Welcome Students! Instructor: Michelle Bergeron 253-579-3731 Mbergeron@pierce.ctc.edu Teaching Assistant: Jane * 253 237-2483 Classroom Address: Lakewood Boys and Girls Club of Puget Sound: 10402 Kline St. SW., Lakewood, WA 98499 Course Information: -ESL 014 -ESL 024 -ESL 044 Low Int. ESL Int.-4 -ESL 090 ESL Foundations/Success -To learn how to read, speak, interact with others, interact with technology, and write effectively in the English Language Spring Quarter April 9- June 18th Cost $25 (Please let us know if you need a Tuition Waiver from Pierce College). Face-to-Face meetings: Tuesday, Wednesday, and Thursdays at@ 6:00 p.m.-8:10 p.m. Course topics: -Math Basics -Information literacy -Environmental issues( Service Learning) -Contemporary World Issues Attendance/Grades: -Attendance is important! Please make sure that you try to attend every class session date and that you are on time. If you going to be late or not able to attend, please make sure that you contact me. If it is possible, please make sure that you call, text, or e-mail me or Mrs. Bergeron prior to class. You need to attend 80% of the class time to pass the class.
-If you miss more than 80% of Face-Face class meetings, you may be asked to drop the course or you will receive an NP (Not Passed) on your course transcripts. There may be a wait list for other students to enroll in the class. -Attendance and active participation: 40% -Quizzes/Completion of Casas Tests: 10% -Written responses: 10% -Peer communication: 10% -Homework: 10% -Food: If you would like to eat in class (a small take out meal), I am fine with that. Please eat your meal within 30 minutes of class session. Cell Phones: Please make sure that your cell phones are on vibrate and avoid texting other people. If you need to text someone or call someone, please step out of the classroom to do so. Class Policies: Be prepared with class supplies: pencil box, markers, pencils, colored pencils, erasers, computer password Every session, sign in accurate time, date If you arrive to class late, please enter the classroom silently and go directly to a seat. 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 most recent Pierce College course catalog. 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! Due to safety issues and to avoid distraction, it is a department policy that students are not allowed to bring children to class. Use proper etiquette (manners) for online interactions. This means you should be polite and respectful when you communicate online with other students. Follow all Technology rules, no e-mailing others, stay on the website or websites that relate to the class. Attentive Listen Try your best Complete all assignments, homework tasks, quizzes, and tests on time. If you need more time to complete assignments or projects, please let me know the progress that you have made towards the completion of the assignment. Use resources to support your thinking, presenting, interacting, speaking, writing, and understanding of course materials, activities, and homework assignments (Pierce College Tutors) Communicate with me, Mrs. Bergeron, peers for support, respond to my e-mails, calls, texts as soon as possible Course Overview: This class will help you to improve your English skills in listening, speaking, reading, and writing. You will learn new skills to help you in your everyday life. You will learn about technology by using a computer to do some of your schoolwork. I-DEA is a blended course; half of your class time will be face-to-face (in the classroom with teacher and students), and half will be online (on the
computer). Your teacher can help you with online work during lab time and the face-to-face class time. Course Content: To be determined There is no textbook for this class. Your teacher will give you handouts in class, and you will do half of your work online. Supplies: Notebook (or paper in a 3-ring binder) for in-class work and notes Binder with dividers Folder or 3-ring binder for handouts please keep all handouts Pencil and eraser USB flash drive 4 GB (or more) Laptop computer Testing Rules: Students will be completing various quizzes and tests. Students must follow the following rules for all quizzes and testing activities: -Ask questions prior to taking the test if he/she doesn t understand the directions for completing the test. -No talking to other students during the test -You may not use your cell phone or any other electronic device during the testing process -You may not copy another student s test -Once you have turned in your test with the Testing Coordinator, you may not change your test responses. -You may not discuss the test questions with other students from the course or from other courses/sites.
Grading Procedures: Students are assessed daily. These assessments are based on reading, speaking, writing, and listening assignments and participation. The instructor may choose one or more assignments or activities to grade during each class session. Final Grade Determination: P: Student will move to the next ESL level S: Student made satisfactory progress in class NP: Student did not pass class Requirements: Earn a final grade average of at least 75% Attend at least 80% of the classes (speak with your instructor if you have outside commitments that prevent you from coming to class) 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 I-DEA is a 3-quarter class; you may take a level for (3) quarters, with new information each quarter. When you finish an I-DEA level, you will be placed in the next class that will be best for you. CASAS Test: This is a required state test for all ESL students once 45 hours of instruction
are reached. You will take this test when you register and during the quarter. If you miss the test, you cannot take I-DEA or other ESL classes next quarter. WA State ESL Adult Learning Standards: 3.1 Decode and recognize everyday words 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. 3.2 Demonstrate familiarity with simple, everyday content knowledge and vocabulary. 3.3 Locate discrete items of information in texts. 3.4 Monitor 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. 3.5 Recall prior knowledge to assist in selecting texts and in understanding the information they contain. Writing Indicators: Level 3 3.1 Determine the purpose and audience for communicating in writing. 3.2 Follow a highly structured plan to organize ideas around a single familiar topic and produce a short but legible and comprehensible draft. 3.3 Appropriately use every day, 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. 3.4 Make simple edits of grammar, capitalization, spelling, and punctuation. Speaking Indicators: Level 3 3.1 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 3.2 Use simple strategies (such as reacting to questions or combining and recombining short known words or phrases) to select and relay information
3.3 Apply simple strategies (such as making and responding requests for feedback repetition, and rephrasing) to monitor and enhance the effectiveness of the communication and to meet the speaking purpose Listening Indicators: Level 3: 3.1 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. 3.2 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. 3.3 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 appropriately and to meet the listening purpose. Reading Indicators: Level 4: 4.1 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. 4.2 Demonstrate familiarity with common, high-interest content knowledge and related vocabulary. 4.3 Locate important information in simple text using some simple strategies. 4.4 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. 4.5 Actively apply prior knowledge to assist in understanding information in texts. Writing Indicators: Level 4 4.1 Determine the purpose and audience for communicating in writing.
4.2 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. 4.3 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. 4.4 Demonstrate beginning attention to revision strategies including rereading and revising based on review and feedback from others. 4.5 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. Speaking Indicators: Level 4: 4.1 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 4.2 Select from a limited range of strategies (such as combining and recombining known or heard words, phrases, and sentences reformulation, or self-correction) to select and relay information 4.3 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 Disability Statement: Your experience in this class is important to me, and it is the policy and practice of Pierce College to create inclusive and accessible learning environments consistent with federal and state law. If you experience barriers based on disability, please seek a meeting with the Access and Disability Services (ADS) manager to discuss and address them. If you have already established accommodations with the ADS manager, please bring your
approved accommodations (green sheet) to me at your earliest convenience so we can discuss your needs in this course. ADS offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process between you and the ADS manager, and I am available to help facilitate them in this class. If you have not yet established services through ADS, but have a temporary or permanent disability that requires accommodations (this can include but not be limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are encouraged to contact ADS at 253-964-6526 (Fort Steilacoom) or 253-840-8335 (Puyallup). Emergency: In case of an emergency, please exit from the nearest door and go to where there is no eminent danger or threat. Your teacher will call 911.