| Course
Description |
| ESOL0342 BEGINNING READING FOR FOREIGN SPEAKER
"ESOL0342 is a beginning course in reading English.
Emphasis is placed on vocabulary building, reading skills and
simple spelling. Instruction is individualized."
|
| Prerequisites |
| None
|
| Course
Goals (includes competencies, incorporation of SCANS, etc.) |
ESOL 0342, Beginning
Reading, seeks to prepare students for college level academic or workforce
study by accomplishing the following objectives:
· introducing reading skills including word
forms, synonyms and antonyms, and finding the main
idea
· building vocabulary including acquisition
of estimated vocabulary of 500-1,000 words
· increasing awareness of spelling, dictionary
usage, and interpreting the author's purpose
· carrying out an extensive reading program
through the use of graded readers.
· developing elementary critical reading skills:
learning to recognize support for a thesis in a text.
|
| Instructor
Information |
| Not available
|
| Textbook
Information |
| Textbook:
• Slice of Life
by Joe Starr and Christine Tierney
Dictionary:
• Newbury House Dictionary (note: this one includes
a CD Rom) - optional
• Longman Dictionary of American English (Longman)
- optional
|
| Lab Requirements
(if any) |
| One of the five instructional hours per week is a lab
hour in which students work with supplementary reading material such
as the SRA series or other extensive reading projects as directed by
the teacher.
|
| Students
with Disabilities |
| Students
who require reasonable accommodations for disabilities are encouraged
to report to Disability Counselor to make necessary arrangements.
Faculty are only authorized to provide accommodations requested by the
Disability Support Services Office.
|
| Academic
Honesty |
| Any form of copying, cheating, or plagiarism will result
in a 0 for the assignment. See the HCCS Student Handbook. |
| Attendance
and Withdrawal Policies |
| Students are not allowed more
than eight absences over the semester. Any absence beyond that may
cause them to be dropped from class. See the HCCS Student Handbook.
|
| Course
Requirements and Grading Policy |
After taking ESOL 0342, Beginning Reading , the student should:
· read and understand a passage of about 150-200
words
· demonstrate familiarity with a target vocabulary
of 500-1000 words
· use pre-reading activities to anticipate the
meaning of a reading passage
· be able to identify synonyms and antonyms of
target vocabulary
· be able to select the main idea of a passage
SUGGESTED GRADE PERCENTAGES*
| Unit tests |
70%
|
| Quizzes |
10%
|
| Reading Project |
10%
|
| Homework |
5%
|
| Lab |
5%
|
| Total:
|
100%
|
* Teachers may use percentages which vary from the above formula;
however, if the percentages deviate by more than 5% for any item, the
teacher should show them to the Department Chair or Lead instructor for
approval. Keep in mind that the overall core of the student's grade
must be based on unit tests and quizzes taken in class. |
| Testing |
Students in ESOL 0342
will use :
• pre-reading activities
• reading short articles
• use of vocabulary in other situations
• use of synonyms and antonyms
Teachers should assess students performance in the following ways:
• Unit tests.
• Vocabulary quizzes
• Synonym and antonym quizzes
• External reading project
• Lab work
|
| Make-up
policy |
If students miss a test or a
quiz, they must arrange with the instructor for a make-up outside of class
time and before the end of one week from the day they missed.
|
| Projects,
Assignments, Portfolios, Service Learning, Internships, etc. |
| An instructor may choose to
include projects or assignments to reinforce the material covered
in class.
|
| Course
Content |
Seven chapters include readings
on interesting plants, interesting animals, interesting places, famous
people, legends and folktales, cowboys & Indians, and arts and entertainment.
See the following sample course calendar for further detail.
|
| Course
Calendar with Reading Assignments |
Below is a sample of this
course calendar in a regular (16-week) semester:
ESOL0342 Beginning Reading
16-WEEK SAMPLE WEEKLY COURSE OUTLINE
| Week |
Chapter |
Topics |
| 1
|
Chapter 1 |
Interesting Plants
& Animals |
| 2
|
Chapter 1 |
Interesting Plants
& Animals |
| 3
|
Chapter 1 Test,
Chapter 2 |
Interesting Places |
| 4
|
Chapter 2 Test |
Interesting Places |
| 5
|
Chapter 3 |
Legends and
Folktales |
| 6
|
Chapter 3 |
Legends and
Folktales |
| 7
|
Chapter 3 Test,
Chapter 4 |
Famous People |
| 8
|
Chapter 4 |
Famous People |
| 9
|
Chapter 4 Test |
Famous People |
| 10
|
Chapter 5 |
Cowboys & Indians |
| 11
|
Chapter 5 Test |
Cowboys & Indians |
| 12
|
Chapter 6 |
Arts and Entertainment |
| 13
|
Chapter 6 |
Arts and Entertainment |
| 14
|
Chapter 6 Test,
Reading Project Due |
Arts and Entertainment |
| 15
|
Chapter 7 (one story from this chapter) |
The Melting Pot |
| 16
|
Final Exam Week |
|
General Notes:
- Each story in Slice of Life is divided between pre-reading
activities and reading and
post-reading activities. It is very helpful
to have the students do the pre-reading activities
together in class. The actual reading and most
of the post-reading activities can be assigned
as homework.
- It is advisable to complete the first six chapters of the
book. If a class is very advanced
and/or motivated, there may be time to read one or
two stories from Chapter 7. Since each
of the stories in Chapter 7 represents one of the
topics of the previous chapters, students can
vote on which story to read. |
| Other
Student Information (clubs, tutoring, web resources, etc.) |
| Tutoring is availble for students
at instructional sites where Intensive English is offered. Additional
on line and computerized resources are also available in computer labs
and libraries. |
