Even in literacy- and beginning-level classes, it is important to conduct some needs assessment in the first days of class. Needs assessment should then continue informally throughout the entire class cycle. Typically when literacy-level adult English language learners are asked which English skill is most important for them-reading, writing, speaking, or listening-they say "everything." A teacher might agree with the students, but then explain that they cannot learn everything at once, so the teacher needs an idea of what is most important to particular learners. This will enable the teacher to set priorities for what is to be taught. The following steps may be useful in assessing needs and determining priorities.

1. Elicit from the students situations and places where they might need English, such as getting a job or going to the doctor. Discuss whether they need to read, speak, listen, or write (or often, all four) in these situations.
2. Label four cards, each card representing one of the skills-reading, writing, speaking, listening-and put a simple graphic on each card, e.g., an ear for listening, a mouth for speaking, a book for reading, and a pen for writing. Post one skill card in each corner of the room.
3. Ask the students (and demonstrate, if necessary) to stand by the card representing the English skill they most need to improve. If students are confused, repeat and demonstrate the directions and allow them to help each other in their native languages. While students are standing in their chosen corners, have them write their names on the appropriate skill card. Leave the card on the wall for the rest of the class cycle.

The above "four corners" activity helps prepare learners for the more complicated task of choosing which topics to study.

1. Create a simple form asking students to indicate which topics are the most important for them to learn. Draw or find illustrations of possible topics to be studied in class, such as health, housing, shopping, and transportation. (See Sample II-1a.)
2. For group instruction, make transparencies of the pictures on the form. The form can contain basic words such as work, health, community.
3. Discuss the pictures and words on the form.
4. Give each learner a handout of the form and ask them to circle the topics most important to them. Ask them to choose 3-5 topics, depending on the length and intensity of the instruction. Some learners may help each other in their native languages, or volunteers may assist in English or the native language. Individuals may circle words or pictures.
5. While the students are working, circula te to help with the process and confirm with each adult learner that he or she has chosen important topics.

The next day, on the original transparency or on the board, present a tally of the topics that were marked, and decide with the class which topics are important to the most people. Some may find the entire task challenging because they are unfamiliar with the concept of needs assessment and because of difficulties in understanding and expressing themselves in English. But everyone ultimately understands the inherent fairness of this group process. The process itself serves to forge a strong class bond while showing adult English learners that their voices have been heard. These activities also allow the teacher to assess the skills, ideas, and feelings of each individual in the class.