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ESL 0810C - Novice-High Integrated Writing, Reading and Grammar

http://catalog.sierracollege.edu/course-outlines/esl-0810c/

Catalog Description Prerequisite: Placement by ESL matriculation assessment process or completion of ESL 800 with grade of "Pass" Advisory: Concurrent enrollment in ESL 510O or ESL 810O and ESL 512G or ESL 812G Hours: 108 lecture Description: Novice-High integrated skills course for non-native speakers of English focusing on written production for college, vocational and community success. Emphasis on comprehension and analysis of level-appropriate authentic materials and written responses using focused paragraphs and level-appropriate vocabulary and grammar and success strategies. (pass/no pass grading) (noncredit) Course Student Learning Outcomes CSLO #1: Analyze level-appropriate texts employing a variety of reading skills. CSLO #2: Compose multi-draft paragraph writing in response to content and directions CSLO #3: Differentiate novice-high grammar and vocabulary for meaning in texts and utilize in paragraph writing. CSLO #4: Identify and utilize campus academic and vocational support services and apply academic success strategies in novice-high level assignments. Effective Term Fall 2025 Course Type Noncredit Contact Hours 108 Outside of Class Hours 216 Total Student Learning Hours 324 Course Objectives Content will be taught with authentic language that focuses on U.S. culture and history and novice-high level situations and functions for college, career and community. Through integrated skills study and practice at a novice-high level, students will: 1. analyze a variety of authentic and adapted fiction and non-fiction texts (at least 150 pages) for comprehension and main idea identification using intensive and extensive reading skills such as previewing, skimming, scanning, pronoun referent, sequence and identification of dialog speaker; 2. Define and use 2,000 most-used English words and construct meaning of basic vocabulary, including AWL vocabulary, found in course texts using context clues, basic word form,  sentence structure, meaning of surrounding words, synonyms, antonyms, signal words,  and  embedded definitions), word analysis (e.g.; affixes) and resources (e.g., dictionary, thesaurus); 3. construct sentences and paragraphs with topic focus and supporting details in response to course reading material and use an appropriate variety of sentence patterns (simple and compound), word choice, and verb tenses; 4. develop paragraphs utilizing a variety of sentence patterns (simple, compound) with comprehensible English sentence structure, word order, word choice, and punctuation (end punctuation, commas) in response to course material or discussion; 5.  recognize  and  use beginning-high level grammar  in  writing; 6.  analyze   writing using  editing   self-editing   skills to  sentences   and  paragraphs;   7. comprehend, formulate and express ideas in class and group discussions; 8.  construct  meaning  from  written and oral directions to complete tasks; 9.  demonstrate  competence in novice-high level  writing through a variety of written assignments; and 10.   utilize Learning Management System and technology to complete course tasks. 11.   Demonstrate appropriate American classroom etiquette (e.g., homework, first language use, participation, academic honesty),and socio-linguistic competence at a novice-high level for academic, vocational and community situations (e.g., courtesy, appointment making, timeliness). General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Classroom Discussions Example: Students work in groups to discuss text pages and complete a worksheet and earn participation points for staying on task and working together (e.g., JFK worksheet on chapter 1). Instructor circulates to listen to group discussions, interact with students as needed, and check responses to study questions. This is evaluated with a simple rubric-participating or not participating. Essay Examinations Example: In-class writing on a topic/prompt the class has read about and discussed (e.g., Why was JFK a special president?) This is evaluated using a standard rubric. Objective Examinations Example: Course quizzes and tests on text content, vocabulary and reading, writing and grammar skills practiced. A test on JFK could have: matching names with identities, multiple choice questions on details, student production of sentences using key vocabulary, open-ended questions on main ideas and opinion. Example: Re-read the paragraph about JFK and highlight the key words, plus repeated phrases. Then, using your own words, write the most important idea(s) in one sentence. You may choose to change the word order, word forms, and/or use synonyms. You may not copy the sentences or use direct quotations ("...") Skill Demonstrations Example: Students revise and edit their writing based on rubric and/or other feedback. (e.g., the second draft of the writing topic in #1). Repeatable Yes Methods of Instruction Lecture/Discussion Distance Learning Lecture: Students will preview and read pages in an assigned text as homework (e.g., John F Kennedy) and then in groups discuss the pages to complete a worksheet asking them to summarize the main ideas and provide examples or details. The instructor will circulate helping the groups and answering questions. The instructor will then explain topic sentences in paragraphs and help the whole class compose a topic sentence for a paragraph describing John F Kennedy (chapter 1 in JFK). The students will finish the paragraph with the details and examples they find most compelling. Distance Learning In an online platform (LMS) page, instructor will provide notes accompanied by an instructional video about the format and essential parts of a sentence and paragraph including clear subject and topic sentence in the paragraphs with transitions. Students will follow up by reading textbook information about an opinion based topic with introduction, body, and conclusion. The instructor will then provide sample paragraphs that need improved topic sentences and added development. Students will add development then submit the revisions to the sample paragraphs by uploading the file to the LMS assignment. The instructor will comment on the additions and revisions and provide feedback to students in the comments section and through annotation of the assignment in the LMS. Students and instructor will discuss this assignment and instructor will respond to questions about it in a follow up class conferencing session with the course which will be recorded and available for any students who cannot attend the synchronous session. During a synchronous online class conferencing session (which will be recorded with a copy of that recorded session available for students unable to attend), the instructor will read the first two pages of the introduction to the course non-fiction text and will ask students questions and point out important points to note from the pages in order to peak interest in the text and prepare students for reading it on their own. Students and instructor will discuss the questions that the instructor poses during the conferencing session. The instructor will assign reading the introduction and first chapter of the text to students and will provide students reading comprehension/group discussion questions along with vocabulary to log for each chapter. Instructor will remind students to annotate as they read and to make notes in response to the questions about the text. Instructor will assign reading group discussion boards where students will post their answers to the questions about the chapters and discuss with one another. Instructor will respond to general group discussion board questions or confusion directly in the discussion board and will respond to individuals through feedback in the grading section. Students will also log the new vocabulary words in their notebooks/vocabulary logs, making sure to find the meaning that matches the context of the original text sentence. The instructor will provide practice quizzes in the LMS for students to practice using the new vocabulary in context. Typical Out of Class Assignments Reading Assignments 1. Preview and read fiction text using dictionary and annotation skills and answer comprehension and analysis questions in writing. 2. Read an article and find and list 3-5 important points from the article. 3. Read multi-step assignment directions to analyze task and successfully complete it. 4. Read course syllabus and take a quiz over content. Writing, Problem Solving or Performance 1. Compose written responses to a prompt based on course texts. Responses are paragraph focused and include a topic sentence. 2. Revise (develop, organize, grammar and sentence structure) and self-edit writing based on instructor and/or peer feedback. 3. Compose in class written responses to questions on quizzes or writing prompts over course texts. Other (Term projects, research papers, portfolios, etc.) 1. Assemble a portfolio of writing evidencing attainment of course student learning outcomes. Required Materials Water, Energy and the Environment Author: PG&E Publisher: PG&E Publication Date: 2013 Text Edition: 1st Classic Textbook?: OER Link: OER: John F. Kennedy Author: Anne Collins Publisher: Oxford University Press Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: Rosa Parks and the Bus to Freedom Author: Beth Johnson Publisher: Townsend Press Publication Date: 2012 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Course packet of instructor-created handouts.