SYLLABUS: SUMMER 2016 ESL 014: Beginning ESL Literacy Integrated Level 1 ESL 024: Low Beginning ESL Integrated Level 2

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1 SYLLABUS: SUMMER 2016 ESL 014: Beginning ESL Literacy Integrated Level 1 ESL 024: Low Beginning ESL Integrated Level 2 Instructor: Sonia Jones Phone: (253) scjones@pierce.ctc.edu Class Schedule: Monday, July 5 Wednesday, August 24. Monday, Tuesday, and Wednesday 5:30-8:30pm Classrooms: LINC NW th Ave E Tacoma, WA COURSE DESCRIPTION This class will help you learn, practice and use English in all four skills areas: Listening, speaking, reading, and writing. This class will help you integrate those skills into your life and academic pursuits. We will practice the English that will be helpful to you in your day to day life. Lessons in this class will build on each other so that we will not only learn new material in class but also review previous material on a continual basis. This is to help the students develop and maintain the vocabulary, grammar and fluency necessary to be better speakers, listeners, readers and writers. COURSE MATERIALS Required: Please bring a three-ring binder or notebook, pencil, eraser, and pen. Recommended: A bilingual dictionary of student s choice Course Texts: Ventures 1 picture dictionary - Modern Dramas -connect with English ATTENDANCE Students are expected to attend all our scheduled class sessions. If you are ill or are unable to attend class, please call me. You can leave a message on my cell phone (253)

2 , or me at You can also talk to me in class before or after you are absent, and the absence will be excused.. Students on tuition waivers are required to attend or be excused from a minimum of 80% of the class sessions STUDENT CONDUCT Students and instructor share the responsibility to maintain a positive, productive learning environment. To ensure that the classroom experience is based on respect for self and others, students are expected to adhere continually to the student responsibilities and code of conduct as outlined in the Pierce College Catalog. Please remember: If you arrive to class late, please enter the classroom silently and go directly to a seat. Avoid the use of cell phones in class. If you receive a call that must be answered, please leave the classroom immediately. Students should support classmates in their learning at all times. Be sure that all responses to others are positive. Please do not answer for others. It is important to an individual s learning that each student is given a chance to respond to questions asked. Participate in class. Ask questions! Answer questions! Speak only English during class time! Due to safety issues and to avoid distraction, it is Department policy that students are not allowed to bring children to class. COURSE ASSESSMENT Daily Assignment Evaluation: Daily evaluations make up 40% of student assessment for level completion. Students are assessed daily. These assessments are based on reading, speaking, writing, and listening assignments. The instructor may choose one or more assignments or activities to grade during each class session. The grading scale is as follows: 4 Excellent 3 Competent 2 Developing 1 Beginning Students will also receive a grade for their assignments in class that will result in a cumulative letter grade at the end of the quarter. Grades will be broken down in the following way: 4 Listening Tasks: 20% 4 Reading Tasks: 20% 4 Speaking Tasks: 20% 4 Writing Tasks: 20% Homework: 10% Civics Project: 10%

3 How do you move up to the next level? When you are ready to change to the next level in Reading, Listening, Speaking and Writing, you will register for the next level of class. Tillicum Elementary School has Levels 1, 2, 3, & 4. For Level 5 & 6 your must go to campus in Ft. Steilacoom or Puyallup. We will know you are ready by a combination of the following: Daily Class Work and Performance Tasks Performance Task Assessment: Washington State and Pierce College Performance Tasks make up 60% of student assessment for level completion. These are scored on State rubrics. CASAS Post Test Scores: CASAS Post Test scores may be used for completions in Listening and Reading at the instructor s discretion. Student Progression and CASAS Testing Pierce College policy allows students to remain at the same ESL Level for three quarters. The Federal government requires that all students be pre-tested and post-tested each quarter for funding purposes. Students, who do not complete a post-test after 45 hours of attendance, will not be allowed to register for the next quarter until a post-test is scheduled or completed. After you study 45 hours, it is mandatory that you take another one called a Post Test. You will continue to take these tests every 45 hours. These CASAS Post Test scores may be used for completions in Listening and Reading by your teacher. CASAS testing is what allows us to continue holding classes for you! ADDITIONAL INFORMATION Access and Disability Services 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 Access and Disability Services (ADS) Office, Room 300K in the Cascade Building. You may also call the ADS Office to make an appointment to meet with the ADS Coordinator at (253) or Students requesting accommodations must obtain the Approved Quarterly Academic Adjustments, Auxiliary Aids or Services (green) form provided by ADS. Tuition Costs and Refund$ ESL levels 1-6, ABE Levels 1-4, and GED classes have a tuition cost of $25.00 fee per student per quarter. 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. You, the student must initiate the paperwork for all refunds, including those due when a class is canceled.

4 COURSE COMPETENCIES GOAL: By the end of ESL Level I, students will understand and be able to do the following indicators: ESL Level 1 Beginning Literacy ESL --- Standards Checklist Reading Indicators R1.1 Recognize everyday words or word groups by decoding letter-sound correspondence, isolating and saying first and last sounds, naming pictures to isolate and say initial sounds, sounding out words by segmenting words into separate sounds and syllables, combining or blending sounds, recognizing simple rhyming word patterns, or recalling oral vocabulary and sight words. R1.2 Demonstrate familiarity with concepts of print, letter shapes, letter names and sounds (individual consonants and vowels, digraphs and blends), and common vocabulary. Monitor accuracy of decoding and word recognition using various strategies, such as rereading or R1.3 making word lists. R1.4 Recall prior knowledge to assist in understanding information in the text. Adults performing at Level 1 can read and comprehend learned words in a few simple phrases and basic personal information slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings. Writing Indicators W1.1 Determine the purpose and audience for communicating in writing. W1.2 Follow a highly structured plan (or text model) to organize information about self and/or related to immediate needs in very simple structures such as lists or responses to prompts for everyday information. W1.3 W1.4 Write all letters of the alphabet and numbers and appropriately use simple, everyday, highly familiar words (personal names, signatures, addresses), numbers (dates, phone #s, addresses, prices, etc) and simple phrases to convey information with minimal attention to audience. Make a few simple content changes and simple edits of handwriting, spelling, punctuation and capitalization based on review and feedback from others. Adults performing at Level 1 can write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings. Speaking Outcomes S1.1 S1.2 Recall and use a limited set of learned words and phrases related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks. Use simple strategies (such as learned words and phases and responding to simple, direct questions) to select and relay information. Apply simple strategies (such as gestures, eye contact, and very simple requests for understanding S1.3 from the listener) to monitor effectiveness of the communication and to meet the speaking purpose. Adults performing at Level 1 can speak learned and rehearsed words and phrases with hesitation and some inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one

5 person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener. Listening Outcomes L1.1 Understand and respond to learned words and phrases in simple questions, statements, and high frequency commands as part of short conversations, explanations, instructions, and narratives where the linguistic complexity is considerably simplified. L1.2 Use a few simple formulas to convey understanding and ask for repetition or clarification. L1.3 Use non-verbal and visual clues to understand the basic intent of the speaker and to meet the purpose of the communication. Adults performing at Level 1 can comprehend the gist of short, simple conversations and explanations on familiar, learned topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts. GOAL: By the end of ESL Level II, students will understand and be able to do the following indicators: ESL Level 2 Low Beginning ESL --- Standards Checklist Reading Indicators Decode and recognize familiar everyday words in short, simple sentences by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling R2.1 oral vocabulary and sight words. R2.2 Demonstrate familiarity with words, phrases, and simple sentences. R2.3 Locate important items of information in simplified text. Monitor accuracy of decoding simple sentences using various strategies such as rereading, copying, R2.4 or making word lists. R2.5 Recall prior knowledge to understand information in simple texts. Adults performing at Level 2 can read and comprehend words in sentences, slowly with some repetition and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings. Writing Indicators W2.1 Determine the purpose and audience for communicating in writing. W2.2 a highly structured plan to organize ideas around a single familiar topic. W2.3 W2.4 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 few sentences on a topic. Make simple edits of grammar, capitalization, spelling, and punctuation based on review and feedback from others.

6 Adults performing at Level 2 can write 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 S2.1 S2.2 Recall and use a limited set of learned words, phrases, and short sentences related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks. Use simple strategies (such as familiar phrases and questions; responding to simple, direct questions; and, combining or re-combining learned or heard words and phrases) to select and relay information. Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback S2.3 from listener) to monitor effectiveness of the communication and to meet the speaking purpose. Adults performing at Level 2 can sometimes speak learned and rehearsed words, phrases, and simple sentences fluently and accurately but other times speak with hesitation and inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener. Listening Outcomes L2.1 L2.2 Understand and respond to learned words and phrases in simple questions, statements, and high frequency commands as part of short conversations, explanations, instructions, and narratives where the linguistic complexity is simplified. Use a few simple formulas to convey understanding, and ask for repetition or clarification and one or two simple strategies for gathering missing information and/or repairing problems in communication. L2.3 Use non-verbal and visual clues, as well as socio-cultural, linguistic, and other background knowledge to understand the basic intent of the speaker and to meet the purpose of the communication. Adults performing at Level 2 can comprehend the gist of simple conversations and explanations on familiar topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who usually require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.