etc.). m m m m
Write from.
Write the name of your country. Presentation B Listen. Repeαt.
Other Resources: World map, ID B Listen and repeat.
Using the CPT or the book, talk about the picture. Mαp of
Warm-up Write words with the target sound on the board. Mexico
Draw an outline of the country you are in on the Exaggerate the sound so students can distinguish it
board, or use a map if you have one in the classroom. in the words. Have students point to each m word
Write the name of the country and say it. Have as they listen. Then practice saying each of the m
students repeat after you. Now point to the country words. Have students point to them as you say
you are from or draw it / show a picture (if it’s not the them. Do the reverse. Point to each word on the
one on the board) and say: I am from __________. board or CPT and have students say the word you
Point to the pictures of the countries or the map and are pointing to.
teach the word map. Write it on the board.
Practice
BEST PRACTICE
C Listen and circle words that begin
Geography with m.
It would usually be very natural at this stage to ask C Listen.
students to locate their own countries on the map,
Ask students to listen carefully to the words. One Circle.
of them begins with the letter m. Make sure they
but bear in mind that literacy students may have very
low geographical literacy or that they may be used to
understand that they do not have to learn the
a different version of the world map (not the one we words. The pictures are included so students are
not hearing words in isolation. Students may know 1. α. b. c.
typically see in the US and Canada, with the Western
world in the central position). You can assuage any several words, but they will not be tested on them.
uncertainties by making sure you have prepared Do the first one together as a class. They should
yourself with the knowledge of where their countries understand the process by now, but you still may 2. α. b. c.
are on the map. You can encourage them to volunteer have to play the audio several times. Remember, we
what knowledge they have, but be prepared to step in are only asking the students to identify the initial m
and support if needed. sound.
3. α. b. c.
Listening Script
Introduction 1. a. map b. pencil c. chair
Write the letter m on the board and tell students 2. a. notebook b. mask c. car
they will learn this letter today. Trace the letter with 3. a. bus b. board c. man
4. α. b. c.
your finger on the board and ask students to do the 4. a. motorcycle b. trash can c. pen
same in the air. See if students can find the letter m
anywhere else in the room.
Teacher Notes

A Listen and repeat the m sound. B Listen and repeat. C Listen and circle words that begin with m.

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 D Circle m.
D Circle.
You may want to review w before you do this
activity by asking a volunteer to write it on the
m w w m m m w m w board. Then see how much students can do on their
own. If you see that they are having issues, do some
m n m m n w n m w more air tracing and give them visual clues. Have
students check each other’s work.
Practice
m m m n n m w n n Evaluation
Write the answers to C (map, mask, man, motorcycle) F Listen and repeat. Write m.
on the board. Say each one and exaggerate the m so First, ask students to listen to the m words and
the sound is very clear to students. Check to make repeat. Then have them write in the space provided.
sure all students did D correctly and have them Again, they do not need to know the words or
E Write m. repeat the m one more time. remember them. The pictures are there to provide
context.

m m m m m m m m m
Like w, m is also a great letter to use for a flyswatter
game, on account of there being so many other
easily confused characters, so repeat the flyswatter Evaluation
activity from Lesson 3. Using sticky notes or Consider writing the words on the board. Ask for
volunteers to pronounce each word.

m m m m m m m m m
another visual aid, post m and similarly shaped
letters (E, W, 3, N) on the board and / or around the
room. Depending on how many students you have,
you can have students come up one at a time and

m grab / smack an m. If you have a lot of students, you

can do a relay, dividing the class in half (both the
students and the physical space, so each team has
half the room). Have them come up one at a time

m and race to collect all the m’s on their side of the

room. The team that gets all the m’s first wins.
In a digital environment, you could transform
the above activity into a poll activity by putting
students in two teams in breakout rooms and giving
a poll that shows pairs or trios of characters one at
a time and moves through the questions quickly,
aggregating a team score at the end.
F Listen. Repeαt. Write m.
Presentation
E Write m.
Write the letter m on the board. Model the correct
1. m αp 2. nα m e 3. m αsk stroke order as shown above. Then trace the letter
with your finger on the board and ask students to
do the same in the air. Have a few students come
to the board and do the same. Every time the m
is written, pronounce it clearly and ask students
4. m oney 5. m αn 5. wo m αn to repeat it. Create literacy lines on the board and
show students that each of the humps of the top of
the m should touch the dotted line and the three
points should touch the bottom solid line. Then
Teacher Notes
have students complete the activity in their books.
D Circle m. E Write m. F Listen and repeat. Write m. Make sure students write slowly.

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 I Listen. Presentation Practice
Repeαt.
I Listen and repeat. K Write from.
A: Whαt is your nαme? Go over the dialog several times. Write the dialog Students trace over the word from. Ask them to
on the board and ask students to come up and write it again in the literacy lines. The only letter
B: I’m Mαriα, M…α…r…i…α. underline the m’s. Remind students not to write at that needs to be clear and legible is the letter m.
first. They are learning the spoken language and may
A: Where αre you from? not be familiar with all the other letters in the dialog. L Spell from, where, what, happy,
Practice the conversation aloud with the class. You and name.
B: I’m from Mexico, M…e…x…i…c…o. be person A and have them (in unison) be person B. Play the audio. Practice these words aloud with
Switch roles and repeat. Then have students practice students and then have them spell with a partner.
with other students, switching roles. You can also treat this activity as a spelling bee.
J Prαctice.
from Students may be at a place where you can start
exploiting the audio more with short dictations,
Evaluation
K Write from. at word or letter level. If you have the facilities,
Walk around and listen, helping if necessary. Ask for
pairs to spell for the class.
consider producing handouts of short gapped texts,

from like the following, and use the audio for a dictation:
What is your _____________?
I'm __aria, __ . . . a . . . r . . . i . . . a.
M Play the memory game with your
notecards.
Have students add the word from to their flashcards.
Look for opportunities with the audio to create Then practice by playing Memory in pairs
short dictations that allow students opportunities with the five words from L. Make sure students have
to produce the target words and / or letters they the five words written on their cards with nothing
have studied. written on the back (they may need to make new
L Listen. cards if there is a translation or an image on the
Repeαt. back). Each pair of students should now have two
Practice
instances of each word on a card. They start with
A: Spell from. A: Spell happy. J Practice the conversation with your the cards face down, and take turns turning over
information. two at a time until they have a match (each turn
B: f…r…o…m B: h…a…p…p…y starts with all remaining cards face down). The
Now students will practice the same dialog with
their own information. To prepare students, find out student with the most pairs at the end wins.
A: Spell where. A: Spell name. where they are all from and write their countries on For a challenge, have students play Memory
the board. Practice saying and spelling each one. with the direction line words too. In this case, it
B: w…h…e…r…e B: n…a…m…e Model the dialog with several students, having is probably ideal to have each word match to an
them use their own name and country. Then have image to reinforce the meaning.
A: Spell what. students walk around the room and practice the
conversation with at least three other students,
B: w…h…a…t switching roles.

Evaluation
M Prαctice. Listen carefully to student participation and have
several volunteers come to the front of the class to
demonstrate.

Presentation
Write name on the board. Have students write this
down. Now they have learned two letters from this
word.
Teacher Notes

i Listen and repeat. J Practice the conversation with your information. K Write from.
L Spell from, where, what, happy, and name. M Play the memory game with your notecards.

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 Presentation BEST PRACTICE N Listen.
Establish the context by showing students an ID of
Look. SCHOOL ID
Writing and Spelling Practice
some sort. Perhaps they have school IDs or maybe
In every lesson of Stand Out Literacy, Foundations, Last Nαme: Moreno
you have a faculty ID. If not, go straight to the one in
students are asked to write and spell. This is the best
the book. Ask students to point to all the instances First Nαme: Mαriα
way for students to become familiar with the alphabet.
of m they can find. Ask them to point to the Memorizing out of context over a few hours is not as
different part of the ID: Last Name, First Name, etc. Country: Mexico
effective as referring to the alphabet every day. These
activities encourage students to look back. Encourage Address: 2900 W. Mαnchester
N Listen and repeat. Track the text.
students to not just copy the letters on the page, but Ave. Mesα, Arizonα
As students listen, have them track the text with to refer to the pen strokes illustrated in this unit. 85209
their finger. Remind them how to do it if necessary.
Then play the audio again and have them repeat Phone: 760-350-1234
while tracking. Try the following tongue twister. Write it on the
board and recite it for students several times. Have
Practice them repeat after you. Then have students practice
in pairs.
O Underline M and m.
O Underline M αnd m.
Have students underline all instances of M and m in Mary makes many dishes.
the ID.
P Listen. Circle.
Evaluation
When students are finished, tell them there are
seven instances of M / m. Have them count and
1. Where is she from? α. Mesα, Arizonα b. Mexico
make sure they underlined all seven of them.
2. Where does she live? α. Mesα, Arizonα b. Mexico
Each time you work with a short text, get into the
habit of looking back for other letters they have
already studied. Have them look for the letter N / n. Q Write.
How many can they find? (seven)

P Listen and circle the answer.

SCHOOL ID
Before they do the exercise, go over the difference
between from and live. Use students as examples.
Remind students they don't need to understand all Lαst Nαme:
the words to be able to answer.
First Nαme:
Application
Country:
Q Write your information.
Have students fill out the school ID. If they seem Address:
uncomfortable writing their own address or if they
don’t know it (or don't have one), have them use
the school address. Remember, students have not
learned how to write all these letters yet. Don’t Phone:
focus on correct letter formation, unless they are
writing the letters they have already learned.

Teacher Notes

N Listen and repeat. Track the text. O Underline M and m. P Listen and circle the answer.
Q Write your information.
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 This Is My Fαmily.
by bunching your tongue so the sides of the tongue
5 r At-a-Glance Prep
touch the back of the teeth. If students don’t have this
sound in their language, this may be one of the harder
ones to explain. It will be easier for them to pronounce
Goals: Practice r and R; write about family. the sound within the context of a word rather than by
itself, as r depends a lot on the sounds around it. Have
Agenda
a list of words ready (some that begin with r and some
Learn about the letter r / R. that don’t) and have students stand up or raise their
A Listen. Repeαt. r r r r Learn about a family tree. hands when they hear words that start with r.
Write the letter r / R.
Say Nice to meet you. Happy to meet you. BEST PRACTICE
B Listen. Repeαt. Write this. Accents
Write about family. R can be a difficult sound, depending on each
dαd mom student’s language background. Model Anglo
pronunciation, but reassure your students that they
Warm-up do not need to sound like a native speaker. What is
husbαnd wife Draw your own family tree on the board. Just do important is that that they are comprehensible, not
two or three levels with your parents, siblings, that they erase their accent.
and maybe children. Use the tree to teach new
vocabulary words (mother, father, brother, sister,
Robert Renα Presentation
husband, wife, son, daughter). Write them on
the board. It’s OK for students to start by simply
recognizing these terms aurally. B Listen and repeat.
son dαughter
Using the CPT or the book, talk about the family tree.
BEST PRACTICE Write words with the letter r on the board. Exaggerate
brother sister the sound so they can distinguish it within the words.
Topic Check Have students point to each r word as they listen.
Family is a perfect example of a topic that should be
Then practice saying each of the r words and have
adjusted to reflect the words your particular class needs.
students point to them as you say them. Do the
Rich Ana Sαrα Often times, family structures in a class environment fall
reverse. Point to each word on the board or CPT and
outside the scope of what a language text’s vocabulary
have students say the word you are pointing to.
list will teach. Check in with your students as you work
through this lesson and adjust your presentation
C Listen. Circle. to include the words that are important to them.
Practice
Remember, students don't need to learn all the family C Listen and circle words that begin
words presented; what matters is that each student
with r.
starts on the path towards acquiring the words that
1. α. b. c. have the most relevance to them as individuals. Ask students to listen carefully to the words. One
of them begins with the letter r. Remind them that
they do not have to learn the words. The pictures
Introduction are included so students are not hearing words in
2. α. b. c. Most of the words you have written on the board isolation. Students may know several words, but
have the letter r in them. Circle all of the letter r's they will not be tested on them. Do the first item
on the board and tell students they will learn this together as a class. They should understand the
3. α. b. c. letter today. Trace the letter with your finger on process by now, but you still may have to play the
the board and ask students to do the same in the audio several times. Remember, we are only asking
air. See if students can find the letter R / r anywhere students to identify the initial r sound.
else in the room, and / or use students' names and
countries to provide more examples. Listening Script
1. a. rose b. notebook c. book
Teacher Notes A Listen and repeat the r sound. 2. a. hat b. red c. desk
Play the audio. Have students follow along in the 3. a. trash can b. pencil c. ribbon
A Listen and repeat the r sound. B Listen and repeat. C Listen and circle words that begin with r.
book and repeat. Show students how to pronounce r

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 D Circle r.
D Circle.
See how much students can do on their own. If you
see that they are having issues, do some more air
tracing and give them visual clues. Have students r r v r v r v
check each other’s work.
Repeat this activity by doing a flyswatter game with r r v v r r t v r
and including capital R. Using sticky notes or another
visual aid, post R / r and similarly shaped letters and r t r v v v r
distractors (P, backwards R, t, backwards r) on the
board or around the room. Depending on how Practice
many students you have, you can have them come
up one at a time and grab / smack an r. If you have F Listen and repeat. Write r.
a lot, you can do a relay, dividing the class in half E Write r.
First, ask students to listen to the r words and
(both the students and the physical space). Have repeat. Then have them write in the space provided.
them come up one at a time and race to collect all
instances of r in their half of the room. The team that
gets all the r’s first wins.
Again, they do not need to know the words or
remember them. The pictures are there to provide
context.
r r r r r r r r r r r r r
r r r r r r r r r r r r r
In a digital environment, you could transform this
into a poll activity by putting students in two teams Evaluation
in breakout rooms and giving a poll that shows Consider writing the words on the board. Ask for
pairs or trios of letters one at a time and moves volunteers to pronounce each word.

r
through the questions quickly, aggregating a team
score at the end.

Evaluation
Write the answers to C on the board. Say each one
and exaggerate the r so the sound is very clear to
students. Check that all students did D correctly and
have them repeat the r one more time.
r
Presentation
E Write r.
Write the letter r on the board. Model the correct
stroke order as shown above. Then trace the letter F Listen. Repeαt. Write r.
with your finger on the board and ask students to
do the same in the air. Have a few students come
to the board and do the same. Every time the r is
written, pronounce it clearly and ask students to 1. red r ose 2. dαughte r
repeat it. Create literacy lines on the board and
show students how to write the letter r within the
lines. Then have students complete the activity in
their books. Make sure students write slowly. r ing
3. 4. fi r st

Teacher Notes

D Circle r. E Write r. F Listen and repeat. Write r.

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 Presentation I Listen and repeat.
G Write R.
Go over the dialog several times. Write the dialog
G Write R.

R R R R R R R R R R
on the board and ask students to come up and
Write the letter R on the board. Model the correct underline the r’s.
stroke order as shown below. Then trace the letter
with your finger on the board and ask students to Practice

R R R R R R R R R R
do the same in the air. Create literacy lines on the
board and show students that they should stay J Practice the conversation.
within the lines. Remind them that the uppercase Practice the conversation aloud with the class. You
R must touch both solid lines. Have a few students be person A and have them (in unison) be person B.

R come to the board and write examples. Every

time the R is written, pronounce it clearly and ask
students to repeat it. Then have students complete
the activity in their books.
Switch roles and repeat. Then, have students
practice with other students, switching roles.

Evaluation

R Listen carefully to student participation and have

R
several volunteers come to the front of the class to
demonstrate.

Instructor’s Notes

H Listen. Repeαt. Write R.

Robert Renα Reαd α book. Practice

H Listen and repeat. Write R.
R obert R enα R eαd α book. Explain that the first two are names and show
what the last one means by picking up a book and
reading it.
I Listen. Repeαt. R is a great topic for reviewing direction line words:
read, repeat, write, practice, and underline all feature r.
Have students look at the inside front cover and
This is my find the r words. Build read and repeat into your
activities in this lesson to help your students acquire
friend, Cαrinα. them as sight words.

Evaluation
this Nice to meet Check students' work from both G and H. If they are
struggling to stay in the lines, be sure to provide
you, Cαrinα. them with further practice for homework.

Presentation
Pick two students and practice introducing one
J Prαctice. to the other. Use the dialog from I, but don’t have
students looking at it yet. Teach the students to say
in unison: Nice to meet you, ________. Do this with
Teacher Notes a few more students until they understand that this
is an introduction. Explain the word friend if they
G Write R. H Listen and repeat. Write R. i Listen and repeat. J Practice the conversation. don’t know it.

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 Presentation Evaluation K Listen. Repeαt.
Walk around and listen, helping as needed. Ask for
K Listen and repeat. pairs to spell for the class.
Go over the dialog several times. Write the dialog A: This is my friend, Robert.
on the board and ask students to come up and O Practice. Play Concentration with
underline the r’s. n words. B: I’m hαppy to meet you, Robert.
Have students add the word this to their flashcards.
Practice Then practice by playing Memory with the 6 words
from N. Make sure students have the six words
L Prαctice.
L Practice the conversation with your written on their cards with nothing written on the
information. back (they may need to make new cards if there is
Now students will practice the same dialog with a translation or an image on the back). Each pair of M Write this.
their own names. Model this with several students. students should now have two instances of each

this
Then have students walk around the room and word on a card. They start with the cards face down,
practice the conversation in at least five other and take turns turning over two at a time until they
groups of three, switching roles. have a match (each turn starts with all remaining
Consider printing pictures of a few well-known (or cards face down). The student with the most pairs
made up!) people or characters with their names on at the end wins. If you have included any direction
them. Try to use people whose names start with R line words in your practice up until now, consider
(first names only: the Rock, Ricky Martin, Rocky). including them here.
Hand the pictures out to students and have them
repeat the conversation again with those names, Instructor’s Notes N Listen. Repeαt.
changing partners as many times as they need to
master it.
A: Spell this. A: Spell where. A: Spell happy.
Evaluation B: t…h…i…s B: w…h…e…r…e B: h…a…p…p…y
Listen carefully to student participation and have
several volunteers come to the front of the class to
demonstrate.
A: Spell what. A: Spell from. A: Spell name.
B: w…h…a…t B: f…r…o…m B: n…a…m…e
Presentation
Write this on the board. This is the new sight word
students will add to their flashcards. They have already
practiced saying it in their introduction dialogs. O Prαctice.
Practice
M Write this.
Students trace over the word this. Ask them to write
it again in the literacy lines. The h is the only letter in
this word they have already learned, but have them
refer back to the Welcome Unit for how to write the
other letters.

N Spell this, where, happy, what, from,

and name.
Play the audio. Practice these words aloud with
students and then have them spell with a partner.
Teacher Notes
Add in some of the direction line words, including
read and write. Then repeat N with these additional K Listen and repeat. L Practice the conversation with your information. M Write this.
words as a whole-class spelling bee.
N Spell this, where, happy, what, from, and name. O Practice. Play Concentration with n words.

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 P Listen. Look. Presentation Application
Establish the context by seeing if students know the
word married. You already taught husband and wife, T Write. Trace the words.
Redding Fαmily so see if students can make the connection. Use the Read the text aloud to students and have them
picture in the book if you need to. track the words as you read. Review brother and
This is Robert αnd Renα. They αre sister and explain the word single. Then have them
P Listen. Track the words. trace the words.
mαrried. They hαve one dαughter As students listen, have them track the text with
αnd one son. They αre hαppy. mαrried Try the following tongue twister. Write it on the
their finger. Remind them how to do it if necessary.
board and model it for students. Have students
Then play the audio again and have them repeat
repeat after you. Then have them practice in pairs.
while tracking. After they have listened, go over
Ask for volunteers to say it aloud for the class.
the text and help them understand the main ideas.
Q Underline R αnd r. Circle this. Thy do not need to understand every word. But Red roses and red ribbons are really nice.
they should understand married, one daughter, one
son, and happy. If you need to explain again, draw a
R Listen. Instructor’s Notes
Circle. small family tree on the board.

Practice
1. How mαny dαughters do they hαve? α. one b. two
Q Underline R and r. Circle this.
2. How mαny sons do they hαve? α. one b. two Have students underline all instances of r in the
reading and circle the word this.

S Write. Evaluation
When students are finished, tell them there are nine
instances of r. Have them count and make sure they

My Family underlined nine.

Have them look for the letter n. How many can they
find? (seven)
Have them look for the letter m. How many can they
I am Rena. I have one daughter and one find? (two)
son. I am happy.
Presentation
R Listen. Circle the answer.
T Write. Remember, students may not understand How
many, but they should know daughter and son and

My Family they can go back to the reading to find the answers.

Practice

I am single. I have one brother and S Write. Trace the words.

Read the text aloud to students and have them
one sister. I am happy. single track the words as you read. Then have them trace
the words.

Evaluation
Walk around and help students. Observe any
Teacher Notes common issues and reteach or clarify as needed.

P Listen. Track the words. Q Underline R and r. Circle this. R Listen. Circle the answer.
S Write. Trace the words. T Write. Trace the words.

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 Put It Together
Warm-up 100% at the end each unit, but you and your students
Put It Together is designed to help students review
and to look at the new sounds and words working
should celebrate the achievements that have been
attained rather than viewing any errors as deficiencies. 6 n, h, wh, w, m, r, α
together instead of merely in isolation. Remember, your students may have anything from
undiagnosed learning disabilities to a fossilized
With books closed, ask students to help you list on negative relationship with formal education working
the board all the high frequency words they have against them. Be their cheerleader and celebrate every
learned: from, happy, name, where, what, and this. inch forward that they gain.
They may come up with a few more words that Also know that an imperfect student score doesn’t A Circle.
were dominant in the unit like first and last, and reflect on you as a teacher either. Every right answer,
perhaps you have made a point of incorporating
some of the direction line words, like read and
however, does. from t h i s e v t w h α t l i k d α
write. You might ask students to practice with their
hαppy h g m m d e k α p h s z α v o o
flashcards in pairs before starting the lesson. Evaluation
Check students' work. Remind students of how α t c z y p u z t n α m e g q b
Introduction much progress they have made compared to where nαme α p e s l s e f j f i c q j m i
Tell students that today they will review the they started at the beginning of this unit.
previous five lessons. You might quickly go to the where f r o m y d s l j i b d k b z m
first page of each lesson so they better understand. Presentation z w h e r e p d h α p p y s p f
Put It Together often deals with vowels so students whαt m o u d t w i l f k h n z z n v
Presentation learn to blend sounds together more readily.
Ask students to see if they can say the high-
this u b l h k w r i t e t b z x s i
frequency words with other words. For example: Write the letter a on the board. Model the correct
stroke order as shown below. Use the sound in this w n t v f s g h b z e α k l s n
I’m from or from Mexico lesson, which is a short a. Make the sound as you k o m c s k v q d z c i r c l e
Happy Birthday write it several times on the board. Find a picture of
first name, last name, or What’s your name? a hat or draw a hat on the board (or maybe a student
s z e c t u q d m x t α e j u v
Where are you from? is wearing one!). Indirectly, students will learn the t r e α d m l r p m x c l t c t j

a
What is your address? sound, but they are not responsible for that letter yet.
This is
Say hat very slowly. Spell it out slowly as well. Make
Practice sure the a sound is very clear. B Write a.
A Find and circle the words.
In this unit, the wordsearch only has the words
going across, but later in the book, students will
have to recognize words going across and up
a a a a a a a a a a a a
and down. This activity allows students to better
recognize the target high-frequency words. Show
students the example and ask them to circle the
other words from the list. This type of word game
a a a a a a a a a a a a
a
may be new to some students, so take the time
Practice
needed to show them how it works. B Write a.
Create literacy lines on the board. Show students
BEST PRACTICE
Celebrate Progress, Not Perfection
Literacy and language learning are journeys. Your
students are going to progress at different rates—from
how to write the letter a within the lines. Then have
students complete the activity in their books. Make
sure students write slowly. a
each other and within themselves—with both their Evaluation
ability to speak English and their emerging reading. It is Check students' work. Teacher Notes
not expected that most students are going to be hitting
A Find and circle the words. B Write a.

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 C Listen. Presentation
Repeαt. Instructor’s Notes
C Listen and repeat.
Play the audio or say the words slowly, showing
1. hαt 2. mαt how sounds blend. Write the words on the board
and say them again slowly, following along with
your finger. Ask students to do the same in their
books with a partner.

Practice
3. rαt 4. cαt
D Listen and repeat. Write a.
Have students write lowercase a and say the words.
Again, remember that students are not learning this
D Listen. vocabulary. They are only learning the sound. Some
Repeαt. Write a. students will choose to learn the words and that
should be encouraged.

Evaluation
1. m α p 2. h α ppy Check students' work.

Presentation
Show students how to write the uppercase A.
NAME CARD Demonstrate by tracing in the air. Model the correct
237 W. Broαdwαy stroke order as shown below. Then show them
Anαheim, CA 92801 3. α ddress Lαst Nαme: Mendozα
4. l α st nαme using literacy lines on the board. Ask for student
volunteers to come up and write.

A
E Write A.

A A A A A A A A
A A A A A A A A Practice

A E Write A.
Ask students to write uppercase A. Remind them to
write slowly and make sure the points of the letter
touch the solid lines.

Teacher Notes

C Listen and repeat. D Listen and repeat. Write a. E Write A.

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 F Practice. Ask two classmates the F Prαctice.
questions. Ask them to spell. Write their Instructor’s Notes
answers.
Whαt’s your first nαme?
Review the four questions in the book and look at
the example. Then ask students to walk around the Mαriα
room, ask three other students for their information,
ask them to spell the answers, and write them
down. Whαt’s your lαst nαme?
Mendozα
G Write live, first, and last.
Students will review a few new words that they
learned in the unit. Ask them when they saw the Where αre you from?
word first (first name) and when they saw the word Mexico
last (last name). Do the same with live. Ask them
to carefully write the new words in the spaces
provided. Review the meaning if necessary and find Where do you live?
the words in the unit to make it clearer.
Mesα, Arizonα
H Listen. Spell. Play running
dictation.
Play the audio and have students spell the words
in response. Erase the board and have students
G Write live, first, αnd last.
close their books. Then put them into teams. They
will take turns dictating a word to their team. Write
the words on flashcards or large pieces of paper,
one work per card / piece of paper. Then say: Go!, at
which time one student from each team runs to you
to see /read the word. Then the student runs back
live
and dictates it to one member of the team. The first
team to write the word correctly wins one point.
Continue until all words are dictated.
first
Evaluation
Observe how well students do and reteach certain
words when necessary.
last
H Listen. Spell.

Spell live. Spell first. Spell last.

Spell this. Spell from. Spell where.
Spell what. Spell happy. Spell name.

Teacher Notes

F Practice. Ask two classmates the questions. Ask them to spell. Write their answers.
G Write live, first, and last. H Listen. Spell. Play running dictation.

51a UNIT 1 fifty-one

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 I Listen. Presentation
Look. Review family vocabulary with students. Talk Instructor’s Notes
about your family in a similar way to the text in I.
Then ask a few students for the information about
themselves. Repeat their information using he and
she.
Nαshαm Hαj is from Syriα. I Listen and track the words.
She lives in Miαmi, Floridα. Have students follow along with their fingers as
She is mαrried. She hαs one they listen to the paragraph.
dαughter αnd three sons.
J Circle from, lives, married, daughter,
and sons.
You may choose to write this on the board so
students can take turns coming up to the front of
the class to circle words.
J Circle from, lives, married, daughter, αnd sons.
Practice

K Listen. K Listen and circle the answer.

Circle.
Have students circle the correct answers. Think
of this as a test. Don’t help students with this but
1. Whαt is her first nαme? α. Nαshαm b. Hαj
observe whether they understand.
2. Where is she from? α. Miαmi b. Syriα L Trace the text.
This is in the first person, so students can get a feel
L Write. for writing as if the text were about them. It is also in
tracing mode, so students can practice writing the
letters to prepare them for the following activity.
My name is Nasham Haj. I am from Evaluation
Check students' work.
Syria. I live in Miami, Florida. I am married. Application
M Write. M Write your information.
Have students trace the text and add their personal
information in the spaces provided. Monitor and
My name is . I am help as needed.

from . I live in ,
. I am .

Teacher Notes

I Listen and track the words. J Circle from, lives, married, daughter, and sons.
K Listen and circle the answer. L Trace the text. M Write your information.
52 number
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STAND OUT, 4E - Literacy Foundations: Unit 1
 Quiz
Quizzes are designed to see what students have opportunities to show what they know, and model and
learned. Over the course of Stand Out Literacy scaffold tasks for them to improve the success rate.
Foundations, you will work towards allowing Some suggestions: write a few other words you have
students to do the activities without any teacher covered in the unit on the board, and ask students to
input. At this point in the course, however, come up and read one (not all); ask students to write
some modeling of the task and checking for down two or three other words or names they learned;
understanding of the task may be appropriate. ask them to say their new words and phrases, even if A Listen. Circle.
they can’t write them yet.
A Listen and circle the word that has
the letter sound you see in red at the
beginning. Evaluation n 1. α. b. c.
After students have taken the quiz, have them
Make sure students are able to listen to each item at
check their answers with other students. Address
least twice.
any issues that might have come up. Make sure
Listening Script students are ready for Unit 2. You can assign
1. Find the n sound: a. name b. book c. hat
activities in the online practice on the Spark w 2. α. b. c.
platform for students to do again in order to better
2. Find the w sound: a. headphones b. ribbon c. water
consolidate their knowledge.
3. Find the h sound: a. red b. hello c. pencil
4. Find the m sound: a. book b. trash can c. money
5. Find the r sound: a. ring b. pen c. hat Instructor’s Notes h 3. α. b. c.
Add a partial dictation to this sequence. Say these
words and see if students can write the letter they
hear in the initial sound. Repeat each word twice
and emphasize the initial sound. m 4. α. b. c.
map (m)
hat (h)
wall (w)
rose (r)
r 5. α. b. c.
note (n)

B Listen to the questions. Write answers

with your information.
These questions are a lot of text for students to
read. What is important is that they can produce
B Listen. Write.
the right answer, not that they necessarily read the
questions with ease. Scaffold this task for students 1. Whαt is your first nαme? 2. Whαt is your lαst nαme?
by playing the audio. You may also choose to write
the questions and your own answers on the board
to reinforce meaning. Just make sure you don’t
give away the answer to item 3, as you may have
students living in the same town. 3. Where do you live? 4. Where αre you from?

BEST PRACTICE
Make Space to Show Achievement
Students are studying a common set of materials, but
depending on how your class has gone, they may
have also received some differentiated instruction.
Be sure to incorporate opportunities to demonstrate Teacher Notes
knowledge of anything else you have covered
in class: family members, direction line words, A Listen and circle the word that has the letter sound you see in red at the beginning.
letter recognition, etc. Give your students lots of
B Listen to the questions. Write answers with your information.
53a UNIT 1 fifty-three
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