Untitled document
I. Vocabulary
A. Comprehend and produce content-specific and general academic vocabulary
B. Utilize vocabulary-building strategies including the use of contextual clues and simple word analysis (prefixes, suffixes, and parts of speech) to determine the meaning of unfamiliar words
C. Understand common phrasal verbs
D. Use a learner's dictionary to develop vocabulary
E. Build usage of synonyms, antonyms, and other descriptive language
F. Recognize and produce common spelling patterns
II. Reading
A. Employ pre-reading skills including skimming, scanning, and predicting
B. Use text features (e.g., tables of contents, headings, captions, subheadings, bold print, maps, and charts) to locate key facts or information in a text efficiently
C. Read and analyze multi-paragraph narratives and authentic materials (e.g., web pages, calendars, charts, forms, ads, emergency alerts, emails, and prescriptions)
D. Identify main ideas and supporting details in accessible fiction and nonfiction reading passages from diverse cultures and backgrounds
E. Identify purpose, point of view, and audience for level-appropriate printed materials
F. Refer to evidence in a reading passage to support text analysis
G. Employ critical thinking skills to infer meaning and tone in reading passages
H. Compare and contrast information from printed and digital sources
I. Use context to recognize the meaning of new words, phrases, and formulaic expressions in spoken and written texts about familiar topics, experiences, or events
J. Recognize common digital icons, symbols, and abbreviations in the context of learned themes
K. Conduct short research project(s) that build knowledge about a topic
III. Writing
A. Use level-appropriate language to compose a written text related to school, healthcare, workplace, or community, such as:
1. Compose an email
2. Describe experiences or events, including sequencing and/or cause and effect
3. Fill out authentic forms
4. Describe directions in writing
B. Employ process writing including brainstorming, organizing, drafting, revising, and editing a paragraph on a familiar topic
C. Compose 1-2 paragraphs consisting of a main idea and clarifying details on familiar topics in various genres, such as:
1. Narrative
2. Comparison/contrast
3. Informative/explanatory
4. Opinion piece
5. Goals and steps
D. Use correct spelling, capitalization, and punctuation
E. Understand common editing symbols and apply them to revisions
IV. Grammar
A. Review and use frequently occurring, level-appropriate language structures, such as:
1. Parts of speech
2. Simple present
3. Present continuous
4. Simple past
5. Past continuous
6. Future tense
7. Modals (ability, possibility, probability, requests, prohibition)
8. There is/there are
9. Articles
10. Pronouns (subject, object, possessive, demonstrative)
11. Prepositions of location and time
12. Compound sentences, including sentence connectors
13. Adjectives (descriptive, demonstrative, possessive)
14. Time and transition phrases
15. Question formation
16. Comparatives and superlatives
17. Contractions
V. Speaking and Listening
A. Ask, understand, and respond to questions
B. Give a reason for an opinion
C. Ask for clarification
D. Request and offer assistance
E. Recount information from experience or from a provided source
F. Show awareness of and employ differences between informal and formal language
G. Use level-appropriate language to initiate and conduct a conversation at school, in healthcare settings, the workplace, or the community
H. Use level-appropriate language to report on a text or topic or tell a story with relevant facts and details
I. Deliver short oral presentations incorporating technology with targeted support
J. Use clear pronunciation to communicate in interactions at work, school, and in the community
K. Recognize and produce problematic vowel and consonant sounds and corresponding spelling patterns (final -ed, contractions, etc.)
L. Demonstrate phonemic awareness of voiced and unvoiced consonants and minimal pairs
M. Use appropriate syllable stress in common multisyllabic words
N. Apply intonation correctly in questions and statements, and stress content words and function words appropriately
O. Understand nonverbal communication including distance, eye contact, and gestures
P. Give and follow directions, both orally and in writing
VI. Study Skills
A. Identify and set personal, educational, and professional goals for learning English
B. Follow SRJC standards of student conduct
C. Use appropriate language of group work
D. Employ vocabulary and conversational norms used to agree, disagree, express opinions, elicit information, and interrupt appropriately
E. Collaborate with peers from diverse cultures and backgrounds
F. Use organizational skills (organizing study materials, using time management strategies, planning for due dates, using appropriate learning platforms, etc.)
G. Demonstrate effective independent study strategies (e.g., review of class material, note-taking, homework completion, etc.)
H. Apply test-taking strategies
I. Meet with a counselor and make an educational plan
VII. Level-Appropriate Integrated Language Skills for Real-Life Settings, such as:
A. Health Needs
1. Appointments
2. Symptoms and health needs
3. Patient forms
4. Dialogues and emails
5. Well-being, natural remedies, cultural traditions, holistic approaches to physical and mental health
B. Educational Settings
1. Absences
2. Applications and registration forms
3. Study strategies
4. Educational goals
5. Emails to the instructor, counselor, etc.
6. Navigation of the SRJC website
C. Employment
1. Job skills and routines
2. Essential (soft) skills
3. Work schedules
4. Interviews
5. Workers' rights
6. Career goals
7. Emergency and safety protocols and warnings
8. Applications and other job-related forms
9. Job searching skills
10. Problem solving at work, including reporting an accident and/or a dangerous situation
11. Communication, including calling in sick or emailing
12. Negotiating a schedule and/or salary
D. Community
1. Community services and resources
2. Information requests
3. Cultural differences and similarities
4. Knowing your rights
5. Listen to and gather information from guest speakers
6. Identify problems and solutions (community mapping)
Untitled document
1. Written Assignments Will Result in a Minimum of 1,500 Words, such as:
a. Written descriptions of routines, goals, and real-life situations
b. Grammar exercises
c. Collaborative writing
d. Brainstorming, revising, and editing level-appropriate texts
e. Paragraphs
f. Journals and other informal writings
g. Surveys and interviews
h. Vocabulary logs
i. Level-appropriate written homework
j. Emails, including appropriate format and register
2. Shared Research Project(s)
3. Problem Solving Assignments, such as:
a. Vocabulary building exercises
b. Decoding frequently used prefixes and suffixes
c. Reading-based questions
d. Cloze activities and dictations
e. Sentence revision and editing, including content, grammar, and mechanics
f. Basic research using the internet
g. Critical reading, such as reading apprenticeship practices
4. Skill Demonstrations, such as:
a. Role plays
b. Surveys and interviews
c. Individual audio and/or video recordings using technology
d. Use of digital technology to complete real-world tasks
e. Use of software to improve reading, listening, vocabulary, spelling, conversation, and pronunciation skills
f. Requesting information from school and community resources
g. Response to texts
h. Listening, speaking, and pronunciation exercises
i. English Language (EL) Civics assessments
5. Examination Assignments, such as:
a. Informal assessments
b. Vocabulary quizzes
c. Grammar quizzes
d. Unit quizzes
e. Exams
f. CASAS(Comprehensive Adult Student Assessement Systems) reading test
6. Additional Assignments as Assigned by Instructor May Include:
a. Attendance and participation
b. Individual and small-group oral presentations incorporating technology
c. Tutorial hours (EMLS 770)
d. Reporting on outside English-learning resources