ESL 014 Beginning ESL Literacy Intermediate Integrated - 1 (1 to 15 credits)
Prerequisite CASAS Appraisal 180 or below
Course Description
A beginning literacy level ESL course (integrating speaking, listening, reading, writing, and technology) for those needing survival English to develop their communication skills in order to enhance their personal, social, and workplace environments.
Course Content
A.Washington State Adult Learning Standards-ESL
• Read with Understanding
o Determine the reading purpose.
o Select reading strategies appropriate to the purpose.
o Monitor comprehension and adjust reading strategies.
o Analyze the information and reflect on its underlying meaning.
o Integrate it with prior knowledge to address reading purpose.
• Convey Ideas in Writing
o Determine the purpose for communicating.
o Organize and present information to serve the purpose.
o Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
o Seek feedback and revise to enhance the effectiveness of the communication.
• Speak So Others Can Understand Determine the purpose for communicating.
o Organize and relay information to effectively serve the purpose, context, and listener.
o Pay attention to conventions of oral English communication, including grammar, word choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.
o Use multiple strategies to monitor the effectiveness of the communication.
• Listen Actively
o Attend to oral information.
o Clarify purpose for listening and use listening strategies appropriate to that purpose.
o Monitor comprehension, adjusting strategies to overcome barriers to comprehension.
o Integrate information from listening with prior knowledge to address the listening purpose.
B.Grammatical structures: present simple “to be” affirmative, interrogative, and negative. (To be integrated into the four main content areas).
C.Goal Setting
Student Outcomes
1.Reading R 1.1 Recognize everyday words or word groups in short, simple text 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. R 1.2 Demonstrate familiarity with concepts of print, letter shapes, letter names and sounds (individual consonants and vowels, digraphs and blends), and common vocabulary. R 1.3 Monitor accuracy of decoding and word recognition using various strategies, such as rereading or making word lists. R 1.4 Recall prior knowledge to assist in understanding information in the text.
2.Writing W 1.1 Determine the purpose and audience for communicating in writing. W 1.2 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. W 1.3 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. W 1.4 Make a few simple content changes and simple edits of handwriting, spelling, punctuation and capitalization based on review and feedback from others.
3. Speaking S 1.1 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. S 1.2 Use simple strategies (such as learned words and phases and responding to simple, direct questions) to select and relay information. S 1.3 Apply simple strategies (such as gestures, eye contact, and very simple requests for understanding from the listener) to monitor effectiveness of the communication and to meet the speaking purpose.
4. Listening L 1.1 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. L 1.2 Use a few simple formulas to convey understanding and ask for repetition or clarification. L 1.3 Use non-verbal and visual clues to understand the basic intent of the speaker and to meet the purpose of the communication.
5. Goals G 1.1 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.
Degree Outcomes
CORE ABILITIES:
1.Effective Communication: Recognizes and uses a variety of methods and styles to convey ideas and information as a student, worker, citizen, and family member. At this level, the student exhibits this element of the core ability at an emerging level, due to limited spoken English proficiency.
2.Responsibility: Selects, plans, and executes action steps that address obstacles and efficiently utilize resources. At level, the student selects, plans, and executes action steps in spoken English at an emerging level due to limited English proficiency. BASIC SKILLS: Effectively handle life issues: Make quality judgments, Assertiveness-speaking up, Overcoming fear, (heavy)Accent when speaking English, rights and exploitation, Understanding cross-cultural differences (norms, values, and roles) Concepts & Skills: Sound-symbol relationships, Non verbal & Verbal Communication, Cooperation, Collaboration, Register/appropriateness, Analysis of a situation, Role models, Accuracy, Use it or lose it (ongoing practice and lifelong language learning), Flexibility
Lecture Contact Hours 10-150
Lab Contact Hours 0
Clinical Contact Hours 0
Total Contact Hours 10-150
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