NRS Level 3 - Model Curriculum - Foundational Skills / Alphabetics (FS) & Vocabulary Acquisition and Usage (VA)

Oct 2, 2026

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Illinois ABE/ASE Language Arts NRS Level 3 Model Curriculum (April 2017) outlines adult education learning expectations and assessment evidence for foundational reading and vocabulary growth. It defines essential understandings and essential questions for phonics, word analysis, multisyllabic decoding, and academic word meaning in context. The curriculum specifies student mastery targets, performance tasks, teacher observation tools, and sample classroom activities, including interventions, response to intervention, universal design supports, and technology resources. It also lists instructional materials supporting phonics, vocabulary, and word study.

LanguageEnglish

CategoryExam

FormatPDF

Pages43

Reading Time1 h 48 min

AccessFree to download

Illinois ABE/ASE Language Arts Model Curriculum

NRS Level 3

Foundational Skills / Alphabetics (FS)

Evidence for Assessing Learning

Building the Learning Plan

Vocabulary Acquisition and Usage (VA)

Illinois Community College Board Adult Education & Literacy Illinois ABE/ASE Language Arts Model Curriculum NRS Level 3 April 2017 Acknowledgements The Illinois ABE/ASE Language Arts Model Curriculum was adapted from curriculum developed by the Black Hawk College Adult Education and Family Literacy program. Thank you to the following for their contributions: Professor Connie Kappas, Adult Education Department Chair Assistant Professor Theresa Bries Instructor Michael Coziahr Instructor Gail Grigg Adjunct Instructor Mary Lou Lohman Adjunct Instructor Ann O’Leary For the purpose of compliance with Public Law 101-166 (The Stevens Amendment), approximately 100% federal funds were used to produce this document. FOUNDATIONAL SKILLS / ALPHABETICS (FS) 3. R. FS.1 / 3. R. FS.2 Essential Understanding: • Phonics and word analysis aid in decoding words. Essential Questions: • How can letter sounds and syllable patterns help decode words? • Why can some words be sounded out and others cannot? Students will be able to: (What does mastery look like) • Apply appropriate phonics rules and word analysis strategies in decoding words. • Accurately read unfamiliar multisyllabic words in and out of context by applying all letter-sound correspondences, syllabication patterns, and morphology (e.g. , roots and affixes) . Evidence for Assessing Learning Performance Tasks: Demonstrate mastery of objectives through the assessment of graded: homework, worksheets, quantitative (numerically graded) rubrics, quizzes, tests, and other formal assessments. Including but not limited to: • Decode level-appropriate text [from](from www.readinga-z.com)[ ](from www.readinga-z.com)[www.readinga-z.com](from www.readinga-z.com) • Read list of common words from [https://www.flocabulary.com/3rd-grade](https://www.flocabulary.com/3rd-grade)vocabulary-word-list/ • Identify roots and affixes in a given list from [www.ixl.com](www.ixl.com) Lessons OO. 1, 2, 3 Other Evidence: • Teacher observation/checklist Building the Learning Plan Sample Classroom Activities and/or Lesson Plans: Given website, text, or teacher-generated lists: • Categorize words with similar affixes • Separate the affix(es) and base word • Recognize negative prefixes • Match words with possible affixes • Highlight vowel teams in a controlled reading • Match vowel teams that have similar sounds • Recognize and read level-appropriate irregularly-spelled words • Syllabicate unfamiliar words with both prefixes and suffixes Learning Activities: (interventions for students who are not progressing, instructional strategies, differentiated instruction, re-teaching options) • One-on-one tutors with individualized instruction/support such as using echo reading (p.241) in Interventions for Reading Success • Response to Intervention Model (Tier 2 or 3) such as assisting and decreasing assistance as competency is reached such as choral reading or repetition (p. 243) and poetry theater-phonics focus (p. 246) in Interventions for Reading Success • Universal Design for Learning protocols such as additional time, modified lesson for disabilities (i.e. , enlarged print, drills, flashcards and games) • Interactive technology: quizlet app, Study Stack app • EBRI reading instruction List of Instructional Materials: • Fry, Edward. (2000) . How to Teach Reading to Adults. Contemporary Books, Lincolnwood, IL • Blevins, Wiley. (2001) . Teaching Phonics and Word Study in the Intermediate Grades. Scholastic Professional Books, NYC. • Broderick, B. & Langan, J. (2008) . Groundwork for College Reading with Phonics (4th ed.) . West Berlin, NJ: Townsend Press. • Tompkins, G. E. & Blanchfield, C. (2004) . Teaching Vocabulary: Fifty Creative Strategies. Columbus, OH: Pearson. • Word Power: Spelling and Vocabulary in Context- Introductory. (1997) . Lincolnwood, IL: Contemporary Books. List of Technology Resources: • [www

FAQs

What are the core goals of the NRS Level 3 Foundational Skills / Alphabetics (FS) strand?

Students develop decoding ability using phonics and word analysis, apply appropriate phonics rules and strategies, and accurately read unfamiliar multisyllabic words by using letter-sound correspondences, syllabication patterns, and morphology.

How does the curriculum recommend assessing learning for FS objectives?

Assessment evidence includes performance tasks through graded homework, worksheets, rubrics, quizzes, tests, and formal assessments, plus other evidence such as teacher observation and checklist tools.

What strategies support Vocabulary Acquisition and Usage (VA) learning in context?

Students determine or clarify word meanings using context clues such as definitions, examples, and restatements, and by using Greek and Latin affixes and roots; the curriculum also recommends consulting print and digital references like dictionaries and thesauruses.

Oct 2, 2026

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