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ESL 034 (9528) ESL 044 (9532) Pierce College ESL at Firgrove Elementary Level 3 (ESL 034) Level 4 (ESL 044) Spring 2016 Syllabus CLASS INFORMATION Class Schedule: T-TH 9:00-11:50 am April 5-June 14 No class May 31 Instructor: Jennifer Scott 253-343-8434 [email protected] Office Hours: T-Th 11:50-12:15 ATTENDANCE POLICY Attendance is very important. Please call, text or e-mail me if you will miss class. In order to be eligible for a tuition waiver, students must attend 80% of classes. GOVERNMENT TESTING All new students must take the CASAS (Comprehensive Adult Student Assessment System) pretest the first week of classes. After every 45 hours of class time, all students must take the CASAS post-test. END OF QUARTER GRADES At the end of the quarter, students will receive a grade of S, P, or NP. S: SATISFACTORY Students who attend classes regularly and participate receive an “S.” P: PASS Students who are ready to move up a level (e.g. from level 3 to level 4) will receive a “P.” Note, students may move up a level at any time, but may only stay in one level for three quarters. NP: NOT PASS Students who do not come to class on a regular basis and do not participate will receive an “NP.” Pierce College ESL Level 3-4 J. Scott ESL 034 (9528) ESL 044 (9532) TUITION COSTS AND REFUNDS ESL levels 1-6, ABE Levels 1-4, and GED classes have a tuition cost of $25.00 per student, per quarter. Tuition waivers are available for students who qualify. To be eligible for a tuition refund, you must officially withdraw from the class. The percentage of refund depends on the date you withdraw. See the academic calendar for the current quarter's refund dates. The student must initiate the paperwork for all refunds, including those due when a class is canceled. To request a refund, obtain a Schedule Change Form from the registration office, complete the form, and return it to the registration office. Refunds are made to the original payment method. Payments made by cash or check will be refunded by check and the refund will be mailed to the student. ADDITIONAL INFORMATION Students with disabilities who believe they may need academic adjustments, auxiliary aids or services to fully participate in course activities or meet course requirements are encouraged to register with the Disability Support Services (DSS) Office, Room 115 in the Sunrise Building. You may also call the DSS Office at (253) 964-6526 or 964-6527 to make an appointment to meet with the DSS Coordinator. Students requesting academic adjustments must obtain the "Approved Quarterly Academic Adjustments, Auxiliary Aids or Services" (green) form provided by DSS before any adjustments are made. COURSE OUTCOMES - LEVEL 3 Upon completion of level 3 ESL, students will be able to understand and perform the following indicators in each of the core competencies: ESL Level 3 High Beginning ESL --- Standards Checklist Reading Indicators R3.1 R3.2 R3.3 Decode and recognize everyday words and word groups in short, simple texts by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words. Demonstrate familiarity with simple, everyday content knowledge and vocabulary in simple sentences. R3.4 Locate discrete items of information in texts. Monitor accuracy of decoding and word recognition and enhance comprehension using various strategies, such as rereading, restating, copying and rephrasing text; making a list of new words, or using a simplified dictionary. R3.5 Recall prior knowledge to assist in selecting texts and in understanding the information they contain. Pierce College ESL Level 3-4 J. Scott ESL 034 (9528) ESL 044 (9532) Adults performing at Level 3 can read and comprehend words in small blocks of simple text, slowly but easily and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings. Writing Indicators W3.1 W3.2 W3.3 W3.4 Determine the purpose and audience for communicating in writing. Follow a highly structured, externally developed plan (or text model) to organize information about self and/or related to immediate needs in very simple structures such as lists, responses to prompts for everyday information, or draft paragraphs. Appropriately use everyday, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures to produce a several sentences on a topic. Make a few simple content changes based on review and feedback from others and make a few simple edits of handwriting, spelling, grammar, punctuation and capitalization. Adults performing at Level 3 can write several simple sentences on familiar topics with some effort and errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings. Speaking Outcomes S3.1 Recall and use a somewhat limited vocabulary including words related to common, everyday topics, personal experience; know and use basic grammar and sentence structure (heard in the immediate environment); know and use basic awareness of appropriate register (level of formality) in familiar, predictable communication tasks. S3.2 Use simple strategies (such as reacting to questions or combining and recombining short known words or phrases) to select and relay information. S3.3 Apply simple strategies (such as making and responding to requests for feedback repetition, and rephrasing) to monitor and enhance the effectiveness of the communication and to meet the speaking purpose. Adults performing at Level 3 can speak mostly short utterances (sometimes inaccurate, incomplete sentences and sometimes fluent and accurate sentences that may be expansions of learned materials and stock phrases) in familiar settings with a familiar audience (usually face-to-face with one person) when provided with a high level of support (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or non-standard and speech may be difficult to understand even by a skilled, supportive listener. Listening Outcomes L3.1 L3.2 Understand and respond to explanations, conversations, instructions, and narratives made up of sentence length utterances and some connected discourse on familiar topics related to personal background and needs, social conventions, and everyday tasks. Use several strategies, including formulas for asking for repetition and clarification, and strategies for indicating understanding, for giving feedback, for gathering missing information and/or for repairing problems in comprehension, such as by rephrasing, substituting a different word, or drawing a picture. Apply linguistic, socio-cultural, and other background knowledge and strategies (such as expressing an opinion or collecting relevant information) to understand the intent of the speaker and what is required to respond L3.3 appropriately and to meet the listening purpose. Adults performing at Level 3 can listen for structured and well-defined purposes related to maintaining personal conversations, acquiring information, or completing basic transactions, either face-to-face or in a brief telephone conversation when language is somewhat simplified and frequent opportunities for repetition, rewording and clarification are provided. For English language learners, level of ease using English is growing but varies depending on the level of familiarity with the audience and purpose and the stressfulness of the context. COURSE OUTCOMES - LEVEL 4 Upon completion of level 4 ESL, students will be able to understand and perform the following indicators in each of the core competencies: ESL Level 4 Low Intermediate ESL --- Standards Checklist Reading Indicators Pierce College ESL Level 3-4 J. Scott ESL 034 (9528) ESL 044 (9532) R4.1 R4.2 Decode and recognize most everyday and some unfamiliar words in short to medium-length text by drawing on content knowledge and oral vocabulary, breaking words into parts, applying pronunciation rules, and adjusting reading pace. Demonstrate familiarity with common, high-interest content knowledge and related vocabulary R4.3 Locate important information in simple text using some simple strategies. R4.4 Monitor and enhance comprehension by using a range of simple strategies, such as recalling, restating, rephrasing, explaining the content of the text or using simple examples. R4.5 Actively apply prior knowledge to assist in understanding information in texts. Adults performing at Level 4 can quickly and accurately read and comprehend words and word groups in multiple pages of simple text to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings. Writing Indicators W4.1 Determine the purpose and audience for communicating in writing. W4.2 Follow a highly structured plan to identify and organize a limited number of ideas to support a single purpose and produce a legible and comprehensible draft. W4.3 Appropriately use familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a single paragraph to convey an idea with supporting details and examples. Demonstrate beginning attention to revision strategies including rereading and revising based on review and feedback from others. Make many edits of grammar (verb tense forms), spelling, sentence structure simple/compound/complex with appropriate capitalization and punctuation), language usage and text structure often with the help of tools such as simplified dictionaries, grammar checklists, and graphic organizers. W4.4 W4.5 Adults performing at Level 4 can write short, structured paragraphs on familiar topics with some effort but with few errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings. Speaking Outcomes S4.1 S4.2 Recall and use high-frequency vocabulary including words related to common, everyday topics and personal experience, use knowledge of basic grammar, discourse forms, and sentence structure in familiar communicative tasks. Select from a limited range of strategies (such as combining and recombining known or heard words, phrases, and sentence reformulation, or self-correction) to select and relay information. S4.3 Apply some strategies (such as checking pace and register, repeating/clarifying/correcting errors as necessary, self-rating/evaluation) to monitor and enhance effectiveness of the communication and to meet the speaking purpose. Adults performing at Level 4 can speak fluently and accurately in familiar settings with one or more familiar listeners (either face-to-face or in a brief telephone conversation) when a moderately high level of support is provided (in the form of written, visual, or verbal prompts). There may be some errors in pronunciation, but with repetition, speech can usually be understood by a skilled, supportive listener. Listening Outcomes L4.1 Understand and respond to conversations, explanations, instructions and short narratives of a somewhat complex nature but related to familiar tasks and situations. Tasks may include short routine telephone conversations and some simple information conveyed through electronic media, such as television or radio. L4.2 Know when to use a range of strategies to repair gaps in understanding, comprehend information, and give feedback even when opportunities to seek clarification or repetition are somewhat limited and the context is somewhat unfamiliar. L4.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as by taking notes and summarizing main points to share with others, evaluating what was heard, and sharing responses of a more complex nature) to understand the main intent and details communicated by the speaker, to respond appropriately, and to meet the listening purpose. Adults performing at Level 4 can listen and respond to most basic content related to personal background information, everyday transactions, and simple routine tasks but understanding the full range of details on less familiar topics may still be uneven. Limited adjustments in the text may be made. English language learners display growing comfort using English in simple interactions and social situations but may be less at ease in more complex and/or stressful contexts. Pierce College ESL Level 3-4 J. Scott ESL 034 (9528) ESL 044 (9532) COURSE DESCRIPTION This class is designed to help you improve your reading, writing, listening and speaking skills. Conversation and activities will center around language that will be useful to you at home and in typical social interactions. QUARTER OVERVIEW WEEK ONE: Apr 5-7 TUE/WED Intros and Ice Breakers Review all forms & vocab, Welcome Unit, reference handouts Informal assessments (RWLS & Grammar) THU Ventures Unit 1-Personal Information—Lesson A Intro/Listening L3: Describing People L4: Different personality types and personal interests WEEK TWO: Apr 12-14 TUE Unit 1 Personal Information—Lesson B: Grammar Focus L3: Grammar Focus—Adjective Order L4: Grammar Focus-- Verbs + Gerunds WED Unit 1 Personal Information—Lesson C: Grammar Focus L3: Grammar Focus - Present Continuous and Simple Present L4: Comparisons THU Unit 1 Personal Information —Lesson D: Reading L3: Read an e-mail, use topic-related words L4: Read about jobs and personality, uses title and pictures to predict, use clues to guess meaning WEEK THREE: Apr 19-21 TUE Unit 1 Personal Information —Lesson E: Writing L3: Write a descriptive paragraph about a classmate L4: Write about personality types and jobs WED Unit 1 Personal Information —Lesson F: Another View L3: Read an order form; introduce and...too, and...either, and but L4: Read web page of personal ads; use must for logical conclusions THU Unit 1 Personal Information — Review (with games) L3: Vocabulary, Grammar (Adjective Order, Present Continuous and Simple present, and...too, and...either, and but), reading an e-mail, writing a descriptive paragraph L4: Vocabulary, Grammar (Verbs + Gerunds, Comparisons, Must), reading about jobs and personality, writing about jobs and personality Pierce College ESL Level 3-4 J. Scott ESL 034 (9528) ESL 044 (9532) WEEK FOUR: Apr 26-28 TUE Unit 1 Personal Information - Mini Review and Unit Test L3: See above + Self Assessments L4: See above+ Self Assessments WED Foundations for Success L3: L4: THU Unit 2 At School - Lesson A: Intro/Listening L3: School Services L4: Study Problems and Solutions WEEK FIVE: May 3-5 TUE Unit 2 At School - Lesson B: Grammar Focus L3: want and need + to + verb L4: Present Perfect: how long, for, and since WED Unit 2 At School — Lesson C: Grammar Focus L3: Future with will L4: Present Perfect: questions with ever; short answers THU Unit 2 At School — Lesson D: Reading + Cinco De Mayo Party L3: Read an application; use topic-related vocabulary L4: Identify examples that support statements; identify parts of speech to define words WEEK SIX: May 10-12 TUE Unit 2 At School —Lesson E: Writing L3: Write a paragraph about goals L4: Write about strategies to learn English; support statements with examples WED Unit 2 At School - Lesson F: Another View L3: Read a course catalog / future with be going to and will, and present continuous L4: Tips for taking tests / Contrast simple past and present perfect THU Unit 2 At School - Review L3: Vocabulary, Grammar (want and need + to + verb, Future with will, Future with be going to, present continuous), reading an application, writing about goals. L4: Vocabulary, Grammar (Present perfect with how long, for, since, questions with ever, short answers), reading an application, write using supporting examples WEEK SEVEN: May 17-19 TUE No class WED Unit 2 At School - Mini Review and Test L3: See Above + Self Assessments L4: See Above + Self Assessments THU Unit 4 Health - Lesson A: Intro/Listening L3: Accidents L4: Healthy Habits and Routines Pierce College ESL Level 3-4 J. Scott ESL 034 (9528) ESL 044 (9532) WEEK EIGHT: May 24-26 TUE Unit 4 Health - Lesson B: Grammar Focus L3: Should; practice giving advice about health problems L4: Present Perfect - recently and lately WED Foundations for Success THU Unit 4 Health - Lesson C: Grammar Focus L3: have to + verb; practice expressing necessity L4: used to in statements and questions WEEK NINE: May 31-Jun 2 TUE No Class - Firgrove Elementary Not in Session WED Unit 4 Health - Lesson D: Reading L3: Understand a bulleted or numbered list L4: Identify topic from first and last paragraphs; recognize word families Unit 4 Health - Lesson E: Writing L3: Write an accident report form / Use cursive writing in a signature L4: Write a descriptive paragraph about a plant / Write topic sentences THU Unit 4 Health -- Lesson F: Another View L3: Read a medicine label / Use must, must not, have to, not have to L4: Read and discuss medical history form / Use reported commands WEEK TEN: Jun 7-9 TUE Unit 4 Health - Review L3: Vocabulary, Grammar (should, have to + verb, must, must not, have to, not have to), read a bulleted/numbered list, write an accident report form, use a cursive signature, read a medicine label. L4: Vocabulary, Grammar (recently, lately, used to, reported commands), identify topic from first and last paragraphs, write topic sentences, read a medical history form WED Unit 4 Health - Mini Review and Test L3: See Above + Self Assessments L4: See Above + Self Assessments THU All Units Review / Catch Up Day WEEK ELEVEN: Jun 14 TUE Review and End-of-Quarter Party Pierce College ESL Level 3-4 J. Scott