Los Medanos College 2700 East Leland Road Pittsburg CA ...phonemic awareness, self-correction, and use strategies to support understanding (this usually involves the digital recording

Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Form Revised 5-18-2016 Page 1 of 26

New Course OR Existing Course Author(s): Spring 2018 - Paula Gunder and Monica Tapiarené Subject Area/Course No.: ESL-085WRV Units: 5 Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Discipline(s): English as a Second Language Pre-Requisite(s): Level 3 (Engaging-Intermediate) placement by the English as a Second Language assessment process Co-Requisite(s): Advisories: Completion or equivalent of or concurrent enrollment in ESL-085G; completion of or concurrent enrollment

in the other corresponding intermediate level ESL Credit course – ESL-085SL – as offered in the schedule of classes. Also, as needed, completion or equivalent of the LMC ESL Noncredit Entering course sequences - Level 1 (Foundational) and Level 2 (Bridging). Non-native English speaking language learner.

Catalog Description: This English for Academic Purposes (EAP) dispositional thinking, reading, writing, and vocabulary-development course is designed to help non-native English speaking students develop academic vocabulary, reading, and writing capabilities necessary to engage and succeed in North American college classrooms at an intermediate level of proficiency. Students work with multi-page nonfiction and fiction texts from various collegiate disciplines and careers and one to two book-length works of fiction and/or nonfiction. Students learn, practice, apply, and evaluate 1) contextual and structural information to infer meaning of words and idiomatic language to enlarge their vocabulary base and improve fluency and 2) pre-, during-, and post-reading strategies to recognize and understand an author’s purpose, tone, and point of view, and to analyze, evaluate, and interpret information and ideas. Students are introduced to and develop the academic ability to discuss – orally and in writing - their opinion/reaction to readings while developing critical and dispositional thinking and academic language skills at an intermediate level. Students learn and practice specific U.S. academic writing standards at the sentence, paragraph, and essay level such as summarizing, paraphrasing, and quoting authors’ ideas using MLA in text citations. The course prepares students for ESL-095WRV. This course is part of the three-course package of intermediate college and career preparation, engagement, and success courses for multilingual English language learners – ESL-085WRV, ESL-085G, and ESL-085SL. Schedule Description: In this intermediate course for multilingual English language learners, you will build a strong academic vocabulary base and develop critical reading, dispositional thinking, and college writing skills that will prepare you to engage and succeed in the U.S. college classroom. You will build an ability to understand and use college and career-bound vocabulary and expressions, and you will learn skills and strategies to critically analyze, understand, discuss, and academically write about stimulating social, cultural, and global issues, events, and concepts in English. You will develop intermediate-level English grammar and syntax skills, master academic paragraph writing, and gain a solid understanding of the North American academic essay. Complete this course, ESL-085G, and ESL-085SL and apply for the Intermediate English for College and Career Success Skills Certificate. Hrs/Mode of Instruction: Lecture: __90__ Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours __90__ Credit Credit Degree Applicable (DA) Grading Pass/No Pass/Satisfactory Progress (P/NP/SP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 Noncredit (NC) Student Choice (SC) 2 3 This is an integrated CSLO assessment based redesign of ESL-013 and ESL-043. ESL-013 - Last date of Assessment: FA15 Cohort #: 2 ESL-043 - Last date of Assessment: SP14 Cohort #: 4




Please apply for: LMC General Education Requirement(s): Transfer to: CSU UC IGETC Area ____ CSU GE Area____ C-ID Number ______ Course is Baccalaureate Level: Yes No Signatures: Department Chair Date Librarian Date Dean (Technical Review) Date Curriculum Committee Chair Date President/Designee Date CCCCD Approval Date (Board or Chancellor's Office) Date STAND ALONE COURSE: YES NO Course approved by Curriculum Committee as Baccalaureate Level: YES NO LMC GE Requirement Approved by the Curriculum Committee: _________________ FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______________ Catalog year 20____/20_____ Class Max: ________________ Dept. Code/Name:_______________ T.O.P.s Code: _____________ Crossover course 1/ 2: _____________ ESL Class: ____Yes / No________ DSPS Class: _Yes / No_____ Coop Work Exp: ___Yes / No_____ Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer

I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced




Institutional Student Learning Outcomes: General Education SLOs:

At the completion of the LMC general education program, a student will: 1. read critically and communicate effectively as a writer and speaker. 2. understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. think critically and creatively 4. consider the ethical implications inherent in knowledge, decision-making and action. 5. possess a worldview informed by diverse social, multicultural and global perspectives.

None

Program-Level Student Learning Outcomes (PSLOs): The Los Medanos College English as a Second Language (ESL) / English for Multilingual Students (EMLS) program infuses habits of mind – intelligent behaviors and thinking dispositions – and the LMC Institutional SLOs into our second language acquisition-oriented program student learning outcomes (PSLOs) to optimally help prepare students to meet their social and civic language needs and achieve their academic and career goals. As a non-native English language learner who successfully completes our program, you will

PSLO 1 Reading

PSLO 2 Vocabulary

PSLO 3 Writing

PSLO 4 Grammar

PSLO 5 Speaking/ Listening

PSLO 6 Language Awareness

Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multigenre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and responding with wonderment and awe to support your doing so.




Course-Level Student Learning Outcomes (CSLOs): Upon completion of this course a non-native English speaking student will be able to CSLO 1: Use oral and written reading and thinking strategies and skills to actively and critically read, understand, reflect on, and respond to academic and literary texts at an intermediate level of proficiency (main emphasis: PSLO 1 and 2; significant emphasis: PSLO 6; moderate emphasis PSLO 3 and 4; slight emphasis PSLO 5). CSLO 2: Demonstrate ability to use structural information, contextual clues, and cohesive devices as well as an English language dictionary to infer and define meaning, and learn and use new words and idiomatic language at an intermediate level of proficiency (main emphasis: PSLO 1 and 2; significant emphasis: PSLO 6; moderate emphasis PSLO 3 and 4; slight emphasis PSLO 5). CSLO 3: Write, edit, and revise academic and expository paragraphs and essays, which integrate and synthesize course readings, discussions, and personal opinions/reactions/ideas, are clearly focused, well developed, logically organized, and show an intermediate level of developing linguistic proficiency (main emphasis; PSLO 1, 2, and 3; significant emphasis: PSLO 4 and 6; moderate emphasis PSLO 5). CSLO 4: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support learning vocabulary, reading skills and strategies, reading to learn, writing, and interrelated language development (main emphasis: PSLO 1, 2, and 3; significant emphasis: PSLO 6).




Assessment Instruments: CSLO 1: Use oral and written reading and thinking strategies and skills to actively and critically read, understand, reflect on, and respond to academic and literary texts at an intermediate level of proficiency. CSLO 1 can be assessed with such instruments as the following:

X Exams/Tests X Quizzes Research Projects

Portfolios X Paragraphs and Essays

Oral and Aural Demonstrations, Performances, Presentations

Projects

X Field Trips

Role Plays

X Group Tasks or Projects

X Class Engagement/ Participation

X Homework X Journals, Notebooks, Logs, Inventories

X Assignments

Retelling/Summarizing Protocols and Reading Conferences: These are authentic assessment tasks that can provide both quantitative and qualitative information about students’ comprehension including their fluency, phonemic awareness, decoding abilities, and word recognition. Sample assessment Via retelling/summarizing conference assessments, which can be conducted for formative or summative (e.g., as a final exam) purposes, each student can be afforded the opportunity to demonstrate her/his skills and underlying strategy usage in a performance-based setting by being asked to read a text – orally or silently, depending on what is being assessed – and then asked a series of questions which can serve to identify the student’s understanding, interpretation and inference skills. In that we often retell, summarize, and share our thoughts about what we read in real-life situations, these assessment tasks mirror real-world abilities. Assessments can be managed by use of a scoring rubric that could include (a) accuracy of retell, (b) identification of text structure, (c) identification of main idea, (d) statement of opinion, and (e) transfer of text information. Each dimension could be given a point value, in this case, for example four points for a total possible score of 20 points. Additional information can be gathered with regard to phonemic awareness, self-correction, and use strategies to support understanding (this usually involves the digital recording of the student reading). An adaptable sample rubric is provided here.

ESL Recall Protocol / Reading Comprehension

CATEGORY 4 - proficient 3 - developing 2 - emerging 1/0 - struggling

Can retell or summarize the text orally

Retells in proper sequence, wholly capturing the main idea(s) and using significant detail as support

Retells in proper sequence, generally identifying the main idea(s) and using a good amount of detail as support

Retells with 1 or 2 sequencing issues, partially indicating the main idea(s) and using some detail as support

Retells with several mistakes in the sequencing. Uses few details.

Can fluently read the text

All or almost all of the text is read with appropriate pausing, phrasing, stress, intonation, and rate.

80-89% of the text is read with appropriate pausing, phrasing, stress, intonation, and rate.

70-79% of the text is read with appropriate pausing, phrasing, stress, intonation, and rate.

Less than 70% of the text is read with appropriate pausing, phrasing, stress, intonation, and rate.

Can relate the text to personal experiences; give opinion or interpretation

Can relate and elaborate on several events, ideas, or elements in the text to personal experiences or provide well-supported opinion or interpretation

Can relate and explain several events, ideas, or elements in the text to personal experiences; can provide supported opinion or interpretation.

Can relate a few events, ideas, or elements in the text to personal experiences; can provide basic opinion or interpretation.

Is unable to make any connections with the events, ideas, or elements in the text; cannot give opinion or interpretation.




Can formulate questions from the text

Can ask numerous meaningful and well formulated questions referring to the text.

Can ask a several meaningful questions referring to the text.

Can ask a few uncomplicated questions about the text.

Is unable to formulate questions referring to the text

Is able to understand and utilize vocabulary from the text

Can define and use all new vocabulary words from the text using contextual or structural information.

Can define and use many new vocabulary words from the text using contextual or structural information.

Can define and use some new vocabulary words from the text using contextual or structural information.

Struggles to define and use new vocabulary words from the text and cannot use contextual or structural information as support.

Checklists, Inventories, Rating Scales: These types of assessment, which can be administered in formative and/or summative manner, can offer students the chance to monitor and determine their own skill and strategy development and achievement as they provide them with a means to self-assess. Such assessments have been shown to be powerful motivators as they offer students an opportunity to reflect on, manage, and gain greater understanding of their own learning and achievement. Faculty can conduct co-assessments based on observations and performances. Implementation can be done in a pre-test / post-test manner. The example is adaptable for appropriate use with students of varying levels of English language proficiency. Sample assessment

SURVEY OF READING STRATEGIES Kouider Mokhtari and Ravi Sheorey, 2002

The purpose of this survey is to collect information about the various strategies you use when you read school-related academic materials in ENGLISH (e.g., reading textbooks for homework or examinations; reading journal articles, etc.). Each statement is followed by five numbers, 1, 2, 3, 4, and 5, and each number means the following:

‘1’ means that ‘I never or almost never do this’. ‘2’ means that ‘I do this only occasionally’. ‘3’ means that ‘I sometimes do this’. (About 50% of the time.) ‘4’ means that ‘I usually do this’. ‘5’ means that ‘I always or almost always do this’.

After reading each statement, circle the number (1, 2, 3, 4, or 5) which applies to you. Note that there are no right or wrong responses to any of the items on this survey.

No. Strategy Rating 1 I have a purpose in mind when I read. 1 2 3 4 5 2 I take notes while reading to help me understand what I read. 1 2 3 4 5 3 I summarize what I read to reflect on important information in the text. 1 2 3 4 5 4 I try to get back on track when I lose concentration. 1 2 3 4 5 5 I underline or circle information in the text to help me remember it. 1 2 3 4 5 6 I use reference materials such as dictionaries to help me understand what I read. 1 2 3 4 5 7 I use tables, figures, and pictures in text to increase my understanding. 1 2 3 4 5 8 I use context clues to help me better understand what I am reading. 1 2 3 4 5 9 I paraphrase (restate ideas in my own words) to better understand what I read. 1 2 3 4 5 10 I guess the meaning of unknown words by separating different parts of a word. 1 2 3 4 5 11 I think about what I know to help me understand what I read. 1 2 3 4 5 12 I preview the text to see what it is about before reading it. 1 2 3 4 5 13 When text becomes difficult, I read aloud to help me understand what I read. 1 2 3 4 5 14 I think about whether the content of the text fits my reading purpose. 1 2 3 4 5 15 I read slowly but carefully to be sure I understand what I am reading. 1 2 3 4 5 16 I discuss what I read with others to check my understanding 1 2 3 4 5 17 I skim the text first by noting characteristics like length and organization. 1 2 3 4 5 18 I adjust my reading speed according to what I am reading. 1 2 3 4 5




19 I decide what to read closely and what to ignore. 1 2 3 4 5 20 When text becomes difficult, I pay closer attention to what I am reading. 1 2 3 4 5 21 I stop from time to time and think about what I am reading. 1 2 3 4 5 22 I try to picture or visualize information to help remember what I read. 1 2 3 4 5 23 I use typological aids like boldface and italics to identify key information. 1 2 3 4 5 24 I critically analyze and evaluate the information presented in the text. 1 2 3 4 5 25 I go back and forth in the text to find relationship among ideas in it. 1 2 3 4 5 26 I check my understanding when I come across conflicting information. 1 2 3 4 5 27 I try to guess what the material is about when I read. 1 2 3 4 5 28 When text becomes difficult, I reread to increase my understanding. 1 2 3 4 5 29 I ask myself questions I like to have answered in the text. 1 2 3 4 5 30 I check to see if my guesses about the text are right or wrong. 1 2 3 4 5

SCORING GUIDELINES FOR THE SURVEY OF READING STRATEGIES Student Name: ________________________________________________ Date: __________

1. Write the number you circled for each statement (i.e., 1, 2, 3, 4, or 5) in the appropriate blanks below. 2. Add up the scores under each column and place the result on the line under each column. 3. Divide the subscale score by the number of statements in each column to get the average for each subscale. 4. Calculate the average for the whole inventory by adding up the subscale scores and dividing by 30. 5. Use the interpretation guidelines below to understand your averages.

Global Reading Strategies (GLOB Subscale)

Problem Solving Strategies (PROB Subscale)

Support Reading Strategies (SUP Subscale)

Overall Reading Strategies (ORS)

1. ________ 3. ________ 4. ________ 6. ________ 8. ________ 12. _______ 15. _______ 17. _______ 20. _______ 21. _______ 23. _______ 24. _______ 27. _______

7. ________ 9. ________ 11. _______ 14. _______ 16. _______ 19. _______ 25. _______ 28. _______

2. ________ 5. ________ 10. _______ 13. _______ 18. _______ 22. _______ 26. _______ 29. _______ 30. _______

GLOB ______ PROB ______ SUP ______

_____ GLOB Score _____ PROB Score _____ SUP Score ____Overall Score / 13 / 8 / 9 / 30 _____ GLOB Average _____ PROB Average _____ SUP Average ____ Overall average KEY TO AVERAGES: 3.5 or higher = High 2.5 – 3.4 = Medium 2.4 or lower = Low INTERPRETING YOUR SCORES: The overall average indicates how often you use reading strategies when reading academic materials. The average for each subscale shows which group of strategies (i.e., Global, Problem Solving, or Support strategies) you use most often when reading. It is important to note, however, that the best possible use of these strategies depends on your reading ability in English, the type of material read, and your reading purpose. A low score on any of the subscales or parts of the inventory indicates that there may be some strategies in these parts that you might want to learn about and consider using when reading (adapted from Oxford 1990, pp. 297-300).




Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students reading strategies. Journal of Developmental Education, 25 (3), pp. 2-10. In-class and Homework-based Assignments, Quizzes, and Tests: These assessments may include multiple choice, true/false, matching, short answer, sentence completion and construction, labeling, editing and error correction, contrastive analysis, summaries, problem solving, and/or defining tasks. They can be implemented in-class, as homework, individually or in collaborative pair or group settings, and different parts might be administered orally or in writing. The following is provided as an example of a text-based assessment that allows students to demonstrate various reading comprehension skills and strategies. Sample assessment Pre-reading and During Reading Quiz Connecting Directions: Before reading the article “Citizen Journalism,” read, think, and write short answers to the following questions. 1 What kind of person should report the news, and what training should they get? __________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2 How do we know if news is true? _______________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3 Can ordinary people – people like you or your friends – report the news? Why or why not? _________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________ 4 What would you do if you were the only person who saw something important happen – something important enough to be in the news? Explain your answer. _____________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Previewing and Predicting Directions: Quickly read the first sentence of each paragraph in “Citizen Journalist.”. Decide what the topic of the paragraph will be. Then read the following topics. Write the number of the paragraph (1–7) next to the topic that best describes it. The first paragraph has been done for you.

PARAGRAPH TOPIC

It will explain how news was reported in the past before citizen journalism.

It will give a detailed example of one online news site.

1 It will describe changes in the news media today.

It will describe recent changes in the news business.

It will describe problems of citizen journalism.

It will explain how traditional journalists and citizen journalists can work together.

It will explain how traditional journalists are losing control over the news.




Directions: Actively read the complete passage, taking notes and annotating the text as you have learned to do.

Citizen Journalism

1 The news media today is in one of the most significant periods of change in its history. Change is not new

to the news. The telegraph in the 1840s, cheap paper and huge numbers of immigrants in the 1880s, the radio in

the 1920s, and television in the 1950s all transformed news reporting. However, the biggest change has taken

place in digital media. In digital media, well-trained journalists with a lot of experience are not the only people

reporting the news. Free, convenient technology means that almost anyone with a computer or smart phone can

report news online. These people are known as citizen journalists, or bloggers.

2 Before citizen journalism, experienced journalists controlled the news. They researched a story, wrote an

article, and showed it to their editors. The editors decided whether the story was worthwhile. If they decided it

was not very interesting, they rejected it. If they thought it was interesting, they would check the story and make

sure it was well written. Then the story appeared in a newspaper or on television. Journalists expected the public

to believe the story and not to question it. In most cases, reporters and editors decided what news to publish and

what news to ignore.

3 Today, traditional journalists no longer have this control over the news. Citizen journalists have the same

technology as traditional reporters and can easily publish news. This news can reach millions of people through

the Internet on websites and blogs – another name for online journals. Millions of people have created their own

blogs and use them to write about many things, including the news. They invite readers to answer them by

adding, or posting, comments to the blog. One amazing thing about blog postings is their speed. Bloggers often

post news before the traditional media report it. For instance, when Hurricane Katrina hit New Orleans, bloggers

posted video and text of the devastation before many of the major news organizations. Blogs can also provide

very specific and personal information that is not available from traditional news media.

4 After the tsunami in Southeast Asia, bloggers were the first to tell the world what was happening. Blogs

were able to provide information to friends and families who were waiting for news of survivors of the disaster.

One large online news site is the South Korean OhmyNews website. This website, which was founded in 2000 by

Oh Yeon-ho, publishes hundreds of stories every day. Millions of readers visit this site. In 2003, 25,000 citizen

journalists were writing stories for OhmyNews. Four years later, more than 40,000 were reporting. These citizen

journalists are not professional journalists; they are office workers, salespeople, farmers, and doctors. As Oh

Yeon-ho explains, “With OhmyNews, we wanted to say goodbye to twentieth-century journalism. . . . Our main

concept is every citizen can be a reporter.”

5 Sometimes traditional media also depend on citizen journalists. In November 2008, a group of gunmen

attacked the Indian city of Mumbai. They attacked several buildings, including a police station, restaurant,

hospital, and a well-known hotel, the Taj Mahal Palace and Tower Hotel. The gunfight lasted for hours, and over

150 people were killed. Traditional news media found it difficult to report on the fast-moving events. However,

within minutes, citizen journalists from all over the city began reporting using online services such as Twitter and

YouTube. People uploaded photos and even transmitted video from inside the burning Taj Hotel. News networks

including CNN used these pictures and information in their broadcasts. At one point, citizen journalists were

1 Look back for the definition of blogger, and highlight it. 2 What is the author’s claim in paragraph 2? Highlight it. 3 Look in the sentence for the definition of posting, and highlight it.




posting seven messages every five seconds on Twitter. One of these journalists was Arun Shanbhag, who was

near the hotel when it was attacked. He described what was happening and uploaded many photos. “I felt I had a

responsibility to share my views with outside world,” he later explained. These examples show the power of

citizen journalism.

6 Citizen journalism is powerful, but it also has problems. One problem is accuracy. Anyone can post a

story, so how do readers know what is true? For example, in 2008, someone posted on CNN iReport that Steve

Jobs, the CEO of Apple, had suffered a heart attack. This was not true, but it resulted in the company quickly

losing 10 percent of its value. After just 20 minutes, CNN deleted the post. Another issue is what kind of

information citizen journalists should publish. For example, traditional media decided not to broadcast videos of

the execution of the Iraqi leader Saddam Hussein; however, someone posted a video of his death on the Internet

just minutes after the execution. Five years later, when Muammar Gaddafi, the former leader of Libya, was

killed, traditional media decided they would post videos of his death. They believed they had to do this because

bloggers would post these videos anyway. It is clear that traditional media no longer have absolute control of the

news.

7 Online news sites have also forced the traditional media to change the way they do business. Traditional

media make money mainly through advertising. However, since more people get their news online, fewer people

are buying newspapers or watching the news. Advertisers have therefore begun to buy more online advertising

and spend less on advertising in traditional media. This has caused the traditional news media to lose money. One

solution has been to move to the Internet. Most large news organizations now have websites. For example, CNN

has a very successful website with an audience of more than 20 million people per month. The growth in digital

media and citizen journalism has resulted in many changes in the business and reporting of the news.

5 What is the topic of paragraph 5? Highlight it. 6 Who is the audience for this article? What is the author’s purpose for writing?

CSLO 2: Demonstrate ability to use structural information, contextual clues, and cohesive devices as well as an English language dictionary to infer and define meaning, and learn and use new words and idiomatic language at an intermediate level of proficiency. CSLO 2 can be assessed with such instruments as the following:


X Portfolios X Essays and Paragraphs

Oral Presentations

Projects

Field Trips Simulation Group Projects

X Class Participation

X Homework X Journals, Notebooks, Logs

X Assignments

Vocabulary Notebooks: This tool is used to assess students’ vocabulary acquisition over time. Vocabulary notebooks

can be critical tool in student word learning, providing a single place for students to record their growing vocabulary

base and ability to use the words they are encountering. Periodic review of the notebooks by the students and faculty

is a crucial component of the use of this instrument. A simple rubric indicating the degree of completeness,

originality, accuracy, and understanding through use can be utilized using this scale – 4 excellent – 3 good – 2 fair – 1 needs work, and students can also be provided a means to self‐assess their receptive and productive acquisition of the

words.




Sample assessment LMC ESL Vocabulary Development Notebook

When using a vocabulary notebook, you will need to decide how to organize it. Common ways are:

alphabetically - list the words according to their first letter A, B, C, D, ... Z. date - list the words according to the date you first saw them grammatical organization - all the verbs together, all the nouns together etc. topic - all the words related to a particular subject together - word families and lexical sets

Organizing words alphabetically is fine when you want to know about a word that you hear or read. Topic organization is better if you want to find a word to use productively in your writing or speech. A good suggestion is to organize the main part of your vocabulary notebook by topic or class and have an alphabetical index at the back of the book which refers to the topic areas or class. Your notebook will be assessed using this scale – 4 excellent – 3 good – 2 fair – 1 needs work – and rating your completeness, accuracy, and understanding through use.

Sentence you first heard/read the word Part of speech Relationships (other words in the family) Pronunciation and spelling Formation (affixes and roots)

Definition Word Connotation (positive/negative) Synonyms Antonyms Collocations Usage (formal / informal, where, and when) Personalization of word (your own sentence, picture, relation, question, categorization, or other) In-class and Homework-based Assignments, Quizzes, and Tests: These assessments may include, for example, definition recognition, synonym identification, meaning from context inferencing, matching, short answer, correct word choice, sentence completion and construction, part of speech labeling, and cloze tasks. They can be implemented in-class, as homework, individually or in collaborative pair or group settings, and different parts might be administered orally or in writing. The following are two examples of assessment suitable for this low-beginning–beginning level of vocabulary instruction Sample assessment Context Clues As you read the following sentences, think about the type of context clue that can help you figure out the meaning of the word in bold. Circle the type of clue. If you can use more than one type of clue, circle all that apply. Then, highlight context clue(s) that helped you. Lastly, give your own definition of the bolded word. The first one has been done for you. 1 When Marcus entered the classroom, he felt calm. However, as soon as he turned over the test paper, he began to feel agitated.

a definition c contrast b exemplification d general knowledge

- What does agitated mean? not calm; stressed 2 Journalists must be versatile. For instance, they must be good at writing, listening to people, speaking, working quickly, and doing research.

a definition c contrast




b exemplification d general knowledge - What does versatile mean? ______________________________ 3 When James worked in the office, his job was sedentary. Comparatively, when he became a reporter, he was almost always away from his desk.


- What does sedentary mean? ______________________________ 4 Most people prefer portable music players, such as the iPod that fits in your pocket.


- What does portable mean? ______________________________ 5 The police estimated that over 10,000 people came to hear the speaker. They weren’t exactly sure of the number because there were too many people to count.


- What does estimated mean? ______________________________ 6 The national report said that most of the illiterate citizens, those who cannot read or write, live outside of the main cities.


- What does illiterate mean? ______________________________ CSLO 3: Write, edit, and revise academic and expository paragraphs and essays, which integrate and synthesize course readings, discussions, and personal opinions/reactions/ideas, are clearly focused, well developed, logically organized, and show an intermediate level of developing linguistic proficiency. CSLO 3 can be assessed with such instruments as:


X Portfolios X Essays and Paragraphs

Oral Presentations

Projects

Field Trips Simulation Group Projects

X Class Participation

X Homework X Journals, Notebooks, Logs

X Assignments

Major Essay Assignments: Students will write two typed, academic, thesis-driven essays using information and ideas from the course text(s), which will include diverse perspectives and worldviews. Essays should be 2-3 or 3-4 pages in length. Each major essay will require students to synthesize ideas from the text along with their own ideas. Students will also write at least two rough drafts for each essay in order to demonstrate the ability to revise. The first draft will focus on organization and content revision and the; second draft will focus on sentence structure, word choice and grammar revision.




Sample assessment Essay # 1 PROMPT: Explore and discuss three themes in Jean Kwok’s Girl in Translation. GUIDELINES: -Your discussion must demonstrate that you have carefully read all chapters, especially Chapters 4 and 5. -Make sure you use examples from the text to support any claim YOU make. -Be sure to make absolutely clear which are the author’s original ideas and which are your own. Write an introductory paragraph, three supporting paragraphs and a conclusion. 1. The introductory paragraph must contain a thesis. 2. Each paragraph should contain a topic sentence: One clear and concise sentence that summarizes the paragraph and

relates to the thesis. 3. Support your ideas with paraphrases, quotes and summaries from Reaching Out. 4. Provide analysis/comments/reaction after EACH paraphrase, quote or summary.

[do not provide analysis in the introductory paragraph] 5. Use MLA in-text citations (author’s last name / page number) MULTI-LINGUAL ENGLISH LANGUGAE LEARNER WRITING EVALUATION RUBRIC (see next page)







GUIDE FOR COMPLETING THE MULTI‐LINGUAL ENGLISH LANGUGAE LEARNER WRITING EVALUATION GRID

Content: Ideas & Information (25%) 1.Thesis statement (explicit, identifiable; appropriate to essay type or topic; predictive) 2.Topic development (depth and quality/originality of information) 3.Support (relevant, sufficient, detailed; general vs. specific support, fact vs. opinion) 4.Information level/value Excellent (A+, A, A-) Very clear and appropriate thesis, defined and supported with sound generalizations and substantial, specific, and relevant details; distinctive, original content for maximum impact; excellent information level; strong introduction and conclusion. (Very) Good (B+, B, B-) Clear and appropriate thesis; selects suitable and appropriate content with sufficient details; informative; occasional minor problems with focus, depth, and/o r unity; good introduction and conclusion. Satisfactory (C+, C, C-) Thesis may be unclear (e.g. too broad/narrow); acceptable topic development; some support points may be vague, insufficient, obvious, unconvincing; satisfactory introduction and conclusion. Weak (D+, D, D-) Thesis not apparent or weak; poor topic development; lacking in substance; many support points are insufficient, irrelevant and/or repetitive; low information level; weak conclusion. Fail (F) lacks main idea; unacceptable topic development; too vague, insufficient, unconvincing, or off-topic; not enough to evaluate.

Organization & Text Structure (20 %) 1.Presence and logical sequencing of introduction, body paragraphs, and conclusion 2.Use of relevant patterns of organization (related to topic or essay type) 3.Coherent and unified relationship of ideas (NB: grammatical accuracy related to cohesive devices is considered under Grammar & Language Use) Excellent (A+, A, A-) - exceptionally clear plan connected to thesis; well organized, effective and logical sequencing; smooth flow of ideas; excellent use of transition techniques; clarity of message enhanced by organization. (Very) Good (B+, B, B-) - appropriate pattern of organization relevant to topic or essay type; generally smooth flow of ideas and appropriate use of transition techniques; overall organization good; most transitions used appropriately but would benefit from more frequent and varied use of transitions; sequencing generally logical. Satisfactory C+, C, C-) - shows understanding of pattern of development; somewhat choppy; relationships between ideas not always clear; overall organization satisfactory, but some elements may be loosely connected or lacking in transitions; most points logically sequenced but some problems in organization still exist. Weak (D+, D, D-) - problems with pattern of organization; disjointed; ideas do not flow well and relationships between ideas are often not clear; ideas difficult to follow because they are often not logically sequenced and/or are unrelated. Fail (F) - does not show understanding of pattern of organization; no clear organization: confusing, vague, or seemingly unrelated ideas; pattern of organization not pertinent to topic/essay type; ideas not developed in separate paragraphs; not enough text to evaluate.

Grammar & Language Use (40 %) 1.Sentence structure (coordination and subordination; variety) 2.Sentence problems (fragments, comma splices, run-ons) 3.Verb structures (agreement, tense, form) 4.Phrase structure 5.Articles, pronouns, prepositions Excellent (A+, A, A-) –sentences skillfully constructed, effectively varied with simple and complex forms; harmonious agreement of content and sentence design; hardly any errors in basic sentence or grammatical forms.




(Very) Good (B+, B, B-) –sentences accurately and coherently constructed with some variety; good use of complex constructions; only a few errors in grammatical forms; meaning not affected by errors. Satisfactory (C +, C, C-) - effective but simpler constructions and/or problems with complex constructions; meaning generally clear; several errors in grammatical forms. Weak (D, D+, D-) - some problems in simple constructions and/or frequent problems in complex constructions, or avoidance of complex structures; clarity weakened by awkward grammatical structures; many problems in grammatical forms. Fail (F) - many problems in sentence structures (both simple and complex) and/or absence of complex structures; frequent sentence structure errors which confuse and distract the reader; frequent errors in grammatical forms; not enough text to evaluate. Vocabulary (Terminology) (10 %) 1.Word forms 2.Word choice (precis ion) 3.Regis ter4.Idiomatic u sage 5.Range Excellent (A+, A, A-) - high level of sophistication; impressive range; effective use of vocabulary to express ideas; only a few minor errors with word choice/form/idioms. (Very) Good (B+, B, B-) –(very) good range and variety in the use of vocabulary; effective word/ idiom choice and usage; appropriate register; several minor errors related to word choice/form/idioms. Satisfactory (C +, C, C-) –adequate range in the use of vocabulary; occasional errors of word choice/form/idiom or usage, meaning generally clear (some minor ambiguity). Weak pass (D+, D, D-) - limited range; frequent errors of word choice/form/idiom and us age; meaning sometimes unclear or ambiguous as a result of errors. Fail (F) - very limited range; words recycled, reused, or too general; frequent errors of word choice/form/idiom and usage may obscure the meaning; problems with basic vocabulary; not enough text to evaluate.

Mechanics (5%) 1.Punctuation 2.Spelling 3.Capitalization 4.Presentation (NB: punctuation involving fragments, comma splices and run-ons are considered under 5. Grammar & Language Use) Excellent, (A+, A, A-) –very few errors either in punctuation, spelling, or capitalization; correct indentation; neat presentation. (Very) Good (B+, B, B-) -only a few minor errors in punctuation, spelling, and capitalization; clarity of message never affected by errors; correct indentation; legible handwriting. Satisfactory (C +, C, C-) - occasional errors in punctuation, spelling or capitalization, problems with indentation; meaning still clear despite errors; hand writing hard to read but basically legible. Weak (D+, D, D-) - many errors in punctuation, spelling, capitalization; meaning sometimes unclear as result of mechanical errors; absence of indentation; nearly illegible handwriting affecting text comprehension. Fail (F) - dominated by errors in punctuation, spelling, indentation and capitalization; illegible handwriting.




English language learner caveat: “The holistic approach to evaluating student writing samples yields a single overall score for the written work. This approach is problematic for ELLs, because raters can assign too much weight to grammatical forms and conventions that take years for ELLs to master. This approach also does not provide learners with the detailed feedback they need to improve their English writing skills, nor does it take into account that different ELLs can be at the same grade level, but in varying stages of learning English. It should be noted that educators in New York State have put together a set of holistic rubrics specifically designed for students at different levels of English language acquisition.

The more analytical approach to evaluating writing samples requires evaluators to identify different traits of the written work and to assign a score to each trait. This method is time consuming, but thought to be more useful to students and teachers alike. Some of the most widely used traits for analyzing written work are those developed by the Northwest Regional Educational Lab (NWREL) in their "6 + 1" formula. The traits are: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. These traits help teachers identify for their students the different aspects of their writing that need to be improved. Definitions of the traits may be viewed on NWREL's Web site at http://educationnorthwest.org/traits” (Neuman, H. Journal of Second Language Writing, 2014).




CSLO 4: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support learning vocabulary and reading skills and strategies, reading to learn, writing, and interrelated language development.

LMC ESL Thinking Dispositions/Habits of Mind Assessment Matrix – Reading and Vocabulary

Language Focus Assessment Instrument

Thinking Disposition / Habit of Mind

Selected Response

Open-ended

Response Checklist

Performance Observation

Interview Rubric Journal,

Log, Diary Portfolio

Reading

1 Learn More

2 Ask Questions

3 Look at Things Another Way

Vocabulary

4 Strive for Accuracy

5 Innovate

11 Find Solutions Adapted from Costa, A. and Kallick, B. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success (2008), p. 218-219. Sample assessment

LMC ESL Habits of Mind – Intelligent Behaviors and Thinking Dispositions – Performance Rubrics Using a scoring guide, the rubric(s) is/are performance-based assessments that seek to measure or rate the quality of a student’s intelligent behavior as applied to or employed by the student in support of learning, understanding, engaging in specific ESL course content and related activities, opportunities, and challenges. The five-point rubric, ranging from "no concept" to "exemplary," was designed to focus on the Habits of Mind (HoM) woven into the LMC ESL curriculum, including our program, course, lesson, and instructional student learning outcomes. It is meant to provide an assessment that may be used in formative and/or summative manner to determine and describe interconnected levels of academic achievement and functional performance. It may be presented as a pre-test/post-test or as a recurring progress monitoring tool. It can also be used in an oral interview setting. It is based on Costa and Kallick's 16 Habits of Mind, includes elements from Bloom's Revised Taxonomy and Marzano's Dimensions of Learning and 21st Century Learning Skills, and features the LMC ESL faculty’s own original pedagogical and instructional mindsets, philosophies, and practices. Instructions Scoring requires the assignment of one of the numbers for each HoM in the spaces provided to the right of the descriptions. The overall score across all Habits of Mind for a specific course is determined by adding the scores from each of the HoM. Overall Scoring

No Concept – 0 Limited – 1-3 Developing – 4-6 Proficient – 7-9 Exemplary – 10-12 Used in a pre/post model or as a progress monitoring tool, the same teacher should pre- and post- assess the student to be consistent in scoring. The score should reflect the student’s advancement, success, and strengths, and it should also




encourage him/her to continue to develop greater independence in applying the thinking disposition(s), becoming increasingly sensitive to times when using the HoM would be beneficial, building greater inclination to using (i.e., desiring and seeking out situations in which to use) the HoM, and monitoring and evaluating her/his own skills and behavior. Student Name: _______________________________________ L1: ___________________________ ESL Course: _____________ # of Semesters at LMC: _______________ Date(s) of administration(s): __________ __________ ________ __________ __________

READING 1. LEARN MORE: Remaining open to continuous learning Embrace having more to learn. Have humility and pride when admitting you don’t know. Resist complacency. Seek out and create your own ‘new & improved’ learning opportunities. Remain open to continuous learning. When engaging in ESL reading, learning to read, and reading to learn opportunities, the student relies on self-confidence in knowledge already attained; is closed-off to engaging in new

and/or uncertain experiences. No Concept – 0

score(s)

confronts learning opportunities with fear rather than with wonder; is uncomfortable with doubt and uncertainty.

Limited – 1

is only open to new learning experiences if little effort is required; values knowing as opposed to learning

Developing – 2

is eager to learn and invites the unknown, the creative, the inspirational, even if extra effort is required. Learning appears to be very important.

Proficient - 3

seizes every opportunity as a valuable learning experience; searches for new and better ways of learning, striving for improvement.

Exemplary - 4

2. ASK QUESTIONS: Questioning and problem posing Have an inquiring attitude. Request. Query. Investigate. Challenge. Probe. ASK in order to succeed. Who? What? WHY? Where? When? How? Pose problems. Explore, practice, and develop questioning strategies. When engaging in ESL reading, learning to read, and reading to learn opportunities, the student is not able to generate/use appropriate questions or questioning strategies No Concept – 0

score(s)

can generate closed-ended questions and use a few simple questioning strategies but is unwilling/able to probe deeper into a text, issue or idea.

Limited – 1

is not afraid to probe deeper into a text, issue or idea. but needs prompting from teacher to generate questions and use questioning strategies.

Developing – 2

is able to generate and employ various appropriate question types and questioning strategies to explore alternative points of view.

Proficient - 3

is able and willing to pose hypotheticals and explore real-world connections and relationships through a variety of question types and strategies.

Exemplary - 4

3. LOOK AT THINGS ANOTHER WAY: Thinking flexibly

Think flexibly. Consider other opinions and ways of doing and being. Generate alternatives. Explore different ideas and options. Be willing and able to change perspectives. Open your mind and heart to new and varying possibilities.When engaging in ESL reading, learning to read, and reading to learn opportunities, the student does not consider new information, issues, or ideas from texts or related exercises and

activities; believes own ideas are the only ones with value and is uninterested, unwilling, or unable to read or listen to others with differing ideas.

No Concept – 0

score(s)

mindlessly accepts the information, issues, or ideas in texts or related exercises and activities as given; knows that other people have different ideas from own but doesn’t pay attention to these different ideas, preferring to know the “right” answer.

Limited – 1

takes some time to consider new information, issues, or ideas from texts and related exercises and activities, and demonstrates some ability in trying to understand views different from own

Developing – 2

thoughtfully considers new information, issues, or ideas emanating from texts and related exercises and activities; exhibits agility in alternative perspective taking.

Proficient - 3




thoroughly contemplates new information, issues, and ideas emanating from texts and related exercises and activities; strives to find ideas that are different from own and evaluates them to decide if they make sense - even when the ideas are unusual.

Exemplary - 4

Method of Evaluation/Grading:

Academic Written Summaries, Paragraphs, Essays, Portfolios (CSLOs 1, 2, 3, 4) 40-45% Reading and Vocabulary Quizzes and Exams (CSLOs 1, 2, 3, 4) 25-30% Logs, Notebooks, Journals, Self-Assessments (CSLOs 1, 2, 3, 4) 15-20% In-class and Homework Assignments, Activities, and Participation (CSLOs 1, 2, 3, 4) 20-25%

A-level Achievement A-level work of students at this LMC intermediate level of English language proficiency regarding academic and critical reading, vocabulary, writing, and thinking is characterized by excellent ability to comprehend texts that are multipage nonfiction and fiction works spanning topics from a variety of collegiate disciplines and career fields (90-100% of the time). A high degree of agility in applying before, during, and after reading schema-building, inference, analysis, evaluation, and interpretation skills and strategies to improve English language development is demonstrated on a regular basis (90-100% of the time). The work shows mastery of the appropriate and even creative use of high frequency academic words and language (at least 90% correct), and advanced dexterity in using context to support understanding. Essay shows evidence that the student has completed and comprehended the readings and understood the writing task. Essay fully responds to the assignment. It has a clear focus with a stated thesis statement. Each paragraph contains abundant specific examples, details and illustrations drawn from the readings as well as the student’s experience, to fully develop the main point as expressed in the topic sentence. Paragraphs show thoughtfulness (analysis, reflection, explanation, commentary). Student uses MLA format correctly for formatting and citation purposes. Demonstrates knowledge of sentence mechanics and grammar (with minimal errors). Reflection on and employment of content-specific thinking dispositions are advanced. C-level Achievement C-level work of students at this LMC intermediate level of English language proficiency regarding academic and critical reading, vocabulary, writing, and thinking is characterized by satisfactory ability to comprehend texts that are multipage nonfiction and fiction works spanning topics from a variety of collegiate disciplines and career fields (70-79% of the time). An average capability in applying before, during, and after reading schema-building, inference, analysis, evaluation, and interpretation skills and strategies to improve English language development is noticeable (70-79% of the time). The work shows adequate use of high frequency academic words and language (at least 70% correct), and a passing ability in using context to support understanding. Essay has “average” thoughtfulness in meeting the assignment’s minimal requirements. Essay has an identifiable focus with a recognizable thesis. Writing is organized, but may lack clarity or be somewhat ineffectively organized in some places. Supports thesis with a bare minimum of detail and analysis. May have some errors in MLA format or citation. Demonstrates a basic understanding of sentence mechanics. Errors in grammar, punctuation, and spelling are present, but do not interfere with meaning. Reflection on and employment of content-specific thinking dispositions are average.




Course Content: English language and writing, reading, and vocabulary skill and strategy development and refinement for non-native English speaking students in this course occurs through the following units of instruction and according to the given percentages of time/attention/focus over the course of a semester

30% Academic Critical Reading and Thinking at an intermediate level of English language proficiency Critically and actively reading, comprehending, responding to – via analysis, evaluation, interpretation,

and discussion – texts Learning, practicing, reflecting on, and reviewing academic critical and active reading and thinking skills

and strategies

20% Academic Vocabulary at an intermediate level of English language proficiency Developing vocabulary within the reading contexts and high frequency target words mainly as on the

NAWL (new academic word list) and including some also on the NGSL (new general service list) Learning, practicing, reflecting on, and reviewing vocabulary learning strategies

15% Habits of Mind/Thinking Disposition at an intermediate level of English language proficiency Learning, practicing, reflecting on, applying, discussing thinking dispositions to effectively support

learning vocabulary and reading skills and strategies, reading to learn, writing, and interrelated language development

35% Academic Writing at an intermediate level of English language proficiency

Writing complete sentences. (subject + predicate) Writing simple, compound, complex and compound complex sentences:

Learn how to combine sentences using coordinating conjunctions, subordinating conjunctions and conjunctive adverbs

• Reporting the authors’ ideas summarizing, paraphrasing and quoting using MLA in text citations: Learn how to quote, summarize and paraphrase: Report authors’ ideas using effective summaries and paraphrases. Paraphrase authors’ ideas using students’ own words (encouraging the use of synonyms and new and creative ways of expressing ideas in writing) without changing the authors’ ideas.

Writing expository texts: paragraphs and essays Showing emerging accuracy of Standard (U.S.) Academic English:

Learn and practice proofreading strategies, and identify and fix sentence structure and grammatical mistakes

Using North American Academic English in terms of composing: key concepts, tone, and vocabulary

Intermediate Active and Critical

Reading and Thinking Intermediate Writing, Syntax, and

Grammar Intermediate Vocabulary

Previewing a reading Recalling information Skimming information Scanning for information Summarizing information Activating prior knowledge Understanding reasons Understanding key details Considering the characteristics of various text types Answering questions about reading content Learning and applying “read smart” skills: identifying text organization, activating prior knowledge, predicting, taking margin notes, applying

Academic writing Formatting the page The academic paragraph Paragraph unity Coherence Writing prompts Purpose, audience, and tone Taking effective notes Outlining Strategies for paraphrasing Strategies for managing time Avoiding sentence fragments, run-ons, and comma splices Parallel structure Sentence variety Introduction to synthesizing information

Academic vocabulary and general vocabulary Idiomatic language Understanding meaning from context Understanding Synonyms Understanding Antonyms Choosing the correct dictionary definition Understanding words with multiple meanings Recognizing sentence connectors Word associations Collocations Word families Identifying parts of speech




critical thinking to content Recognizing organizational patterns Understanding and Using a Venn diagram Creating a flowchart Using headings to create an outline Organizing information in a chart Understanding graphics Identifying reasons and effects Understanding statistics Understanding infographics Understanding main ideas and key details Linking ideas using a summary chart Understanding sequence Understanding reasons Understanding figurative language Making comparisons Understanding contrastive language Relating text organization to content Answering questions about reading content Understanding tone and purpose using a concept map Understanding sequence Identifying different viewpoints Understanding classifications Inferring conclusions Linking ideas and examples Creating a map of the text Understanding a process Reading multiclause, multiphrase sentences Comparing cultural differences Creating and comparing lists Evaluating information Assessing advantages and disadvantages Discussing social changes Surveying classmates Analyzing survey results Talking about obstacles Explaining opinions Matching Organizing importance of details Ranking information Interpreting symbolism Evaluating a process Creating a plan of action Describing a procedure Reflecting on own experience Evaluating possible problems Questioning statements in a text Evaluating pros and cons Interpreting meaning Inferencing

Introduction to summarizing Neutral and unbiased language Steps for timed writing: plan time, analyze prompt, brainstorm, write outline, write essay, proofread essay Word choice Developing ideas Introduction to the academic essay How Is an Essay Organized? Common Essay Forms Example Essays How Do you Write an Introduction? What Is the Role of the Thesis Statement? What Is in the Body of an Essay? Connectors and Transition Words What Does the Conclusion of an Essay Do? Improving writing and fluency using specific vocabulary and collocations Introducing examples into a text Avoiding plagiarism by referencing, paraphrasing, and summarizing Timed writing Journal writing Free writing Summary writing Email to a professor Gerunds and Infinitives That clauses Reporting verbs Clauses and Phrases Perfect Simple, compound, and complex sentences Comma rules

Word Forms: Recognizing the suffix -ing Recognizing the suffix -ment Recognizing the suffix -ness Recognizing the prefix re- Recognizing the suffixes -ence and -ance Recognizing the prefix in- Recognizing the suffix -ity Recognizing the suffixes -tion and -ation Adverbs: recognizing the suffix -ly Recognizing the prefix un- Recognizing the suffix -ment




Lab By Arrangement Activities (If Applicable): Instructional Methods:

Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) ________________________________________

Textbooks: Reading and Vocabulary Lorraine C. Smith and Nancy Nici Mare, Reading for Today 3: Issues, Fifth Edition, 2016. Laurie Blass, Mari Vargo, and Ingrid Wisniewska, 21st Century Reading 3: Creative Thinking and Reading with TED Talks, First Edition, 2016. Tania Pattison, Critical Reading: English for Academic Purposes, First Edition, 2015. Nancy Douglas, Reading Explorer 3, Second Edition, 2015. Elizabeth Bottcher, Robert F. Cohen, Kim Sanabria, Judy L. Miller, Lorraine C. Smith, Longman Academic Reading 3: Reading for College, First Edition, 2014. Jessica Williams, Reading and Vocabulary Focus 3, First Edition, 2014. Jo McEntire and Jessica Williams, Making Connections 2: Skills and Strategies for Academic Reading, Second Edition, 2013. Baker-Gonzalez, Joan and Eileen K. Blau. World of Reading: A Thematic Approach to Reading Comprehension 3, First Edition, 2009. (This textbook has multicultural and global essays, articles, and stories ESL students enjoy and can bring their own experience to.) Writing Deborah Gordon, Barbara Smith-Palinkas, Grammar for Great Writing B (intermediate), First Edition, 2018. Laurie Blass and Mari Vargo, Pathways 3: Reading Writing, and Critical Thinking, Second Edition, 2018 (reading and writing; available March 2018) Steve Marshall, Advance in Academic Writing: Integrating Research, Critical Thinking, Academic Reading and Writing, First Edition, 2017. (may be suitable for both ESL-085WR and ESL-095WR). Jill Bauer, Mike Boyle, and Sara Stapleton, Final Draft 2, First Edition, 2017. Milada Broukal, Weaving it Together 3: Connecting Reading and Writing, 4th Edition, 2016. Kristin Dalby and Tim Dalby, University Success Writing: Intermediate-High Intermediate Level, First Edition 2016. Alice Oshima and Ann Hogue, Longman Academic Writing Series 3: Paragraphs to Essays, Fourth Edition, 2016.




Peter Chin, Yusa Koizumi, Samuel Reid, Sean Wray, Yoko Yamazaki, Academic Writing Skills 1, First Edition, 2016. Karen Blanchard and Christine Root, Ready to Write 3: From Paragraph to Essay, Fifth Edition, 2016. Keith Folse, Elena Vestri Solomon, David Clabeaux, Great Writing 3 From Great Paragraphs to Great Essays, Third Edition, 2015. Beatty, LEAP Intermediate Reading and Writing, First Edition, 2015. Andrew Aquino-Cutcher, Wendy Asplin, David Bohlke, Jeane, Lambert, Final Draft 3, First Edition, 2015. (“temporarily unavailable” ??) Colin Ward and Margot Gramer, Q: Skills for Success 2e Reading and Writing Level 3, Second Edition, 2014. Rhonda Liss and Jason, Davis, Effective Academic Writing 2e Student Book 3, Second Edition, 2014. Laurie Barton, Carolyn Dupaquier Sardinas, NorthStar Reading and Writing 3, Fourth Edition, 2014. Kate Adams, Inside Writing 3, First Edition, 2014. Jessica Williams, Academic Encounters Level 2 Reading and Writing, Second Edition, 2013. Peter Chin, Samuel Reid, Sean Wray, Yoko Yamazaki, Academic Writing Skills 2, First Edition, 2012. Sue Peterson and Dorothy Zemach, Writing Power 3, First Edition, 2012. Jessica Williams, Kristine Brown, Susan Hood, Academic Encounters Level 3 Reading and Writing, Second Edition, 2012. Colin Ward, Focus on Writing 3, First Edition, 2011. Barbara Smith-Palinka, Kelly Croghan-Ford, Key Concepts 1 (intermediate-high intermediate), First Edition, 2009 (classic text with authentic readings from college textbooks). Novels Level appropriate and multiculturally focused novels will be chosen by ESL faculty and program. For example: Girl in Translation, Jean Kwok, 2010, Penguin Group USA, 304 pp. ISBN-13: 9781594487569 The Color of Water, James McBride Buried Onions, Gary Soto




LMC English as a Second Language Curriculum Map ESL/EMLS Stages, Courses,

and Program Student Learning Outcomes PSLO 1 Reading

PSLO 2 Vocabulary

PSLO 3 Writing

PSLO 4 Grammar

PSLO 5 Speaking/Listening

PSLO 6 Language Awareness

The Los Medanos College English as a Second Language (ESL) program infuses Habits of Mind – intelligent behaviors and thinking dispositions – and the LMC institutional student learning outcomes (ISLOs) into our second language acquisition-oriented program student learning outcomes (PSLOs) to optimally help prepare students to meet their social and civic language needs and achieve their academic and career goals. As a non-native English language learner who successfully completes our program, you will

Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multigenre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and responding with wonderment and awe to support your doing so.

Language Learning Stages and Courses LMC ISLO 1, 2, 3, 4, 5

LMC ISLO 1, 3

LMC ISLO 1, 2, 3, 4

LMC ISLO 1, 2, 3

LMC ISLO 1, 2, 3, 5

LMC ISLO 1, 2, 3

I. ENTERING Building a foundational language learning base and a bridge into college credit ESL

ESLN-065VR ESLN-075VR Basic Vocabulary and Reading Development 1 and 2

I - 4 I - 4 AS – 2 AS – 2 AS – 1 I – 3 P – 4

P – 4

AS – 2 AS – 2 AS – 1 P – 3

ESLN-065W ESLN-075W Fundamental Writing Skills 1 and 2

AS – 2 AS – 1 I – 4 AS – 3 AS – 1 I – 3 AS – 2 AS – 1 P – 4 AS – 3 AS – 1 P – 3

ESLN-065G ESLN-075G Foundational Grammar for General Communication 1 and 2

AS – 2 AS – 2 AS – 2 I – 4 AS – 2 I – 3 AS – 2 AS – 2 AS – 2 P – 4 AS – 2 P – 3

ESLN-065PC ESLN-075PC Essential Pronunciation and Conversation 1 and 2

AS – 1 AS – 2 AS – 1 AS – 2 I – 4 I – 3 AS – 1 AS – 2 AS – 1 AS – 2 P – 4 P – 3

II. ENGAGING Developing skills and strategies for college and work engagement and success

ESL-085WRV Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking

R – 4 R – 4 R – 4 AS – 3 AS – 1 R – 3

ESL-085G Intermediate Grammar for College and Career Communication

AS – 2 AS – 2 AS – 2 R – 4 AS – 2 R – 3

ESL-085SL Intermediate Oral Communication for the College Classroom and Beyond

AS – 1 AS – 2 AS – 1 AS – 2 R – 4 R – 3

III. EXITING ESL-095WRV M – 4 M – 4 M – 4 AS – 3 AS – 1 M – 3




Preparing for academic and career/professional advancement and excellence

Advanced Academic Writing, Reading, Vocabulary, and Dispositional Thinking ESL-095G Advanced Grammar for College and Career Communication

AS – 2 AS – 2 AS – 2 M – 4 AS – 2 M – 3

ESL-095SL Advanced Speech Communication for Academic and Professional Advancement

AS – 1 AS – 2 AS – 1 AS – 2 M – 4 M – 3

TOTALS 32 34 32 40 30 42 I = PSLO is Introduced P = PSLO is Practiced R = PSLO is Reinforced M = PSLO is Mastered AS = PSLO is Additionally Supported The degree each PSLO is emphasized: 0 = No Emphasis; 1 = Slightly Emphasized; 2 = Moderately Emphasized; 3 = Significantly Emphasized; 4 = Mainly Emphasized

Documents

Los Medanos College 2700 East Leland Road Pittsburg CA ...phonemic awareness, self-correction, and use strategies to support understanding (this usually involves the digital recording