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Christmas Party- 2017

ELA -Great Moments. 2016/2017

International Recipes- 2017 ELA Students

ELA Christmas Party- 2016/2017

WIOA Project- 2016/2017

Civics Project 2016/ 2017


Project Goal 2015/2016- Great Falls:

ELA students engaged in direct instruction in navigating the MCIS and worked collaboratively to learn workforce vocabulary at their appropriate ELA levels, developed digital literacy skills, and created PowerPoints, business cards, brochure and a budget on Excel, outlining their career exploration results.
Some students later presented their self- created Career Pathway Plan PowerPoints, business cards and brochures to their classmates.
The "Bring Your A Game to Work" curriculum was also incorporated into this project to emphasize the work ethic values needed to succeed in a workplace: Attendance, Appearance, Attitude, Ambition, Acceptance, Accountability and Appreciation.

Contextualized Instruction” was the key idea of this project, where a set of teaching, learning and assessment practices aimed directly at developing the skills and knowledge needed to deal with specific situations or perform specific tasks, and that the students have identified as important and meaningful to themselves "right now" in their everyday lives.

Time: December 2015 to April 2016
Level: Intermediate High and Advanced Students
Weekly Community Guest Speakers shared their career/occupation
with ELA students.
  • Many students wrote resumes and engaged in interview role playing activities
  • Instructor developed individualized vocabulary instruction to help students gain employment in their chosen occupation or obtain promotions for students who were already employed.
  • Some visa students were placed in volunteer service opportunities in Great Falls community.
  • Several students participated in budgeting workshops, CNA, and “Work Ethic” certification programs.
  • Students engaged in collaborative instructional activities integrating technology.
  • Many students created PowerPoints,brochures and business cards, related to their career interests.

Key skills students learned in this project:

· Project Authenticity, ensuring students use technology to create a final product;

· Student Engagement, allowing students to shape the curriculum as they make significant production choices throughout the project;

· Active Learning, encouraging students to solve problems and communicate their understanding by using technology tools;

· Rigorous Communications Skills, developed in the reading, writing, listening, speaking, and presenting activities integral to technology-based projects;

· Practical Life Skills, developed through collaboration, decision-making, and critical thinking; transferable to other educational and work settings.

Habits of mind that students practiced in this project:

  • ·Students clearly define everyone's roles, responsibilities, and contributions to the project, and students are held to it.
  • ·Students work together to figure out what their final product is going to be and how they will acquire the knowledge they need to complete it.

MCIS- Self Employment

ELA former students as "Guest Speakers":

Karelys Lind - Venezuelan/ American Citizen

Real Estate Agent

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Josefa Davis- Ecuadorian/ American Citizen

Housekeeping Business Owner in Great Falls

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Bounquob Im South Korea-/American Citizen
Business Owner in Great Falls
AFC Franchise Corp.


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Self employment Test:

MCIS- How can I keep my job?

What does job success mean to you? Being good at what you do? Regularly learning new skills?

Building your career as you move on to new job opportunities?

In fact, all of these can lead to job and career success.

Digital Literacy


Sites selected by Katya Arpon Marandino

What is digital Literacy?

Basic Computer Skills

Keyboard & Typing Tips

Opening & Closing Software Applications

Accessing a CD-ROM


How to Locate and Open a Saved File


Copy and Paste a File from One Location to Another


Operating System
Using a PC (Windows 7)

Mastering Basic E-Mail Skills

Basic Word Processing Skills

How to Receive an E-mail Message
Your Mouse Can Be a Very Versatile Helper

Bottom of Form

Basic Skills for the World Wide Web

How to Access a Specified World Wide Web Address

How to Navigate to a Web Page Link

How to Scroll through a Web Page
How to Use the Back Button

How to Perform a Basic search in a Search Engine

How to Perform a Basic Search in a Search Engine
Identify Search Results

Download & View File from Web Page

How to Print a Web Page

Mac OS X



Social Media

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2015 Conference PowerPoint

Visit Great Falls ESOL Web Site:

● All programs took field trips to the Job Service/One Stops in their communities.

● Weekly Community Guest Speakers shared their career/occupation with ELL students.

  • Many students wrote resumes and engaged in interview role playing activities
  • Instructors developed individualized vocabulary instruction to help students gain employment in their chosen occupation or obtain promotions for students who were already employed.
  • Some visa students were placed in volunteer service opportunities in their communities.
  • Volunteer tutors worked 1-1 with ELL students to develop L2 oral and written competences
  • Several Great Falls ELL adults participated in budgeting workshops, Substitute Teacher/Aide Certification, and CDL certification programs.
  • Students engaged in collaborative instructional activities integrating Ipads and/or computers.
  • Many students created PowerPoints related to their career interests

Due to Montana’s unique demographics, several ELL adults in state ELA programs are not eligible to work. Some are on visitor visas; some are waiting for work visas or are wives of mates who have work visas. For those students who cannot legally work, every effort is made to find volunteer opportunities for them so they can integrate into the community to practice their English in addition to attending ELA classes. (Feel free to change wording)

Next Proposed Steps:
Great Falls:
  • Identify their interests and talents through career research, job-shadowing, Community Classrooms, Career and Technical Education Programs, and other self-examination/exploration opportunities.
  • Consider the possible careers in each pathway, in relationship to their interests, abilities, and talents.
  • Collaborate with family members, counselors, and teachers, evaluate and decide which Career Pathway seems to fit them best.
  • Select courses that are related to their chosen Pathway.
  • Complete course work to the best of their ability, including paid or unpaid work experience, internships, or apprenticeships.
  • Continually assess their performance and pathway choice along the way.

Job Service virtual Tour:

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Sample of Student's Power Point- MCIS

ESOL Great Falls Christmas Party 2014

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Project Christmas Ornaments 2014 using pasta from Pasta Montana

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November 2014

Adult Career Plan - Quick Planner Quick Planner is a shorter version, with 12 activities.

What is Career Plan?

Career Plan is organized into three levels of activities:

  • Start with Who Am I? to learn more about yourself and careers that match your background and interests.

  • Next, use Where Am I Headed? to explore occupations and training options

and begin networking or job seeking.

  • Finally, use How Do I Get There? to plan your next steps.

Each level contains activities that help you answer some reflection questions posed in the section. Answers to the questions will create the plan.

Who Am I? Interest Profiler Reality Check

Where Am I Headed?

Explore Occupations

Explore Education Options

Networking & Job Search

How Do I Get There?

Set Goals

Make Plans

Manage Finances

Halloween 2014




Civics Project 2014- "Nine Steps to becoming an American Citizen."

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MAY 3rd, 2014

zeinap6.JPGZeynep Messer
Professional Certificate- Healthcare Office- Great Falls College- MSU

Halloween 2013

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Getting a Driver License- Montana

Halloween Project:

Make your own photo slideshow at Animoto.

Volunteer Project:

Final product:

Song- Volunteer- " Heal The World"- Michael Jackson

Across the U.S. project:

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Final Video- Project Across The U.S.

Will be presented in our 5th ESOL Conference-2013

Learners Outcomes
Project “ Across The U.S.”
Learner Outcomes- Great Falls
  • Equipped for the Future. Project-based learning addresses all four categories of Equipped for the Future's framework of skills adults need to succeed in their roles as citizens, family members, and workers.
  • Communication: Almost all participants say that their writing skills have improved. Working in groups and on teams requires communication, and most of our projects included reading and reporting as part of our classroom process. Students report that they either have learned how to use the word processor or that their existing computer skills have improved. A few found that working in small groups helped them feel more comfortable speaking to the whole class.
  • Decision making and planning are involved in choosing and implementing a project. Those who worked on organizing student writings said they learned organizational skills, how to put essays into categories, and how to make a table of contents.
  • Interpersonal skills are essential to teamwork, as are negotiation and compromise. Almost everyone said they had learned something about how to work with others on a team.
  • Lifelong Learning Skills: Reflection and evaluation are essential to the project-based learning process. Through individual reflection and group discussions, students learned to develop and express a sense of self.
By far, I think that the most important outcome was the sense of accomplishment the learners felt when a project was completed. This was reflected by a student's comment about organizing the student writings: "I contributed ideas to make this project."

Anne Frank biography- PPT by JiaQiong Wu

Make your own photo slideshow at Animoto.

Interesting sites:

[[#|Selected]] by Katya Arpon Marandino Irish -Great Falls


Audio stories/ reading:

[[#|Daily life]] topics: Reading/ listening/ [[#|vocabulary]] and [[#|activities]]:

El [[#|civics]]:

[[#|Free software]]


Grammar- [[#|Writing]]: