Untitled document
At the conclusion of this course, the student should be able to:
1. Use reading strategies to identify text features, main ideas, and key details.
2. Use reading strategies to determine the meaning of new words in familiar contexts.
3. Identify a point an author or a speaker makes.
4. Recognize level-appropriate key words and phrases in oral communications and basic spoken and written texts.
5. Use a narrow range of vocabulary and grammar to participate in short conversations and written exchanges about familiar topics and in familiar contexts.
6. Use the writing process to construct short writings on familiar topics.
7. With support, communicate simple information about familiar texts, topics, events, and experiences.
8. Express an opinion or feelings about a familiar topic, experience, or event.
9. With support, carry out short, shared research project(s).
10. Demonstrate level-appropriate academic and study skills required in school settings.
11. With support, use digital technology to complete real-world tasks.
Untitled document
I. Vocabulary
A. Recognize and use vocabulary related to school, work, and community
B. Utilize vocabulary-building strategies including the use of contextual clues to determine the meaning of unfamiliar words
C. Alphabetize and use a picture dictionary
D. Categorize words and concepts based on similarities or differences
E. Begin to acquire synonyms, antonyms, and other descriptive language
II. Reading
A. Read and analyze short narratives and simplified materials (e.g., calendars, schedules, charts, labels, and brochures)
B. Identify important information in simple fiction and nonfiction reading passages from diverse cultures and backgrounds
C. Compare and contrast information from printed and digital sources
D. Use context to recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in spoken and written texts about familiar topics, experiences, or events
E. Use text features (e.g., tables of contents, headings, maps, and charts) to locate key facts or information in a text
F. Recognize common icons, symbols, and abbreviations (e.g., road signs/icons, currency symbols, and day or month abbreviations)
III. Writing
A. Use level-appropriate language to write a simple text related to school, healthcare, workplace, or community, such as:
1. Label items, experiences, or events
2. Fill out simplified forms
3. List simple steps in writing
B. Use level-appropriate prewriting skills to brainstorm and group ideas on familiar topics
C. Draft, revise, and edit short controlled writings (3-5 sentences) on familiar topics
D. Use correct capitalization and basic punctuation
E. Use correct spelling for frequently occurring, familiar words
IV. Grammar
A. Recognize and use frequently occurring, level-appropriate language structures, such as:
1. Simple present
2. Present continuous
3. Like/want/need + infinitive
4. Possessive adjectives
5. Prepositions of time and location
6. There is/there are
7. Singular and plural nouns + a/an + this/these/that/those
8. Subject pronouns
9. Short answer questions (simple present, present continuous)
10. Wh- questions
11. Contractions
12. Count and noncount nouns + quantifiers
13. Imperatives
14. Adverbs of frequency
V. Speaking and Listening
A. Understand and respond to simple yes/no questions and some wh- questions
B. With support, give a reason for an opinion
C. Actively listen to others
D. Ask for clarification
E. Request and offer assistance
F. Recall information from experience or from a provided source
G. Show emerging awareness of differences between informal and formal language use
H. Use level-appropriate language to initiate and conduct a simple conversation at school, in healthcare settings, the workplace, or the community
I. Use level-appropriate language to describe people, places, things, and events with relevant details
J. Use appropriate pronunciation to communicate at a basic level at work, school, and in the community
K. Start to recognize and produce problematic vowel and consonant sounds and corresponding spelling patterns
L. Phonemic awareness: voiced and unvoiced consonants and minimal pairs
M. Use of appropriate syllable stress (pronunciation of numbers, months, days, etc.)
N. Deliver short oral presentations incorporating technology with targeted support
VI. Study Skills
A. Identify personal, educational, and professional goals for learning English
B. Demonstrate appropriate student conduct
C. Participate in group work
D. Collaborate with peers from diverse cultures and backgrounds
E. Use organizational skills (e.g., organizing a binder)
F. Complete homework
VII. Level-Appropriate Integrated Language Skills for Real-Life Settings, such as:
A. Health needs
1. Appointments
2. Symptoms
3. Simplified forms
B. Educational settings
1. Absences
2. Simplified applications and registration forms
3. Study strategies
4. Educational goals
C. Employment
1. Job skills and activities
2. Work schedules
3. Interviews
4. Workers' rights
5. Career goals
6. Emergency and safety signs and warnings
D. Community
1. Basic directions
2. Community services and resources
3. Appointments
4. Knowing your rights
Untitled document
1. Written Assignments Will Result in a Minimum of 1,000 Words, such as:
a. Level-appropriate written homework
b. Lists and isolated sentences
c. Written descriptions of routines, goals, pictures, and real-life situations
d. Grammar exercises
e. Collaborative writing, such as language experience stories
f. Brainstorming, revising, and editing level-appropriate texts
2. Shared Research Project(s)
3. Problem Solving Assignments, such as:
a. Vocabulary building exercises
b. Recognize frequently used words and phrases
c. Reading-based true/false questions and wh-questions
d. Cloze activities
e. Critical reading
f. Sentence revision
g. Basic research using the internet
h. Individual and small-group oral presentations incorporating technology
4. Skill Demonstration, 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. Requesting information from school and community resources
f. Response to stories on themes related to real-life situations
g. Listening, speaking, and pronunciation exercises
h. English Language (EL) Civics assessments
5. Assessments, 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. Small-group oral presentations incorporating technology
c. Tutorial hours (EMLS 770)
Untitled document
EMLS 703 Reader
English in Action, Level 1. 3rd edition. Foley, Barbara and Neblett, Elizabeth. Cengage. 2020. (classic).
Basic Oxford Picture Dictionary. 2nd ed. Gramer, Margot. Oxford University Press. 2002. (classic).
Oxford Picture Dictionary Third Edition: Monolingual Dictionary 3rd ed. Adelson-Goldstein and Shapiro. 2016. (classic).
Burlington English Basics Level
Stand Out 1. 4th ed. Jenkins, Rob and Johnson, Staci. National Geographic. 2023
Ventures 1. 3rd ed. Bitterlin, Gretchen and Johnson, Dennis and Price, Donna. Cambridge University Press. 2018. (classic).
Instructor-prepared materials
Other approved materials, such as the online publication "The Change Agent"