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Many serious illnesses are preventable through early detection strategies and regular check-ups or
tests such as mammograms, pap smears, or blood glucose screenings. Unfortunately, Adult ESOL students
often inform teachers that they can't go to the doctor because they don't have insurance and worry that
the cost of care is too high.
 Our immigrant
students are often unaware of low cost or no cost clinics
that they are eligible to use within the communities in
which they live. Others might fear jeopardizing immigration
status by accessing health care services. In most instances,
medical privacy laws prevent medical information from being
released to outside agencies without the patient's consent.
Therefore, students should be encouraged to use these clinics
for preventive and primary care without fear of any negative
consequences. In most Florida counties, the county health
clinics funded by Florida Department of Health offer a full-range
of services including primary care and preventive wellness
testing. Some counties also have federally funded clinics
which provide specialized services such as pre-natal care
if these services aren't provided at the county health clinic.
Do you know of low-cost health clinics in the area where
you live? Click on the link below to access the Florida
Department of Health's listing of county health departments
throughout Florida to find the location of the county health
clinic in your area. Print and save this list of addresses
to your folder if you like.
It is important to emphasize to your students that most free and low-cost clinics are for preventive and primary care, not emergency care. Some students might ignore symptoms until care becomes costly and the illness or condition becomes chronic because treatment was delayed. Any subsequent incapacitation could interfere with the student's ability to attend school or work. It is important that you explain and that ESOL students understand the difference between emergency and primary or preventive care.
Learners might wonder about which provider to go to for different kinds of medical care. Questions learners might have are: When do I go to a primary care provider? What is the difference between emergency care and urgent care? When do you call 911 and request an ambulance, compared to driving to the hospital?
Primary care usually is considered preventive care and management of chronic conditions. Primary physicians are usually family practitioners, internists, general physicians, and pediatricians. Primary physicians provide physicals, check-ups, maintenance of on-going medications, coordination of care, referrals to specialists, and diagnostics; they also treat non-urgent symptoms. An appointment is often available within a week or more.
Urgent care is not considered life threatening; however, medical attention will be needed as soon as possible before the medical condition gets worse. A severe headache, earache, sprain, sunburn, skin rash, flu, sore throat, respiratory infection or an illness that does not improve within an expected or reasonable amount of time, would be considered urgent care. An appointment is usually necessary within 24 hours, depending on the condition.
Emergency care is considered life threatening. Some life threatening conditions might be severe breathing problems, persistent bleeding, unconsciousness, disorientation, burns, poisoning, drowning, heat exhaustion, head trauma, pain in left arm - neck - and jaw, numbness or weakness on one side of the body, or other conditions that need immediate medical care. Emergency transportation is used when paramedics declare the patient is in need of monitoring or treatment during transportation to an emergency care facility.
Click on the links below for the lesson plan and activity
sheet. Print them and save in your folder. The lesson
plan is designed to help you teach your students about healthcare
providers in your community. Print them and save in
your folder. Read the lesson plan and consider the students
you teach. Then, complete the bulletin board activity related
to this lesson plan. If lesson plans are new to you, the
following section on Developing Lesson Plans should
help you to better understand lesson planning before you
complete the Bulletin Board Activity.
A good lesson plan is a wonderful tool to help organize
your classroom activities. Throughout this web-based training,
we'll be providing you with sample lesson plans, which are
correlated to the Florida Adult ESOL Standardized Syllabi
for levels Foundations through Advanced and Progress Report
for Adult ESOL/English Literacy Academic Skills.
For more information go to http://www.floridaadultesol.org.
When creating your own lesson plans, use the Lesson Plan
format your district or Institution uses as your guide.
If there is not a standardized lesson plan in your district
or institution, then feel free to use this blank lesson
plan as your guide.
Blank Lesson Plan
Consider the following steps when writing a lesson plan:
- What is the Cultural Focus of the lesson?
- What steps will I take to teach the information? Record this as "Steps" or, our personal favorite, "Classroom Procedure".
- What is the structural focus (the grammatical structures which students need)?
- What are the essential vocabulary items the students need?
- Is the vocabulary, sentence structure and grammar used
in any activities appropriate for the proficiency level(s)
that I teach?
- Did I include an evaluation of student progress? (Formal or Informal)
- Did I include activities which practiced reading and writing, listening and speaking?
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The lesson plan you printed contains suggestions
for pair work, oral and written activities appropriate
for students assessed at High Beginning, but it could
be used with a multi-level class of High Beginning
through High Intermediate. Would this lesson
plan work for students in your classroom? If not,
how could you modify it to work for your students?
Have you used similar activities in your classroom?
Post 3 to 5 sentences to the bulletin board. |
Throughout this web-based training, many strategies and
lesson plans are aligned with competencies from Florida's
Adult ESOL Standardized Syllabi and Progress Reports. See table below
for more information on the correlation between placement
scores and SPL levels.
Adult ESOL
Course Code
Name & Number |
ESOL
Level |
Entry/
Progression/
Exit |
Oral BEST |
BEST Plus |
Student
Performance
Level (SPL) |
Adult ESOL
9900040
CIP#1532.010300 |
Foundations |
180 or lower
and literate
in native language
|
0-15 |
400 and below |
0-1 |
Low
Beginning |
Low
Beginning |
181-190 |
16-28 |
401-417 |
2 |
High
Beginning |
High
Beginning |
191-200 |
29-41 |
418-438 |
3 |
Low
Intermediate |
Low Intermediate |
201-210 |
42-50 |
439-472 |
4 |
High
Intermediate |
High Intermediate |
211-220 |
51-57 |
473-506 |
5 |
| Advanced |
Advanced |
221-235 |
58-64 |
507-540 |
6 |
English Literacy
Academic Skills
9900051
CIP# 1532.010302 |
Single level course |
Entry:
Listening: 221 and above
Reading: 236 and above
Progression/Exit: Progress Report
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n/a |
n/a |
7-8 |
If you are brand new to teaching Adult ESOL in Florida, you
might want to first complete Teaching Adult ESOL: An Online Course, a web-based teacher training
program which provides an overview of Florida's assessment
instruments, student performance levels, Literacy Completion
Points as well as ESOL methods and strategies in order to
better Florida's performance-based adult ESOL delivery system.
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