| 6/9/2026 6:37:02 PM |
| New Course (First Version) |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ESL 390.4 | Title:
ESL CHILD DEV: CURRIC |
|
| Full Title:
VESL for Child Development: Introduction to Curriculum |
| Last Reviewed:3/10/2014 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 1.00 | Lecture Scheduled | 1.00 | 17.5 max. | Lecture Scheduled | 17.50 |
| Minimum | 1.00 | Lab Scheduled | 0 | 17.5 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 1.00 | | Contact Total | 17.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 35.00 | Total Student Learning Hours: 52.50 | |
Title 5 Category:
AA Degree Non-Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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This course is designed for non-native English speaking students in the child development field with a specific focus on curriculum for children. This class supports and is linked with CHLD 90.4 and provides practice in the reading, writing, listening, and speaking skills used in planning and implementing curriculum for young children ages 0-8.
Prerequisites/Corequisites:
Recommended Preparation:
Limits on Enrollment:
Schedule of Classes Information
Description:
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For non-native English speaking students in the child development field with a specific focus on curriculum for children. Supports and is linked with CHLD 90.4 and provides practice in the reading, writing, listening, and speaking skills used in planning and implementing curriculum for young children ages 0-8.
(Grade or P/NP)
Prerequisites:
Recommended:
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | | Inactive: | |
| Area: | | |
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| CSU GE: | Transfer Area | | Effective: | Inactive: |
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| IGETC: | Transfer Area | | Effective: | Inactive: |
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| CSU Transfer: | | Effective: | | Inactive: | |
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| UC Transfer: | | Effective: | | Inactive: | |
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| C-ID: |
Certificate/Major Applicable:
Not Certificate/Major Applicable
COURSE CONTENT
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course the students will be able to:
1. Recognize key vocabulary used in introductory curriculum in child
development, in English.
2. Identify Spanish-English cognates as used in child development in
writing and speaking.
3. Use basic grammar orally and in writing.
4. Read and restate in simple English the main idea of a sentence or
short paragraph taken from a child development textbook in the area
of curriculum design and implementation.
5. Describe observed behavior of children orally and in writing.
6. Generate sentences and short paragraphs in writing.
Topics and Scope
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I. Vocabulary Recognition
A. Spanish-English cognates used in child development
curriculum design and implementation (examples: theme,
creativity, objectives, activity, ability)
B. General vocabulary with high-frequency application to
curriculum development and implementation (examples:
standards, modify, schedule, room organization)
C. Technical terms used in curriculum development and
implementation (examples: DAP-Developmentally Appropriate
Practice, universal themes, emergent curriculum)
II. Reading
A. Reading basics: use of headings, pre-reading strategies,
highlighting key terms or concepts, identifying topic
sentence in a paragraph
B. Sentence-level comprehension in English
C. Paragraph structure and main ideas
D. Skimming and scanning techniques
E. Forms, schedules, and other curriculum-related documents in
English with focus on:
1. Key vocabulary
2. General meaning
F. Test taking techniques
III. Writing
A. Punctuation basics
B. Capitalization rules
C. Spelling basics
D. Parts of a sentence, including clauses
E. Note-taking from interviews of classmates
F. Various writing skills: narration, description, paraphrase
IV. Listening/Speaking Skills
A. Pronunciation and key vocabulary
B. Listening strategies
C. Key phrases for clarifying, asking questions, and confirming
instructions in spoken English
D. Discussion skills for effective groupwork
E. Techniques for oral reading of children's literature
V. Grammar Application
A. Basic verb tenses:
1. Simple present tense
2. Present progressive tense
3. Simple past tense
4. Future
a) "Going to" form
b) "Will" form
B. Affirmative statements
C. Negative statements
D. Question formation
1. Yes-no questions
2. Wh- information questions
E. Imperative (command) verb form
F. Simple and compound sentences
Assignments:
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Representative Assignments:
1. Reading and writing assignments:
a. Descriptive writing based on pictures or observations of
children at play
b. Note-taking from interviews with classmates
c. Journal entries, including personal word list and key concepts
learned
d. Analyzing program documents created in Spanish such as daily
schedule, weekly schedule, or curriculum plan and rewriting
certain sections in English
e. Assigned reading at the sentence or paragraph level from
course textbook used in CHLD 90.4 (Approximately 1-2 pages per
week)
2. Skill demonstrations:
a. Recognition of key child development vocabulary in written and
aural activities
b. Oral application of key child development vocabulary
c. Role plays to:
-present new information/activities
-intervene in interactions between children
-guide play
-read a story
-sing a song
d. Critique classmates' role plays in the area of introductory
curriculum in child development
e. Discussion and oral presentation of basic child development
concepts
3. Problem Solving
a. Design an indoor play environment and identify room components
b. Role play intervening in a conflict between children
c. Create a plan for studying and working in child development in
a second language environment.
4. Quizzes on vocabulary, grammar, and reading using child
development as the context (3-5)
5. Final exam including various objective and subjective questions
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
10 - 30% |
| Writing assignments | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
5 - 10% |
| design play space, conflict interv., stdy/wk plan | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
10 - 30% |
| Role playing; presentations; critiques | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
20 - 40% |
| Multiple choice, True/false, Matching items, Completion | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
10 - 15% |
| Attendance and participation | |
Representative Textbooks and Materials:
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Trister Dodge, D., Colker, L. & Heroman, C. The Creative
Curriculum for Preschool (4th ed.) Washington, DC: Teaching
Strategies Inc.: 2002.
Trister Dodge, D., Colker, L. and Heroman, C. The Creative Curriculum for
Preschool (Spanish ed.) Washington, DC: Teaching Strategies Inc.: 2004.
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