Feb 27, 2024
ESL 034 High Beginning ESL Integrated - 3 (1 to 15 credits)
Prerequisite CASAS Appraisal Exam, CASAS score of 191-200, and instructor permission.
A high beginning level ESL course (integrating speaking, listening, reading, writing, and technology) for those who have mastered basic literacy and survival English, and who are read to further develop their communication skills in order to enhance their personal, social, and workplace environments.
R 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.
R 3.2 Demonstrate familiarity with simple, everyday content knowledge and vocabulary.
R 3.3 Locate discrete items of information in texts.
R 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.
R 3.5 Recall prior knowledge to assist in selecting texts and in understanding the information they contain.
W 3.1 Determine the purpose and audience for communicating in writing.
W 3.2 Follow a highly structured plan to organize ideas around a single familiar topic and produce a short but legible and comprehensible draft.
W 3.3 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.
W 3.4 Make simple edits of grammar, capitalization, spelling, and punctuation.
S 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.
S 3.2 Use simple strategies (such as reacting to questions or combining and recombining short known words or phrases) to select and relay information.
S 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.
L 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.
L 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.
L 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.
G 3.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly
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