Multilevel ESL Syllabus for 2020-2021
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COVID-19 Protocols

Recording Policy

Disability Statement

If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.

Amarillo College Web Accessibility Policy Statement

Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.

If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

Amarillo College Tutoring for Success Policy:

The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.

NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.

Privacy Statement

The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

AELE-0055-1501 Multilevel ESL

Prerequisites

Course Description

Listening, speaking, reading, and writing are taught simultaneously. Apply increasingly complex listening strategies to comprehend conversations that include new vocabulary. Participate in information gap listening activities. Initiate and engage in simple conversations that include descriptions, personal opinions, and inferences on famililar topics. Read texts representing different genres to answer comprehension questions, identify main ideas and supporting details, and make simple inferences. Write with an audience in mind and for personal and work-related communications. Learn transition words and phrases with correct punctuation. Show understanding of idioms and figures of speech. Engage in steps of the writing process (drafting, editing, and final copy).

Student ResourcesStudent Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me

You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.

Hours

(0 sem hrs)

Class Type

Online Course

Syllabus Information

Textbooks

Burlington English is an online curriculum used for in class or remote learning.

Future: English for Results might be used as a resource for in class learning.

Supplies

Internet

Laptop, tablet,or smart phone

Pen/pencil

Notebook

Student Performance

• Complete CRU intake and orientation paperwork.

• Take the CASAS assessment

• Follow all classroom rules.

• Adhere to the attendance policy.

• Maintain a courteous and positive attitude

• Participate in group and individual activities.

• Complete in-class and homework assignments.

• Students have one week to complete missed assignments after they return.

• Take all progress tests as directed.

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

Students are expected to contribute to a classroom environment that is respectful and conducive to learning. Inappropriate behavior in the classroom may result in a request to leave class. Repeated violations may be referred to the director of CRU or the vice-president of student affairs.

Grading Criteria

        Attendance  10%

        Homework   40%

        Midterm       25%

        Final            25%

Attendance

Because attendance is important to be successful in the English as a Second Language Program, in college, as well as in the job place, students should attend all classes. If a student is absent, s/he cannot participate in the class by listening actively or by contributing to class discussions and collaborative activities. Therefore, the following attendance and tardy policies will be enforced.

 

• Students are expected to attend all classes.

• Attendance is taken at the beginning, and at the end, of each class session.

• Students who miss the first week of classes will be dropped.

• Students who have more than three (3) unexcused absences during a semester will be dropped.

• A tardy is defined as not being present when the class begins. If students are tardy, it is their responsibility to approach the instructor after class to ensure that their attendance is documented.

• Tardiness or leaving early will be noted and a partial absence will be recorded. Three (3) tardies = one (1) unexcused absence. 

Calendar

Additional Information

The instructor reserves the right to change the schedule as needed and to adjust content level according to the needs of the students.

Week 1	Mixed Level/Low Intermediate
Day 1	Personal Information Listen & Speak: Talking to Neighbors Grammar: Review of Simple Present and Simple Continuous
Day 2	Personal Information Read: Immigrant Success Stories Grammar: Review of Simple Past, used to Watch & Speak: Help for Immigrants
Day 3	Personal Information Grammar Review: Future with will and going to Life Skills: A Social Media Profile Write a Biography
Day 4	Education Listen & Speak: A Student-Teacher Conference Grammar: Review of Present Continuous for Future
Week 2
Day 1	Education Read: Student Services Grammar: Present Perfect with ever and never
Day 2	Education Watch & Speak: A Parent-Teacher Conference Grammar Present Perfect with recently, lately, already, and yet
Day 3	Education Life Skills: A Report Card Write an email to a teacher
Day 4	Getting a Job Listen & Speak: Talking to a Career Counselor Grammar: Gerunds Read Gender and Jobs
Week 3
Day 1	Getting a Job Grammar: Gerunds and Infinitives Watch & Speak: A Job Interview
Day 2	Getting a Job Grammar: Present Perfect with for and since Life Skills: An Online Job Ad Write a thank you email after a job interview
Day 3	Money Matters Listen & Speak: Making a Budget Grammar: Comparatives Read: Online Shopping
Day 4	Money Matters Grammar: too and enough Watch & Speak: Smart Shopping Grammar: Indefinite Pronouns
Week 4
Day 1	Money Matters Life Skills: A Pay Stub Write a letter of recommendation
Day 2	Health Listen & Speak: Healthy Eating Grammar: Quantifiers Read: The Dangers of Sugar
Day 3	Health Grammar: Present Perfect Continuous  Watch & Speak: Getting a Physical
Day 4	Midterm Exam

 

Week 5
Day 1	Health Grammar: Adjectives with -ed and -ing
Day 2	Health Life Skills: A prescription Medicine Label Write a description of eating habits. In the Workplace Listen & Speak: Customer Service
Day 3	In the Workplace Grammar: Polite Requests/Permission Read: Handling Criticism
Day 4	In the Workplace Grammar:Reported Commands and Requests Watch & Speak: Being a Good Employee
Week 6
Day 1	In the Workplace Grammar: Advice, Suggestions, Possibilities, and Necessity Life Skills: A Flyer Write an email to a supervisor.
Day 2	In the Workplace Listen & Speak: Calling 911 Grammar: can, could, and be able to Read: Accident in the Home
Day 3	In the Workplace Grammar: Past Continuous Watch & Speak: Safety in the Workplace
Day 4	In the Workplace Grammar Past Continuous and Simple Past Life Skills: An Accident Report Write a description of an accident.
Week 7
Day 1	In the Community Listen & Speak: Community Events Grammar: Future Real Conditional Read: A Community Garden
Day 2	In the Community Grammar: Noun Clauses Watch & Speak: Getting to Work
Day 3	In the Community Grammar:Future Time Clauses Life Skills: A Service Alert
Day 4	In the Community Review parts of an essay. Write a problem-solution essay.
Week 8
Day 1	Government and Law Listen & Speak: Following the Law Grammar: Simple Present Passive Read: Martin Luterh King, Jr.
Day 2	Government and Law Grammar Simple Past Passive Watch & Speak: Sexual Harassment Grammar: both...and, either...or, neither...nor
Day 3	Government and Law Life Skills: A Legal Brochure Write a biography
Day 4	Final Exam

 

Support Services: 

 

 Tutoring 

Location: Ware Student Commons, 1st Floor, room 113A 

Contact: Jeannie George (806) 371-5432     j0309552@actx.edu 

 

Service: Career Navigators

Location: Ware Student Commons, 3rd Floor, Room 314 

Contact:  Christina Gonzales 305 B ccconzales@actx.edu  806 371 5913

                 Ryan Frances 305 G     rfrancis@actx.edu 806 371 5927

                 Kathryn White 305 F     klbowen@actx.edu 806 345 5687

 

Service: Workforce Solutions Panhandle 

Location: Student Services Center, Room 236 

Contact: Roxanne Morgan (806) 350-1644     rmorgan@wspanhandle

 

15.Sequence of Courses Leading to the attainment of a GED certificate/enrollment into post secondary education:

 Course Goals Mixed Level:

 

Upon successful completion of the mixed level ESL course, students will be able to…

 

• construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading and viewing by…

  • identifying the main topic in oral presentations and simple spoken and written texts; and

  • retelling a few key details.

 

• participate in level-appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions by…

  • participating in short conversations, discussion, and written exchanges about familiar topics and texts;

  • presenting information and ideas;

  • taking turns appropriately in interactions with others; and

  • responding to simple questions and wh- questions.

 

• speak and write about level-appropriate complex literary and informal texts and topics by…

  • delivering short oral presentations (with support); and

  • composing simple written narratives or informational texts about familiar texts, topics, experiences, or events (with support).

 

• construct level-appropriate claims and support them with reasoning and evidence by…

  • constructing a claim about familiar topics, experiences, or events;

  • introducing the topic, experience, or event;

  • giving a reason to support the claim; and

  • providing a concluding statement.

 

• conduct research and evaluate and communicate findings to answer questions or solve problems by…

  • carrying out short individual or shared research projects;

  • gathering information from provided print and digital sources;

  • recording information in simple notes; and

  • summarizing data and information. 

 

• analyze and critique the arguments of others orally and in writing by…

  • identifying the main argument an author or speaker makes; and

  • identifying one reason an author or a speaker gives to support the argument.

 

• adapt language choices to purpose, task, and audience when speaking and writing by…

  • showing increasing awareness of differences between informal and formal language use.

  • adapting language choices to task and audience with emerging control in various social and academic contexts; and

  • beginning to use some frequently occurring general academic and content-specific words.

 

• determine the meaning of words and phrases in oral presentations and literacy and informational text by...

  • using context, questioning, and knowledge of morphology in their native language(s)

    • determine the meaning of frequently occurring words, phrases, and expressions in spoken and written texts about familiar topics, experiences, or events.

 

• create clear and coherent level-appropriate speech and text by…

  • recounting a sequence of events in order;

  • introducing an informational topic;

  • providing one or two facts about the topic; and

  • using common linking words to connect events and ideas.

 

• demonstrate command of the conventions of standard English to communicate level-appropriate speech and writing by…

  • using frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions (with support); and

  • producing simple and compound sentences (with support).

 

4. Course Goals: Mixed Level

 

Upon successful completion of the low-intermediate-mixed level ESL course, students will be able to…

• construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading and viewing by…

  • determining a central idea or theme in oral presentations and spoken and written texts;

  • retelling key details;

  • answering questions about key details;

  • explaining how the theme is developed by specific details in texts; and

  • summarizing part of a text.

 

• participate in level-appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions by…

  • participating in conversations, discussions, and written exchanges about familiar topics, texts, and issues;

  • building on the ideas of others;

  • expressing their own ideas;

  • asking and answering relevant questions;

  • adding relevant information and evidence;

  • restating some of the key ideas expressed;

  • following rules for discussion; and

  • asking questions to gain information or clarify understanding.

 

• speak and write about level-appropriate complex literary and informal texts and topics by…

  • delivering short oral presentations; 

  • composing written informational texts; and

  • developing a topic with a few details about familiar texts, topics, or events.

 

• construct level-appropriate claims and support them with reasoning and evidence by…

  • constructing a claim about familiar topics;

  • introducing the topic;

  • providing sufficient reasons or facts to support the claim; and

  • providing a concluding statement.

 

• conduct research and evaluate and communicate findings to answer questions or solve problems by…

  • carrying out short research projects to answer a question;

  • gathering information from multiple provided print and digital sources;

  • paraphrasing key information in a short written or oral report;

  • including illustrations, diagrams, or other graphics as appropriate; and

  • providing a list of sources. 

 

• analyze and critique the arguments of others orally and in writing by…

  • explaining the reasons an author or a speaker gives to support a claim; and

  • identifying one or two reasons an author or speaker gives to support the main point

 

• adapt language choices to purpose, task, and audience when speaking and writing by…

  • adapting language choices and style according to purpose, task, and audience with developing ease in various social and academic contexts;

  • using an increasing number of general academic and content-specific words and expressions in spoken and written texts; and

  • showing developing control of style and tone in spoken and written texts.

 

• determine the meaning of words and phrases in oral presentations and literacy and informational text by...

  • using context, questioning, and a developing knowledge of English and their native language(s) morphology

    • determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in spoken and written texts about familiar topics, experiences, or events.

 

• create clear and coherent level-appropriate speech and text by…

  • recounting a sequence of events with a beginning, middle, and an end;

  • introducing and developing an informational topic with facts and details;

  • using common transitional words and phrases to connect events, ideas, and opinions; and

  • providing a conclusion.

 

• demonstrate command of the conventions of standard English to communicate level-appropriate speech and writing by…

  • using simple phrases; 

  • using simple clauses; and

  • producing and expanding simple, compound, and a few complex sentences.

 

Texas Adult Education & Literacy ESL Content Standards:

 

Upon successful completion of the ESL course, students will have addressed the following content standards:

 

Subarea: 1. Listening Skills: English Language Learners (ELLs) become increasingly able to comprehend what they hear, to retrieve information, and to make inferences and connections. The Ells listen to speakers in a variety of contexts with a variety of English accents.

 

Content Standards:

 

1. Distinguish sounds and intonation patterns of English with increasing ease.

2. Demonstrate understanding when listening to spoken language in different situations and spoken with a variety of regional accents.

3. Listen to, follow, and give directions and/or instructions.

4. Listen to and participate in a variety of settings (e.g., academic, work, and social) and situations (e.g., conversation, teamwork, meetings, presentations, and interviews).

5. Participate in and comprehend conversations face-to-face or via electronic media.

6. Comprehend questions in order to engage in conversation.

7. Use comprehension strategies such as indicating misunderstanding, repeating and rephrasing, or asking for help as appropriate for the communication context.

8. Exhibit knowledge and appropriate interpretation of cultural conventions in conversation, such as the use of titles, eye contact, registers, and expected responses (schemata).

 

ELLs understand the central idea within spoken conversation or oral presentation, but may require context clues, restatement, or paraphrasing of ideas to fully comprehend the spoken message.

 

Benchmarks:

 

1. Comprehend messages while engaged in face-to-face conversations such as simple social exchanges.

2. Comprehend messages in routine listening tasks (e.g., phone interactions, brief messages, announcements over the loudspeaker in a store, and simple directions).

3. Identify and begin to understand highly contextualized words and phrases, including aural cognates (words in two languages that share a similar meaning, spelling, and pronunciation) and borrowed words (words from other languages).

4. Listen and respond to spoken language that conveys basic information and contains high-frequency vocabulary.

5. After listening to spoken language (several times), identify more than one phrase and provide an answer to a question or repeat what was heard.

Subarea: 1. Listening Skills: English Language Learners (ELLs) become increasingly able to comprehend what they hear, to retrieve information, and to make inferences and connections. The Ells listen to speakers in a variety of contexts with a variety of English accents.

 

Content Standards:

 

1. Distinguish sounds and intonation patterns of English with increasing ease.

2. Demonstrate understanding when listening to spoken language in different situations and spoken with a variety of regional accents.

3. Listen to, follow, and give directions and/or instructions.

4. Listen to and participate in a variety of settings (e.g., academic, work, and social) and situations (e.g., conversation, teamwork, meetings, presentation, and interviews).

5. Participate in and comprehend conversations face-to-face or via electronic media.

6. Comprehend questions in order to engage in conversation.

7. Use comprehension strategies such as indicating misunderstanding, repeating and rephrasing, or asking for help as appropriate for the communication context.

8. Exhibit knowledge and appropriate interpretation of cultural conventions in conversation, such as the use of titles, eye contact, registers, and expected responses (schemata).

 

ELLs apply increasingly complex listening strategies to comprehend conversations that include new vocabulary. Thus, they are able to participate in information gap listening activities.

 

Benchmarks:

 

1. Listen actively, determine new meanings of new vocabulary, and interpret complex spoken communication.

2. Listen to, identify main facts and supporting details, and comprehend messages from mass media communication (e.g., radio, movies, and TV) and other spoken communication.

3. Listen actively and comprehend information and provide a response to a question that requires making inferences from spoken language.

4. Recognize abbreviated phrases, including informal language, slang, and idioms, when listening to a conversation (e.g., Want some?, Like it?, Heard that?).

 

Subarea: 2. Speaking Skills: ELLs are able to speak in a variety of situations and settings using increasingly challenging vocabulary and language complexity with increasing fluency and accuracy.

 

Content Standards:

 

1. Communicate needs verbally using increasingly complex words and phrases.

2. Give directions to places and instructions for accomplishing specific tasks.

3. Demonstrate an increasing range of English vocabulary appropriate for speaking in informal and formal settings.

4. Produce spoken communications at each proficiency level that demonstrates increasing language complexity.

5. Demonstrate appropriate speaking skills and strategies for persuading and discussing.

6. Demonstrate appropriate speaking skills and strategies for seeking and relaying information.

7. Demonstrate appropriate speaking skills and strategies for expressing feelings and emotions.

8. Demonstrate appropriate speaking skills and strategies for collaborating and solving problems.

9. Construct an oral argument presenting a particular point of view and providing evidence to refute an opposing point of view.

 

ELLs participate in brief original exchanges, including communicating immediate needs through simple conversation.

 

Benchmarks:

 

1. Engage in simple dialogues with others.

2. Actively engage in natural communication exchanges in different settings (e.g., classroom, phone conversations, and social media).

3. Conduct guided conversations using high frequency words, phrasal verbs, and idioms and following grammatical conventions of conversational English.

4. Provide detailed descriptions of places and people.

5. Clarify and elaborate on a message when asked by using different terms and providing descriptions or examples.

6. Expand vocabulary by gaining increasing command of technical and specialized terms.

Subarea: 2. Speaking Skills: ELLs are able to speak in a variety of situations and settings using increasingly challenging vocabulary and language complexity with increasing fluency and accuracy.

 

Content Standards:

 

1. Communicate needs verbally using increasingly complex words and phrases.

2. Give directions to places and instructions for accomplishing specific tasks.

3. Demonstrate an increasing range of English vocabulary appropriate for speaking in informal and formal settings.

4. Produce spoken communications at each proficiency level that demonstrates increasing language complexity.

5. Demonstrate appropriate speaking skills and strategies for persuading and discussing.

6. Demonstrate appropriate speaking skills and strategies for seeking and relaying information.

7. Demonstrate appropriate speaking skills and strategies for expressing feelings and emotions.

8. Demonstrate appropriate speaking skills and strategies for collaborating and solving problems.

9. Construct an oral argument presenting a particular point of view and providing evidence to refute an opposing point of view.

 

ELLs can initiate and engage in simple conversations that include descriptions, personal opinions, and inferences on familiar topics..

 

Benchmarks:

 

1. Engage in simple conversations (e.g., ask about personal information such as name, address, and phone number) using wh- questions.

2. Provide descriptions, arguments, and simple inferences when using spoken language.

3. Provide and defend an opinion to support a point of view on familiar topics or situations.

4. Carry on extensive conversations in a social narrative context (e.g., a description of family-related weekend activities).

5. Speak in ways that clearly communicate the topic, main ideas, and essential ideas.

6. Demonstrate some understanding of the differences between standard and non-standard spoken English vocabulary and grammar.

 

Subarea: 3. Reading Skills: The ELL reads a variety of texts at different levels of complexity for a variety of purposes with an increasing level of comprehension and fluency.

 

Content Standards:

 

1. Implement a variety of reading comprehension strategies (e.g., predicting, inferring, comparing, and contrasting) and know when they are appropriate to use.

2. Identify the central ideas or hypothesis and supporting details.

3. Read critically to analyze information and make connections to interpret authors’ purpose and viewpoints.

4. Read from a variety of genres for different purposes (e.g., to accomplish a personal or work related task, for academic work, or for pleasure).

5. Acquire vocabulary and grammar knowledge progressively according to student proficiency to build strong mastery of the English language.

6. Increase background knowledge, concepts, and skills by reading in diverse texts.

7. Demonstrate ability to interpret a variety of texts, including visual and quantitative.

8. Use digital resources to locate evidence to answer a question, solve a problem, or support an argument.

 

Benchmarks:

 

ELLs know how to use context and basic reading comprehension strategies to make sense of print. They can answer literal questions asking wh- questions (who, what, where, why, when, and how).

 

1. Interpret moderately complex reading passages.

2. Use context to determine the meaning of unfamiliar words when reading on familiar topics.

3. Apply appropriate reading strategies (e.g., preview, view, and review) as a tool to comprehend text.

4. Answer literal comprehension questions (e.g., true/false and multiple choice questions) to show understanding of text.

5. Identify information to answer wh-questions (e.g. who, what, where, why, when, and how).

6. Identify main and supporting details of an extended-paragraph or multi-paragraph text on a familiar topic.

7. Scan complex or extended texts (e.g., web pages, documents, narratives, work manuals, or procedures) to find specific information or general meaning.

8. Generate questions about what has been read.

Subarea: 3. Reading Skills: The ELL reads a variety of texts at different levels of complexity for a variety of purposes with an increasing level of comprehension and fluency.

 

Content Standards:

 

1. Implement a variety of reading comprehension strategies (e.g., predicting, inferring, comparing, and contrasting) and know when they are appropriate to use.

2. Identify the central ideas or hypothesis and supporting details.

3. Read critically to analyze information and make connections to interpret authors’ purpose and viewpoints.

4. Read from a variety of genres for different purposes (e.g., to accomplish a personal or work related task, for academic work, or for pleasure).

5. Acquire vocabulary and grammar knowledge progressively according to student proficiency to build strong mastery of the English language.

6. Increase background knowledge, concepts, and skills by reading in diverse texts.

7. Demonstrate ability to interpret a variety of texts, including visual and quantitative.

8. Use digital resources to locate evidence to answer a question, solve a problem, or support an argument.

 

Benchmarks:

 

ELLs can read texts representing different genres to answer basic comprehension questions, identify main ideas and supporting details, and make simple inferences.

 

1. Identify elements of different reading genres and use text structure to help in comprehension.

2. Read and comprehend multi-paragraph texts on a variety of topics and in a variety of text types (e.g., newspaper and magazine articles, how-to materials, and literature).

3. Identify the intended audience and purpose for a variety of text types.

4. Make connections between related information across different sections of a text, from different texts, or presented on different platforms (e.g., print or electronic media).

5. Compare and contrast what has been read, considering factors such as presentation format (print or electronic media), point of view, accuracy, etc.

6. Interpret simple analogies, idioms, and other rhetorical devices when reading a text about familiar topics.

7. Accurately paraphrase and summarize information that has been read in print or in electronic media.

8. Use a variety of strategies (e.g., concept mapping, outlining, underlining, and annotating) to assist in comprehension.

 

Subarea: 4. Writing Skills: The ELL writes in a variety of forms with increasing ease, accuracy, and complexity to address effectively specific purposes and audiences.

 

Content Standards:

 

1. Fill out a variety of forms, applications, and contracts for everyday life and work purposes by hand or electronically.

2. Write for a variety of purposes (e.g., reminder lists, notes, email, academic papers and reports, letters or other documents to persuade, complain, or express opinions).

3. Write across a variety of genres (e.g., description, argumentation, fiction, persuasive, and workplace).

4. Write using appropriate format and structure for different purposes (e.g., outlines, memos, letters, reports, procedural lists, work-related documents).

5. Use a multi-step process to compose, revise, and edit a variety of texts.

6. Write with logic, organization, and accuracy.

7. Consider context, audience, and purpose (e.g., reader’s perspective, cultural influence, social norms, etc.) when writing.

8. Acquire vocabulary and grammar knowledge progressively according to student proficiency to build strong mastery of the written English language.

9. Integrate graphics or multimedia to support written compositions or oral presentations. 

 

Benchmarks:

 

ELLs can write messages, simple descriptions and brief narratives about familiar topics.

 

1. Use comparative forms of adjectives and adverbs.

2. Write a simple description or narrative using familiar words and phrases.

3. Write a complete paragraph about a familiar topic.

4. Demonstrate mastery of conventions of personal correspondence, including different conventions for email or print formats (e.g., addressing an envelope or writing subject lines in an email).

5. Expand vocabulary knowledge and use formal and academic registers (e.g., the need to adjust the level of formality with which they write and speak).

 

Subarea: 4. Writing Skills:: The ELL writes in a variety of forms with increasing ease, accuracy, and complexity to address effectively specific purposes and audiences.

 

Content Standards:

 

1. Fill out a variety of forms, applications, and contracts for everyday life and work purposes by hand or electronically.

2. Write for a variety of purposes (e.g., reminder lists, notes, email, academic papers and reports, letters or other documents to persuade, complain, or express opinions).

3. Write across a variety of genres (e.g., description, argumentation, fiction, persuasive, and workplace).

4. Write using appropriate format and structure for different purposes (e.g., outlines, memos, letters, reports, procedural lists, work-related documents).

5. Use a multi-step process to compose, revise, and edit a variety of texts.

6. Write with logic, organization, and accuracy.

7. Consider context, audience, and purpose (e.g., reader’s perspective, cultural influence, social norms, etc.) when writing.

8. Acquire vocabulary and grammar knowledge progressively according to student proficiency to build strong mastery of the written English language.

9. Integrate graphics or multimedia to support written compositions or oral presentations. 

 

Benchmarks:

 

ELLs can write with an audience in mind and for personal and work-related communication.

 

1. Write compositions that show consideration of audience and purpose (e.g., work related versus personal correspondence).

2. Write short compositions that show understanding of different genres.

3. Use transition words and phrases appropriately and with correct punctuation (e.g., however, next, then, and after),

4. Understand vocabulary knowledge and show understanding of how idioms, figures of speech, juxtaposed words, and comparisons enrich one’s writing.

5. Use words that are appropriate for informal (colloquial or slang) written discourse or formal written discourse

6. Engage in all steps of the writing process (e.g., drafting, editing, and publishing) to create a range of short compositions.

7. Write supporting points or details for a statement, position, or argument on a familiar topic.

8. Recognize word families (e.g., verbs and nouns, adjectives and adverbs, etc.) to develop vocabulary in writing.