Community
CONNECTIONS
READING COMPREHENSION FOR ADULTS
Practice Book
Novice, Intermediate & Advanced
Featuring Teacher’s Slideshows and Audio Stories
Community Connections
Reading Comprehension For Adults
Novice, Intermediate, & Advanced
ISBN: 979-8-89496-300-6
FIRST EDITION
OLA LANGUAGE SCHOOL
© 2024 OLA Language School. All rights reserved.
This publication, “Community Connections,” is protected under United States copyright law and is the sole
property of OLA Language School. Unauthorized sale, distribution, or reproduction of this book, in whole
or in part, by any third party is strictly prohibited.
Use of this book by any organization or institution not affiliated with OLA Language School is expressly
forbidden. Access to copies of this book is granted exclusively to individuals or institutions that have
formally partnered with OLA Language School. Any individual or institution interested in establishing a
partnership with OLA Language School to access “Community Connections” should contact OLA Language
School at:
OLA Language School
[email protected]
470-435-9210
Georgia, USA
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic or mechanical, including photocopying, recording, or any other information
storage and retrieval system.
This book is utilized by OLA Language School as part of their curriculum designed to educate immigrant
parents in the United States. Any unauthorized reproduction or use of this book, in any form, is strictly
prohibited and may result in legal action, as provided under United States copyright law.
Project Management
William Carvajal & Catalina Viana
Editor
William Carvajal
Design and Layout
Camila Piñeros
Audio
Catalina Viana
Staff Credits
Anne Healey, Valley Rogers
www.olalanguageschool.com
Thank you to all the students, administrators, teachers, and staff who contributed to the creation of
Community Connections: Reading Comprehension for Adults.
Table of Contents
Proficiency-Based Rubrics 04
A Note to The Instructor 08
Strategies for Using Stories in ESL Teaching 09
NOVICE
UNIT 1 I Am a Happy Parent 12
UNIT 2 My Family Tree 13
UNIT 3 My Daily Routine 14
UNIT 4 New Beginnings 15
UNIT 5 A Day in My Job 16
UNIT 6 Lilia´s Dream for Diego 18
UNIT 7 Mrs. Greer is The Best English Teacher! 19
UNIT 8 Mia’s First Parent-Teacher Conference 20
UNIT 9 From Bosnia to America: Embracing New Traditions 22
UNIT 10 Nora’s Journey: Learning English for a Better Future 23
INTERMEDIATE
UNIT 1 One Dream, Two Realities 26
UNIT 2 A Visit to The Doctor’s Office 27
UNIT 3 Maritza’s Journey: Navigating the American Grading System 28
UNIT 4 Zaida’s Math Adventure 30
UNIT 5 Supporting My Children Through Reading 32
UNIT 6 Two Worlds, One Family: The Ortiz Journey in America 33
UNIT 7 The Answer Is a Tortilla! 35
UNIT 8 Changing Minds, Changing Lives 37
UNIT 9 Little Sara’s First Christmas in America 39
UNIT 10 Pablo’s Guide to Navigating the American School System 41
ADVANCED
UNIT 1 From Mexico to Georgia: Alma’s Journey
of Hope and Perseverance 44
UNIT 2 A Cuban Story of Bravery 46
UNIT 3 Language, Love, and Legacy:
William Carvajal’s Path to Founding OLA Language School 48
UNIT 4 Jose’s Roadmap After Learning English 51
UNIT 5 Navigating Life in the USA:
Advice from Experienced Parents 53
4 Practice Book
WWW.OLALANGUAGESCHOOL.COM
Proficiency-Based Rubrics
Major Focus Level 1
Novice Low
Level 1
Novice Mid
Level 2
Novice High
Vocabulary
I can use a small
number of repetitive
words and phrases
for common objects
and actions.
I can use a limited number
of words and phrases
for common objects and
actions, but they are
repetitive.
I can use familiar words and
phrases on familiar tasks,
topics, and activities.
I can elaborate a little.
How much can
I produce in the
language?
Function &
Structure
I can use some
simple words
to provide basic
information.
I can use words, phrases
and occasional sentences to
provide basic information.
I can use phrases and short
simple sentences to provide
basic information.
I can begin to combine words
and phrases to create original
sentences.
How well do I
understand?
Comprehension
I can understand
some isolated words.
I can understand some
simple questions and
statements. I frequently
need to hear things again.
I can understand simple
questions and statements.
Sometimes I need to hear
things again.
How well am I
understood ?
Comprehensibility
I can be understood
only with great effort.
I can be understood with
difficulty by someone
accustomed to a language
learner.
I can mostly be understood
by someone accustomed to a
language learner.
Adapted from the ACTFL Proficiency Guidelines-Speaking (1999) and the ACTFL Performance Guidelines
form K-12 Learners (1998).
Language Control
Additional Feedback
Practice Book 5
Major Focus Level 2
Intermediate Low
Level 3
Intermediate Mid
Intermediate High
I can use a variety of words
and phrases on a range of
familiar topics.
I can begin to give more
details and elaborate on a
topic.
I can use words &
expressions from a wide
range of topics and
begin to use expanded
vocabulary within a
topic. I can give details
and elaborate on a
I can consistently use
words and expressions to
communicate ideas on a
wide range of topics and
use expanded vocabulary
within a topic.
I produce in
the language?
I can use strings of simple
sentences to express my
thoughts.
I can combine words and
phrases to create original
sentences
I can use strings of
sentences to describe or
explain. I can combine
simple sentences
using connector words
to create original
I can use connected
sentences to narrate,
describe or explain.
I can begin to communicate
in paragraph length.
I can understand questions
and statements.
questions and
statements from real-life
situations which may
take place face-to-face
or electronically.
I can understand the main
idea and most details in
conversations on familiar
topics.
I can understood by
someone accustomed to a
language learner and some
native speakers.
I can easily be
understood by native
English speakers
including those not
accustomed to language
learners.
I can generally be
understood by someone
accustomed and those
unaccustomed to a
language learner. I can
consistently use the
language correctly to solve
problems.
Teacher Recommendations
6 Practice Book
Rúbricas basadas en competencias
Enfoque Principal NIVEL 1
Principiante Bajo
NIVEL 1
Principiante Medio
NIVEL 2
Principiante Alto
Vocabulario
Puedo usar un
número pequeño de
palabras repetitivas y
frases para objetos y
acciones comunes.
Puedo usar un número
limitado de palabras y frases
para objetos comunes
y acciones, pero son
repetitivas.
Puedo usar palabras
conocidas y frases sobre
tareas familiares, temas y
actividades. Puedo elaborar un
poco.
¿Cuánto puedo
producir en el
idioma?
Función y
estructura
Puedo usar algunas
palabras simples
para proporcionar
información.
Puedo usar palabras, frases
y oraciones ocasionales
información básica.
Puedo usar frases y oraciones
simples para proporcionar
Puedo empezar a combinar
palabras y frases para crear
oraciones originales.
comprender?
Comprensión
Solo puedo entender
lo básico con gran
esfuerzo.
Puedo entender algunas
preguntas sencillas
y declaraciones. Con
frecuencia necesito
escuchar lo que me dicen
de nuevo.
Puedo entender preguntas
sencillas y declaraciones.
A veces necesito escuchar las
cosas de nuevo.
¿Cuánto me
entienden?
Comprensibilidad
Solo me pueden
entender algunas
palabras aisladas o
familiares.
Puedo ser entendido (a)
con dificultad por alguien
acostumbrado a interactuar
con un aprendíz.
Mayormente puedo ser
entendido (a) por alguien
acostumbrado (a) a interactuar
con un estudiante de idiomas.
Adaptado de ACTFL Proficiency Guidelines-Speaking (1999) y ACTFL Performance Guidelines for K-12
Learners (1998).
Control del Lenguaje
Comentarios Adicionales
Practice Book 7
Enfoque Principal NIVEL 3
Intermedio Medio
NIVEL 3
Intermedio Alto
Puedo usar diversas
palabras y frases en
una variedad de temas
familiares. Puedo empezar a
dar más detalles y elaborar
en un tema.
Puedo usar palabras y
expresiones de amplia
variedad de temas y
comenzar a utilizar
vocabulario ampliado
dentro de un tema.
Puedo dar detalles
elaborarlos sobre un
tema.
consistentemente
y expresiones para
comunicar ideas sobre
distintos temas y usar
el vocabulario ampliado
dentro un tema.
Puedo usar varias frases
para expresar mis
pensamientos.
Puedo combinar palabras y
frases para crear oraciones
originales.
Puedo usar varias
oraciones para describir
o explicar. Puedo
combinar oraciones
simples usando
conectores para crear
Puedo conectar oraciones
para narrar, describir o
explicar.
Puedo empezar a
comunicarme creando
párrafo.
y declaraciones. A veces
necesito escuchar cosas
Puedo entender
preguntas y temas de la
vida cotidiana así como
situaciones en las que
interactúo cara a cara o
electrónicamente.
Puedo entender la idea
principal y la mayoría de los
detalles en conversaciones
relacionadas a temas
Puedo ser entendido (a) por
alguien acostumbrado (a)
a un estudiante de idiomas
así como algunos nativos del
idioma inglés.
Puedo ser fácilmente
entendido (a) por
nativos del idioma
inglés, incluso aquellos
poco acostumbrados a
un aprendíz.
Generalmente puedo ser
entendido (a) en inglés por
la mayoría de personas con
las que interactúo. Puedo
resolver problemas de
comunicación.
Recomendaciones del instructor (a)
8 Practice Book
A Note to The Instructor
Dear Instructor,
The stories in this book portray the
experiences of immigrant parents living in the
USA. Real names have been used, and the
stories have been edited based on insights
shared through oral interviews. Some stories
have been entirely written by parents with
the help of our teachers. The purpose of
the book is to encourage resilience, support
parents in navigating the educational system,
and enable them to see themselves reflected
in the stories. Through these narratives, they
can find inspiration to pursue their dreams
of learning English and securing a better
future for their children through resilience
and effort.
In this book, you’ll find 25 stories organized
by proficiency level: 10 for novice students,
10 for intermediate learners, and 5 for
advanced proficiency, all aligned with our
rubrics. Our flexible approach supports
parents, ensuring they feel prepared and
confident, especially at lower levels. This
fosters an environment where parents
progress at their own pace, which is crucial
for your success as an ESOL educator. In the
advanced section, you’ll discover a dedicated
unit with insights and recommendations from
experienced immigrant parents in the USA.
These insights help new parents understand
essential expectations, social norms, and
legal considerations for thriving in American
society.
Parents learning English should prioritize
reading in the language for several
compelling reasons that benefit both
themselves and their children. Immersing
themselves in English texts enhances
language skills such as vocabulary
expansion, comprehension, and familiarity
with idiomatic expressions. This exposure
allows parents to absorb the nuances of
the language and apply them effectively in
everyday conversations. Moreover, reading
in English enables parents to actively
engage in their children’s academic journey.
Many educational materials, from school
newsletters to textbooks, are predominantly
in English. By delving into these resources,
parents can effectively support their
children’s learning, communicate with
educators, and navigate school systems
confidently. This engagement not only
strengthens parent-teacher partnerships but
also empowers parents to participate more
actively in their children’s education.
Exposure to English literature and media
exposes parents to different cultural
perspectives and societal norms. This cultural
awareness enhances their ability to connect
with people from diverse backgrounds and
navigate multicultural environments with
sensitivity. Such understanding promotes
empathy and inclusivity, crucial for fostering
harmonious relationships within diverse
communities. Most importantly, reading in
English serves as a role model for children.
When children see their parents absorbed in
English books or articles, they are motivated
to cultivate their own reading habits and
improve their language proficiency. This
shared interest in reading strengthens
familial bonds and fosters a positive learning
environment at home. By setting an example
through their reading habits, parents
inspire a love for learning and language
development in their children.
Utilize this book as an invaluable resource
to aid adult students in mastering
English vocabulary and advancing
toward proficiency through extensive
reading. For effective practice in reading
comprehension, read each story just once.
Practice Book 9
Key words are compiled into a vocabulary
list for convenient reference beforehand.
Encourage your students to infer word
meanings from context before consulting
you or an online dictionary. After reading,
assess comprehension using the questions
provided for each chapter. To further
enhance language skills, employ the
discussion questions at the end of each
chapter to stimulate language production,
draw cultural comparisons and connections,
and bolster confidence in their speaking
abilities.
Additionally, take advantage of the QR
code provided, granting both teachers and
students access to narrated audio files of the
stories. These audio resources are invaluable
for practicing listening comprehension and
pronunciation. Integrate the audio into your
interpretive listening activities to complement
and reinforce the reading exercises. Embark
on this journey of discovery with OLA
Language School, featuring stories from
parents as the central characters, as they
navigate their experiences acculturating to
America.
Best wishes on your language teaching journey.
Warm regards,
OLA Language School Director
Strategies for Using Stories in ESL Teaching
Here are various strategies for utilizing all stories to enhance language learning and
comprehension:
Pre-reading Activities
Vocabulary Preview: Introduce key
vocabulary words from the story. Have
parents define them, use them in
sentences, or predict story elements
based on the vocabulary.
During Reading Activities
Reading Aloud: Assign students to
read paragraphs aloud to improve
pronunciation and intonation. Pause
to clarify key vocabulary and idiomatic
expressions.
Comprehension Checks: Pose specific
comprehension questions during reading
to ensure understanding of events,
characters, and main ideas.
Post-reading Activities
Comprehension Questions: Facilitate
group discussions on comprehension
questions to deepen understanding and
encourage textual evidence to support
answers.
Discussion Questions: Engage students
in open-ended discussions about
themes, character motivations, cultural
insights, or personal reflections related to
the story.
Language Focus
Grammar and Syntax: Analyze and
practice grammar patterns (e.g., verb
tenses, sentence structures) found in
the story through speaking and writing
exercises.
10 Practice Book
Idiomatic Expressions: Explore idiomatic
expressions within the story, discussing
meanings, usage, and contextual
variations.
Writing and Speaking Tasks
Story Retelling: Task students with
summarizing the story in their own
words, emphasizing key events and
character developments.
Creative Writing: Encourage students
to extend the story, rewrite scenes
from different perspectives, or propose
alternative endings.
Debates or Discussions: Organize
debates or discussions based on story
themes or dilemmas, prompting students
to articulate and defend viewpoints
supported by textual evidence.
Cultural Exploration
Comparative Analysis: Compare cultural
elements depicted in the story with
students’ own cultural backgrounds,
fostering exploration of traditions, values,
and family dynamics.
Visual Aids: Utilize accompanying
resources such as OLA TEACHER
SLIDESHOWS with images, QR codes
for audio stories, and related questions
to enhance comprehension, cultural
awareness, and listening skills.
Role-playing and Reflective Activities
Role-playing: Assign roles for students
to act out story scenarios, promoting
oral proficiency and understanding of
character motivations.
Reflection and Feedback: Encourage
students to reflect on their learning
experiences, sharing insights on what
they found intriguing, challenging, or
unexpected.
Integration with Skills
Listening Enhancement: Utilize audio
recordings or read-aloud sessions to
enhance listening skills, employing tasks
such as summarizing key points or
completing missing information.
Speaking Engagement: Engage students
in discussions, debates, or presentations
that connect with story themes or topics.
Assessment and Feedback:
Formative Assessment: Assess students’
comprehension, vocabulary acquisition,
grammar usage, and cultural insights
through varied activities within the
lesson.
Feedback: Provide constructive feedback
aimed at enhancing language proficiency,
recognizing strengths, and identifying
areas for improvement.
By incorporating these strategies, you can create dynamic and effective language learning
experiences that promote comprehensive understanding, vocabulary enrichment, cultural
appreciation, and proficiency at the conversational level.
Note to Readers
If you notice any errors or have suggestions for corrections, please contact us at:
Your feedback is greatly appreciated and helps us improve our materials.
Thank you,
UNIT 1 I Am a Happy Parent
UNIT 2 My Family Tree
UNIT 3 My Daily Routine
UNIT 4 New Beginnings
UNIT 5 A Day in My Job
UNIT 6 Lilia´s Dream for Diego
UNIT 7 Mrs. Greer is The Best English
Teacher!
UNIT 8 Mia’s First Parent-Teacher
Conference
UNIT 9 From Bosnia to America: Embracing
New Traditions
UNIT 10 Nora’s Journey: Learning English for
a Better Future
12 Practice Book | Novice
UNIT 1 I AM A HAPPY PARENT
Vocabulary Preview
1. Dad - Father.
2. Children - Sons and daughters.
3. Happy - Feeling joy or contentment.
4. Games - Activities for fun or competition.
5. Stories - Tales or narratives.
6. Neighborhood - Local area or community.
7. Cook - Someone who prepares food / the action of
preparing food.
8. Delicious - Very tasty or enjoyable to eat.
9. Thankful - Feeling or expressing gratitude.
10. Excited - Feeling eager or enthusiastic.
I Am Happy Parent
Hello, my name is David and I am from Guatemala. I am a happy dad. I have two
children: Maria and Alejandro. Maria is seven years old, and Alejandro is four.
They make me very happy. I like to play games and read stories with them before bedtime.
My wife, Ana, is a wonderful mom. We live in a small house in a quiet neighborhood. I work
as a cook in a restaurant downtown. I enjoy cooking and making delicious food for people
to eat. Ana works part-time at a school helping teachers. We met in college and have been
married for ten years. Family is very important to me, and I am thankful for my wife and kids.
On weekends, we like to go to the park or have picnics by the lake. I am excited to watch my
children learn and grow every day.
Comprehension Questions
1. How many children does David have, and what are their names?
2. What does David enjoy doing with his children before bedtime?
3. Where does David work, and what does he do there?
4. What does Ana do for work, and where does she work?
5. Why is family important to David?
Discussion Questions
1. Why do you think family is important to David?
2. Is family important to you? Why?
Practice Book | Novice 13
UNIT 2 MY FAMILY TREE
1. Family - A group consisting of parents and their children,
or relatives living together.
2. Father - A male parent.
3. Mother - A female parent.
4. Brother - A male sibling.
5. Sister - A female sibling.
6. Grandfather - The father of one’s father or mother.
7. Grandmother - The mother of one’s father or mother.
8. Uncle - The brother of one’s father or mother.
9. Aunt - The sister of one’s father or mother.
10. Cousin - A child of one’s uncle or aunt.
My Family Tree
Hello! My name is Ana, and I am from El Salvador. I want to tell you about my
family. My father’s name is Jorge, and my mother’s name is Maria. Jorge is a
farmer, and Maria is a teacher. I have one brother and one sister. My brother’s name is Luis,
and my sister’s name is Sofia. Luis is my older brother, and Sofia is my younger sister. My
paternal grandparents live with us. My grandfather’s name is Pedro, and my grandmother’s
name is Lucia. Pedro likes to tell us stories, and Lucia loves to cook. I also have an uncle
named Antonio and an aunt named Rosa. Antonio is my father’s brother, and Rosa is his
wife. They have two children, my cousins, named Juan and Elena. My maternal grandparents,
Roberto and Carmen, live in the nearby town. We all get together often, and I love my family
very much. We are very happy together.
1. What are the names of Ana’s maternal grandparents, and where do they live?
2. Who likes to tell stories in Ana’s family?
3. How does Ana feel about her family?
5. How are Antonio and Rosa related to Ana?
1. What do you like to do with your family?
2. What are some similarities and differences you notice between Ana’s family and your own?
UNIT 1 One Dream, Two Realities
UNIT 2 A Visit to The Doctor’s Office
UNIT 3 Maritza’s Journey: Navigating the
American Grading System
UNIT 4 Zaida’s Math Adventure
UNIT 5 Supporting My Children Through
Reading
UNIT 6 Two Worlds, One Family: The Ortiz
Journey in America
UNIT 7 The Answer Is a Tortilla!
UNIT 8 Changing Minds, Changing Lives
UNIT 9 Little Sara’s First Christmas in America
UNIT 10 Pablo’s Guide to Navigating the
American School System
26 Practice Book | Intermediate
UNIT 1 ONE DREAM, TWO REALITIES
1. Opportunities - Chances for success or progress.
2. Dream - A strong hope or goal for the future.
3. Language barrier - Difficulty in communication because of different languages.
4. Enrolled - Signed up for a class or course.
5. Community - A group of people living in the same area or having common interests.
6. Heritage - Traditions and cultural history passed down from previous generations.
7. Blend - A mix or combination of different things.
8. To embrace - To accept or welcome something or someone.
9. Confidence - A feeling of self-assurance or trust in one’s abilities.
10. Cruel reality - A harsh or difficult truth.
One Dream, Two Realities
My name is Gabriel, and I am from El Salvador. I moved to America
with my family for a better life and more opportunities for my
children. My dream is simple: I want my children to succeed and
achieve what I could not back home. This dream keeps me going,
even when things are hard.
When we first arrived, the language barrier was huge, and I
struggled to communicate even the simplest things. To help, I
enrolled in English classes. Learning English became my priority
because I knew it was important for finding a job, helping my
children with school, and becoming part of our new community.
In the United States, I am happy, but I miss my mother and father,
the culture I grew up with, and my friends. Knowing that I can’t return to El Salvador is a cruel
reality. Another reality is the need to teach my children about their roots. While I want my
children to embrace their new life in America, I also want them to remember where they come
from. To do this, I cook traditional Salvadoran meals at home, and we celebrate our holidays
just as we did back home. This way, my children can understand and appreciate their heritage
and learn that our family can be Salvadoran and American at the same time. Sometimes, I feel
caught between these two worlds!
Learning English is opening doors for me and giving me confidence. At the same time, the
more I learn about American culture, the more I take pride in my roots. Our life in America
is a blend of dreams and realities, and each day, I feel we are getting closer to the future we
hope for. We are creating one dream that exists in two realities, one that honors our past and
one that embraces our future.
1. Why did Gabriel move to America with his family?
2. What did Gabriel struggle with when he first arrived in the United States?
Practice Book | Intermediate 27
3. How did Gabriel prioritize learning English, and why was it important to him?
4. What did Gabriel miss about El Salvador while living in the United States?
5. How did Gabriel teach his children about their roots and heritage?
1. How important do you think it is for immigrants to celebrate their traditional holidays in
their new country?
2. What role do you think food plays in preserving cultural identity for immigrant families?
UNIT 2 A VISIT TO THE DOCTOR’S OFFICE
1. Health center - A place where people go to see doctors or nurses for medical help.
2. Forms - Papers you fill out with information like your name, address, etc.
3. Nurse - A person who helps doctors and takes care of patients.
4. Temperature - how hot or cold your body is; measured with a thermometer.
5. Throat infection - When germs make your throat hurt and you might have a fever.
6. Medicine - Something a doctor gives you to make you feel better when you are sick.
7. Breathing - Taking air in and out of your lungs.
8. Stethoscope - A tool doctors use to listen to your heart and lungs.
9. To diagnose - When a doctor figures out what illness or problem you have.
10. Throat - The front part of the neck, where swallowing and breathing happen.
A Visit to The Doctor’s Office
Yuna was thrilled to be in America with her husband and
daughter, Jiyeon. One morning, Yuna woke up feeling unwell—a
sore throat, chills, and a slight fever. Jiyeon suggested they
visit the doctor. At the health center, Yuna filled out forms with
Jiyeon’s help. Then, a kind nurse led them to an examination
room. Yuna tried her best to describe her symptoms in English:
“My throat hurts, and I have chills and fever.”
The nurse checked Yuna’s temperature and asked more
questions about her health history. Yuna struggled a bit to
understand, but the nurse spoke slowly and used simple words.
Soon, a doctor arrived—a friendly woman with a warm smile.
She introduced herself and asked Yuna about her symptoms.
Yuna did her best to explain, occasionally looking to Jiyeon for
assistance.
28 Practice Book | Intermediate
The doctor examined Yuna’s throat with a light and listened to her breathing with a
stethoscope. She diagnosed Yuna with a mild throat infection and prescribed antibiotics.
Yuna felt relieved knowing it wasn’t serious. Before they left, the nurse explained how to take
the medicine and wrote down the instructions in easy English for Yuna to follow at home.
Leaving the health center, Yuna felt grateful for the care they received. Despite the language
challenges, everyone was patient and understanding. Yuna knew there would be more
adjustments living in America, but she felt reassured knowing they could receive help when
needed. This visit to the doctor was a significant step in their new life.
1. What symptoms did Yuna experience when she woke up one morning?
2. Who accompanied Yuna to the doctor’s office at the health center?
3. How did Yuna communicate her symptoms to the nurse and doctor?
4. What did the doctor diagnose Yuna with after examining her?
5. How did the nurse help Yuna understand how to take her prescribed medication?
1. How was your first experience visiting the doctor in America?
2. How do you think Yuna felt about visiting the doctor in a new country where she is still
learning the language?
UNIT 3 MARITZA’S JOURNEY: NAVIGATING THE AMERICAN GRADING SYSTEM
1. Grading system - A way to measure how well
someone is doing in school, like using letters (A, B,
C, etc.) or numbers (4.0, 3.2).
2. Letter grades - A, B, C, D, and F are letters that
show how well someone did in a class. A is the
best, and F means a student didn’t do well.
3. GPA (Grade Point Average) - A number that shows
the average of all grades.
4. Attendance - How often someone goes to school
or class. Perfect attendance means a student
didn’t miss any days.
Practice Book | Intermediate 29
5. Behavior - How a student acts in school.
6. Standardized tests - Tests that are the same for everyone. They measure how much
someone knows in subjects like math and reading.
7. Comments - Notes from teachers on a report card about how a student is doing and
recommendations. Comments can be about student work or behavior.
8. Progress - How much a student has improved.
9. Parent-teacher conference - A meeting where parents talk to teachers about their child’s
progress in school.
10. Report card - A paper that shows grades, attendance, behavior, and teacher comments. It
tells parents how well their child is doing in school.
Maritza’s Journey: Navigating the American Grading System
Maritza, a cheerful mother from Ecuador, had just moved to
the United States with her family. Her daughter, Sofia, finished
her first semester in an American school, and Maritza wanted
to understand Sofia’s report card. In Ecuador, the grading
system was simple: “90 to 100 is ‘excelente’, 80 to 89 is ‘muy
bueno’, and anything below 60 is ‘malo’,” Maritza always told
Sofia. Now, looking at the American system, she saw letter
grades: A, B, C, D, and F. “A is excellent, B is good, C is average,
D is below average, and F is failing,” she thought. “But why no
E?” She laughed, imagining a teacher forgetting the letter E.
Next, she looked at the GPA, or Grade Point Average. “3.2?
What does this mean?” she wondered. Maritza remembered
from her English classes that 4.0 is perfect. “So, 3.2 is good!” she smiled, feeling happy. She
read the teachers’ comments: “Sofia is very engaged in class,” one teacher wrote. Another
said, “She needs to focus more on math.” Maritza nodded. “Yes, Sofia loves to talk, just like
her mamá.” Attendance and behavior were also included. “Perfect attendance! Very good,
Sofia!” Maritza said. Behavior was good, but one note said, “Talks too much in class.” Maritza
laughed, “That’s my daughter!”
Maritza noticed that American schools had more detailed report cards than in Ecuador.
They included grades for each subject, comments from teachers, and scores from
standardized tests. Finally, she saw the standardized test scores. “A bit low in math,” she
read. “We will work on this together, mi amor,” she thought, ready to help Sofia. Maritza felt
proud and determined. Understanding the American grading system was not so scary. With
a smile, she thought, “If I can learn this, I can do anything!” She sipped her tea and started
planning fun math games for Sofia.
1. How did Maritza feel about the American grading system compared to the system in
Ecuador?
2. What were the letter grades Maritza saw on Sofia’s report card, and what did each grade
represent?
30 Practice Book | Intermediate
3. Why did Maritza find it humorous that there was no letter “E” in the American
grading system?
4. What were some of the teacher comments about Sofia’s performance in class?
5. How did Maritza plan to help Sofia improve her math skills after reading her standardized
test scores?
1. What are some similarities and differences between the grading system in the country you
come from and the United States?
2. Discuss the importance of teacher comments on report cards. How do they provide a
deeper understanding of a student’s performance beyond just letter grades?
UNIT 4 ZAIDA’S MATH ADVENTURE
1. Eager - Feeling excited and enthusiastic about
something.
2. To multiply - To add a number to itself a certain number
of times.
3. To subtract - To take away one number from another.
4. Inspiration - Someone or something that gives you
ideas or motivation to do something.
5. Success - Achieving a goal or getting a positive result
from your efforts.
6. To master - To become very skilled or proficient in
something; to fully understand or control something.
7. Proud - Feeling pleased and satisfied about one’s
achievements, qualities, or possessions.
8. To struggle - To try very hard to do something difficult or to deal with something that is
hard or painful.
9. To hug - To hold someone tightly in one’s arms, typically to express affection or comfort.
10. To realize - To become aware of something; to understand or notice something that was
not clear before.
Zaida’s Math Adventure
I am Zaida, an immigrant mother from the Dominican Republic, and I moved to
the United States with my young son, Mateo. Determined to give him the best
opportunities, I enrolled him in an elementary public school in Cobb County, Georgia. Though
I was not fluent in English, I was eager to help Mateo with his homework. I knew I needed to
learn not just the language, but the language of math.
Practice Book | Intermediate 31
Every day, I spent time with Mateo, working on his math problems. I
learned key English math vocabulary: “add,” “subtract,” “multiply,” and
“divide.” I practiced saying, “Let’s add these numbers,” and “Can we
subtract this?” I felt proud when I mastered, “Now, let’s multiply,” and
“Can you divide this for me?”
One evening, Mateo struggled with his math homework. I sat beside
him and said, “We will solve this together. What is 6 plus 3?” Mateo
answered, “Nine!” I smiled and replied, “Yes, muy bien! Now, if we
subtract 3 from 12, what do we get?” Mateo thought for a moment
and said, “Nine!”
I used everyday moments to expose Mateo to math questions. At the grocery store, I asked, “If
we buy 12 apples and add 6 more, how many apples do we have?” Mateo enjoyed the challenge
and proudly answered, “Eighteen apples!” I also practiced multiplication with Mateo while
cooking. “If we need 2 cups of flour for one cake, how many cups do we need for three cakes?” I
asked. Mateo carefully calculated, “Six cups!” I hugged him and said, “¡Exactamente!”
Through these daily practices, I gained confidence. I realized that understanding math
vocabulary helped me connect with Mateo’s education. I felt more involved and capable. I
shared my journey with other parents at the school, encouraging them to learn and use math
vocabulary in everyday contexts.
My dedication paid off. Mateo’s math skills improved, and my English got better too. I showed
that with determination and practice, any parent can gain access to the language of math and
help their children succeed. My story became an inspiration for other mothers, proving that
learning alongside our children can lead to progress and success.
1. Why did Zaida feel the need to learn the language of math?
2. What were some key English math vocabulary words that Zaida learned?
3. How did Zaida use everyday moments to help Mateo practice math?
4. What impact did Zaida’s efforts have on Mateo’s math skills and her own English skills?
5. How did Zaida’s story serve as an inspiration for other parents at the school?
1. How did Zaida show determination in learning English and math alongside her son Mateo?
2. What recommendations would you give to other parents who are learning English to help
their children with schoolwork?
UNIT 1 From Mexico to Georgia: Alma’s
Journey of Hope and Perseverance
UNIT 2 A Cuban Story of Bravery
William Carvajal’s Path to Founding
UNIT 4 Jose’s Roadmap After Learning
English
UNIT 5 Navigating Life in the USA: Advice
from Experienced Parents
44 Practice Book | Advanced
UNIT 1 FROM MEXICO TO GEORGIA: ALMA’S JOURNEY OF HOPE AND PERSEVERANCE
1. To emigrate - To leave one’s own
country in order to settle permanently
in another.
2. To adapt - To adjust to new conditions
or environments.
3. To isolate - To separate from others; to
be or remain alone.
4. Confinement - The state of being
restricted or limited to a certain place or
situation.
5. Invaluable - Extremely useful or
indispensable; priceless.
6. To empower - To give someone the
authority or power to do something; to make someone stronger and more confident.
7. Immense - Extremely large or great in degree; enormous.
8. To feel a lump in one’s throat - To experience a tightening or choking sensation in the
throat, typically due to strong emotion such as sadness or nervousness.
9. Slowly but surely - Gradually and steadily; making progress little by little over time.
10. Mother tongue - One’s native language; the language that a person has grown up
speaking from early childhood.
From Mexico to Georgia: Alma’s Journey of Hope and
Perseverance
This story was written by Alma Nidia Cariño Vargas. Alma
lives in Cartersville with her family and is a dedicated parent
involved in the OLA program.
I am Alma, born into a traditional Mexican family. As the
oldest of three siblings, I was dad’s spoiled girl and mom’s
constant companion. Today, I have my own family, and
we decided to emigrate to the United States. In July 2019,
we moved to Cartersville, Georgia. This was our first big
challenge: starting a new life far from family and friends.
It wasn’t easy for my children either. On their first day of
school, I felt a lump in my throat as I watched them board
the bus. I knew they felt the same way. Yet, we had to face
this new adventure with positivity and courage.
Slowly but surely, we adapted to our new reality. Over time, we began to feel at home. Then, in
March 2020, the pandemic struck, and like everyone else, we had to stay indoors. We were just
starting to explore the opportunities of our new life. My children were making friends and doing
well in school. I had begun taking English classes every Monday at the public library. Suddenly,
we had to isolate ourselves to protect our health.
Practice Book | Advanced 45
This was another obstacle: confinement. In a country that offers endless opportunities, it’s
essential to stay connected with those around you. The little progress we had made in learning
English and communicating our basic needs, from shopping to attending doctor’s appointments,
had become a problem. Our mother tongue is Spanish, and if you don’t practice what you’ve
learned, you can easily forget it.
The pandemic forced us to interact without leaving home and to explore the world in a different
way. Social networks kept us busy: some exercised, others learned to cook, and working and
studying from home became the norm.
Eventually, health protocols allowed us to gradually resume our activities. A kind person
suggested enrolling my children in after-school programs offered by the city, a great resource
for newly arrived children or those with limited English. It worked! In a short time, my children
improved significantly. Utilizing all the resources provided by the city or county where you settle
is invaluable.
While exploring online, I discovered OLA Language, an English and Spanish school that
seemed like a good learning option. Soon, I had the opportunity to join the ESOL program,
designed for those who do not speak English as a first language. This program helped us
improve in all areas of our daily lives: at work, at school with our children, and during doctor
visits. It empowered parents like me, who came to this country to provide a better future for
our families.
Learning in a simple, effective way, guided by dedicated teachers, we formed bonds of friendship
with incredible people who are patient, kind, and genuinely happy for our achievements.
Despite being far from our homeland, customs, and family, which we continue to miss, we have
found support and friendship here.
We all have a story to tell, and I hope they are all about success and progress. I want to express
my heartfelt gratitude to a few special people who have made an immense impact on my
journey. Thank you, teacher Healey, for your unwavering dedication and inspiration. Thank you,
Mrs. Kristy Mitchell, as the ESOL Director for Bartow County Schools. Your love for immigrant
parents like me has given us hope and the opportunity to learn English. And thank you, Mr.
Carvajal, for leading OLA with such passion and commitment. Your efforts go beyond English
classes; you provide the tools we need to succeed in our new country. I admire and respect
you all for creating spaces for our community and encouraging us to become better versions
of ourselves.
1. Why did Alma and her family decide to move to Cartersville, Georgia, and what was their
first big challenge after moving?
2. How did Alma feel on her children’s first day of school, and how did her children likely feel?
3. What impact did the pandemic have on Alma’s family’s adaptation to their new life in
Cartersville?
46 Practice Book | Advanced
4. What role did social networks play in Alma’s family life during the pandemic?
5. How did enrolling her children in after-school programs benefit Alma’s family, and what
impact did it have on her children’s progress?
1. Reflecting on Alma’s journey, what values and qualities (such as resilience, community
support, and education) have been crucial to her family’s success in adapting to their new
life in The United States? Explain.
2. How do you think Alma’s experience of emigrating to a new country compares to your
own?
3. Alma expresses gratitude towards specific individuals who supported her family, such as
teacher Healey and Mrs. Kristy Mitchell. How important do you think supportive educators
and community leaders are in helping immigrant families thrive?
UNIT 2 A CUBAN STORY OF BRAVERY
1. Perilous - Full of danger or risk.
2. Treacherous - Hazardous; characterized by betrayal or
deceit.
3. Linguistic - Relating to language or the study of languages.
4. Aspirations - Hopes or ambitions for the future.
5. Integration - The process of becoming part of a society or
group.
6. Nostalgia - A sentimental longing or wistful affection for
the past.
7. Adversity - Difficulties or hardships; misfortune.
8. Mishaps - Minor problems or incidents, often causing inconvenience.
9. To sink - To go down below the surface of water or another liquid.
10. To endure - To suffer patiently; to tolerate or withstand something difficult.
A Cuban Story of Bravery
This story was written by a student attending English classes at OLA Language School
who wished to change his name and remain anonymous.
My name is Fernando, and my story begins in Cuba, a country where life was hard under
Fidel Castro’s rule. Growing up, we faced restrictions and uncertainties that made daily life
challenging. Despite these hardships, I dreamed of a better future for my family—a life free
from political oppression and with greater opportunities.
Practice Book | Advanced 47
When the opportunity arose, we made the bold
decision to leave Cuba. Constructing a makeshift
raft, we set sail across treacherous waters toward
America. The journey was perilous, with towering
waves and the constant fear of interception.
After days enduring the elements and navigating
by starlight, we finally spotted the distant lights
of Miami, Florida. But the challenges didn’t end
there. Under the “wet feet, dry feet” policy, we
had to touch American soil to secure our place in
this new land. In the dead of night, Maria, Carlos,
Isabella, and I made a daring leap from our raft
into the dangerous waters. We swam with all our might, driven by determination and the
hope of a better future. The waves crashed around us, testing our resolve, but we pressed
on until finally, our feet sank into the soft sand of the Miami shore. Exhausted, tears of relief
streamed down our faces as we knew we had reached safety.
From Miami, we heard about a welcoming community in Atlanta, Georgia, and decided to
start anew there. Learning English was not easy for us. Maria and I attended classes together,
often laughing at our linguistic mishaps and celebrating small victories. Carlos and Isabella
quickly became our language guides, translating and helping us navigate everyday life in our
new home.
Reflecting on our journey, I recall the struggles of life under Castro’s regime—limited
freedoms, economic hardships, and constant surveillance that stifled dreams and aspirations.
Leaving Cuba meant leaving behind family, friends, and familiar customs. Yet, it also meant
embracing the hope of a brighter future where we could build a life based on freedom and
opportunity. In Georgia, we found work and stability. I became a landscaper, Maria joined
a nursing home as a caregiver, and our children thrived in school. We embraced American
traditions while holding onto our Cuban heritage through food, music, and stories of home.
Our journey taught us that courage and resilience can overcome any challenge. Learning
English, we often joked, was like learning to salsa dance—awkward at first, but with practice,
it became more fluid and natural. Looking back, Maria and I are grateful for the opportunities
America has provided us. We’ve come to cherish our Cuban roots while embracing our
new life in Atlanta—a place that welcomed us with open arms and where we’ve found a
community that feels like family. Our story is a testament to the enduring human spirit and
the belief that, even in the face of adversity, hope and determination can lead to a brighter
tomorrow.
1. Why did Fernando and his family decide to leave Cuba?
2. Describe the challenges Fernando and his family faced during their journey to America.
3. What is the significance of the “wet feet, dry feet” policy in Fernando’s story?
48 Practice Book | Advanced
4. How did Fernando and Maria cope with learning English in their new home?
5. What are some ways in which Fernando and his family maintained their Cuban heritage
while adapting to life in Georgia?
1. How did the “wet feet, dry feet” policy influence Fernando and his family’s journey to
America? What risks and challenges did they face because of this policy?
2. The story emphasizes the theme of resilience. Discuss specific moments in Fernando’s
journey where resilience was demonstrated by him or his family. How did these moments
contribute to their overall success in adapting to their new life?
3. Fernando mentioned that leaving Cuba meant leaving behind family, friends, and familiar
customs. How did this separation impact Fernando and his family emotionally? How did
they cope with feelings of nostalgia and longing for their homeland?
UNIT 3 LANGUAGE, LOVE, AND LEGACY: WILLIAM CARVAJAL’S PATH TO FOUNDING
1. Odyssey - A long and eventful journey
or experience.
2. Flourished - Developed successfully
and grew well, often in a positive and
vigorous way.
3. Refined - Improved to make it more
precise or polished.
4. Hospitality - The friendly and generous
reception and entertainment of guests,
visitors, or strangers.
5. Adaptability - The ability to adjust to
new conditions or environments.
6. Proficiency - A high degree of skill or
expertise in a particular area.
7. To advocate - To publicly support
or recommend a particular cause or
policy.
8. Empowered - Given the authority or
power to do something; made stronger
and more confident.
Practice Book | Advanced 49
9. Transformative - Causing a significant change or transformation.
10. Beacon - A source of inspiration or guidance; often used metaphorically to describe
someone or something that offers hope and guidance.
Language, Love, and Legacy: William Carvajal’s Path to Founding OLA Language School
My name is William Carvajal, a proud American of Colombian and Venezuelan
heritage, and I am the director and founder of OLA Language School. My journey
in language education spans nearly three decades, ignited in South America
where I discovered my passion for teaching English as a second language. It was in
Colombia, particularly in Bucaramanga, where both my career flourished and I found love—
Catalina, my wife.
Colombia welcomed me with its vibrant
culture and warm hospitality, teaching me
invaluable lessons in flexibility, humor, and
adaptability. These experiences shaped
my approach to education, complemented
by my studies—a Bachelor’s Degree in
Liberal Arts from Atlantic Union College
and a Master’s Degree in Education
specializing in TESOL and Second Language
Acquisition from Framingham State
University, both in Massachusetts. These
qualifications, alongside my designation
as a Highly Qualified teacher by both the
Massachusetts and Georgia Departments
of Education, have profoundly shaped my
career.
In 2017, inspired by an idea from my wife Catalina, the seed for OLA Language School was
planted. Her talent for inspiring ideas has always fueled our ventures. OLA, which stands
for Organic Language Acquisition, embodies our belief that learning a language should be a
natural and enriching process. It’s a testament to Catalina’s insight and our shared vision for
fostering linguistic proficiency and cultural understanding.
As director of OLA, I am continuously seeking ways to connect with each of our parents to
learn about their successes and struggles in making a living in America. One of the most
inspiring stories that deeply touched me is that of Alicia. She arrived in the United States with
minimal English proficiency, facing immense challenges in communicating with her children’s
teachers. Through our ESOL program at OLA Language School, Alicia not only gained fluency
in English but also discovered the confidence to advocate effectively for her children’s
educational needs. Tearfully, she shared how learning English transformed her relationship
with her children, enabling her to support their academic journey and dream of a brighter
future together.
Another deeply moving account comes from Blanca, who grappled with adapting to a new
country and language while striving to provide stability for her children. Attending English
classes at OLA Language School empowered Blanca to communicate effectively with her