| 12/21/2024 5:31:34 PM |
| New Course (First Version) |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ESL 713RW | Title:
BEG LOW NC ESL RDG/WRIT |
|
| Full Title:
Beginning-Low Non-Credit ESL Reading/Writing |
| Last Reviewed:3/14/2022 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 0 | Lecture Scheduled | 0 | 17.5 max. | Lecture Scheduled | 0 |
| Minimum | 0 | Lab Scheduled | 3.00 | 6 min. | Lab Scheduled | 52.50 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 3.00 | | Contact Total | 52.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 0.00 | Total Student Learning Hours: 52.50 | |
Title 5 Category:
Non-Credit
Grading:
Non-Credit Course
Repeatability:
27 - Exempt From Repeat Provisions
Also Listed As:
Formerly:
Catalog Description:
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This class is for non-native speakers of English with very limited ability to function independently in English in everyday situations. Particular emphasis on beginning-level reading and writing skills needed at work, school, and in the community.
Prerequisites/Corequisites:
Recommended Preparation:
Course Completion of ESL 712 OR Qualifying Score on NC ESL Writing Assessment
Limits on Enrollment:
Schedule of Classes Information
Description:
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This class is for non-native speakers of English with very limited ability to function independently in English in everyday situations. Particular emphasis on beginning-level reading and writing skills needed at work, school, and in the community.
(Non-Credit Course)
Prerequisites:
Recommended:Course Completion of ESL 712 OR Qualifying Score on NC ESL Writing Assessment
Limits on Enrollment:
Transfer Credit:
Repeatability:27 - Exempt From Repeat Provisions
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, students will be able to:
1. Use basic reading strategies to distinguish main ideas from details.
2. Scan simple non-fiction readings for specific information.
3. Improve reading speed and comprehension of short passages on a familiar topic.
4. Demonstrate basic understanding of short, simple narrative passages on familiar topics.
5. Identify elements of fiction, including main character, setting and theme at a basic level.
6. Use strategies such as predicting and/or phonics to interpret the meaning of new words in familiar contexts.
7. Use beginning pre-writing skills to brainstorm and categorize ideas about a topic.
8. Fill out simple forms, write lists, short messages and/or a series of sentences on a familiar topic.
9. Recognize and use conventions of writing and punctuation at a very beginning level.
Topics and Scope
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Based on level-appropriate topic readings:
A. Reading
1. Basic pre-reading skills such as skimming to predict content and scanning for specific information.
2. Main idea and related details in simple non-fiction and fiction readings on familiar topics.
3. Basic elements of fiction including setting, character, conflict and theme.
B. Vocabulary Skills
1. Vocabulary building strategies including predicting the meaning of unfamiliar words in material rich in contextual cues.
2. Synonyms, antonyms and homonyms of commonly used words.
C. Writing Skills
1. Brainstorming and organizing ideas on a topic relevant to students' lives.
2. Paragraph structure on a basic level.
3. Applications/forms related to school, work and the community.
4. Conventions of writing including basic punctuation and capitalization.
5. Simple verb tenses and language structures needed to write short notes and/or a series of related sentences for real life purposes at work, school and in the community.
a. simple present, past and future tenses
b. common modals
c. like + infinitive
d. there is/there are
e. singular and plural nouns
f. prepositions
g. possessive pronouns
h. question formation
i. requests
Assignments:
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The following represent the types of assignments that may be included:
A. In-class work:
1. Vocabulary and reading comprehension exercises
2. Pair and group activities and oral presentations
3. Discussions of simplified readings focusing on a variety of themes related to school, work and the community
4. Objective exams and quizzes
5. Reading and writing of learners' own stories
6. Silent Sustained Reading (SSR)
7. Controlled writing activities
8. Language experience stories
9. Simple surveys and compiling of results
10. Reading for details using simplified forms, schedules, and brochures related to everyday life
11. Holistically scored in-class writing assessments
B. Homework:
1. Written comprehension exercises from the assigned textbook including identification of main idea and details
2. Journal of high-frequency vocabulary found in fiction and nonfiction readings
3. Reading signs, labels, bumperstickers, and other examples of environmental print
4. Short, simplified readings
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
20 - 30% |
| Written homework, in-class writing, filling out basic forms | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
30 - 40% |
| Group work; reading homework, in-class reading activities | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
10 - 15% |
| Group presentations | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
10 - 15% |
| Multiple choice, matching items, completion, holistically-scored writing | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
10 - 15% |
| Attendance, participation | |
Representative Textbooks and Materials:
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Live Action English, Romjin, Command Performance Language Institute, 1997 (Classic)
New Oxford Picture Dictionary, Shapiro, et al., Oxford University Press, 1998 (Classic)
All New Very Easy True Stories, by Heyer, Pearson Longman, 2005
Stories to Tell Our Children, by Weinstein, Weinstein, 1992 (Classic)
Giving Thanks: A Native American Good Morning Message, by Swamp, Lee & Low Books, 1997 (Classic)
Instructor prepared materials
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