Pre - HSE Syllabus for 2020-2021
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Instructor Information

Course Information

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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-0006-3109 Pre - HSE

Prerequisites

Course Description

Amarillo College’s free, non-credit English as a Second Language (ESL) Pre-High School Equivalency (Pre-HSE) class is provided through the Career Ready You Program. It welcomes students from around the world and offers opportunities for people who want to learn English in preparation to enter Amarillo College’s High School Equivalency (HSE) classes, post-secondary academic or career training programs.

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

Hours (0 sem hrs)

Class Type

Tech Supported

Syllabus Information

Textbooks

Program Curriculum in Blackboard

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

Pencil/pen

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

• DAILY SCHEDULE: The instructor reserves the right to modify the schedule as needed.

  Week 1	Part A: Exploration
  Day 1	Module 1 About Me & My Interests	Option 1: Introduction to class Ice Breaker Activity Introduction to Blackboard    Option 2: My Career Pathway Introduction Parts 1-3 Vocabulary Part 3
  Day 2		Option 1: Access email, Create a document in Google Docs, attach the file in Blackboard.   Option 2: On a Career Pathway Find Out Parts 4-6 Sum It Up- Part 7 Wuthering Heights Read Chapters 1-3
  Day 3		Option 1: GED Writing Strategies in BB   Option 2: My Background Introduction Parts 1-2 Vocabulary Part 3
  Day 4		Option 1: Root Words in Blackboard   Option 2:                         My Background Find Out Parts 4-5 Portfolio Wuthering Heights discussion
  Week  2
  Day 1		Option 1: 1. Review Essay Strategies/Discussion Board  2.  Watch & Respond to GED videos in BB   Option 2: My Personality & Skills Introduction Parts 1-2 Vocabulary Part 3 Wuthering Heights Read Chapters 4-5
  Day 2		Option 1: Prefixes in BB   Option 2: My Personality & Skills Find Out Parts 4-5 Portfolio
  Day 3		Option 1: 1. Review Proper Paragraph  2.Organization in BB 3.As a class brainstorm ideas 4.Begin a template for organization as a class   Option 2: My Work Values Introduction Parts 1-2 Vocabulary Part 3 Wuthering Heights Discussion
  Day 4		Option 1: Suffixes in BB   Option2:  My Work Values Find Out Parts 4-5 Portfolio Wuthering Heights Reading Check Quiz
  Week 3	Module 2 Exploring Careers
  Day 1		Option 1: Students peer edit paragraphs. Discussion board: What makes good writing? Option 2: Exploring 16 Career Clusters Introduction Parts 1-3 Wuthering Heights- Read Chapter 6-7
  Day 2		Option 1: Close Writing Activity for Prefixes and Suffixes in BB   Option 2:  Exploring 16 Career Clusters Continue Part 3 Find Out 4-7
  Day 3		Option 1: GED Practice Writing: Read and Discuss the specifics of GED Language Arts   Exploring Careers Find Out Parts 8-15 Open one of the 16 Career Options from the Introduction Box. Use the drop down arrow to explore specific arrears. Use Breakout Rooms for students to discuss and explore careers.  For homework, have students write about the career that interests them and explain why.
  Day 4		Option 1: Pre-Reading Science: Different Forms of Water   Option 2: Exploring Careers Student Presentations over the career s/he selected. Wuthering Heights discussion
  Week  4	Part B: Soft Skills Module 3 Getting a Job
  Day 1		Option 1: Continue reading and discussing GED Practice Writing- Do not begin writing yet Option 2: Searching for a Job Introduction Parts 1-2 Vocabulary Part 3 Wuthering Heights Read Chapter 7-8
  Day 2		Science Reading 1: Different Forms of Water Option 2: Searching for a Job Find Out Part 4-7 Portfolio Applying for a Job Introduction Parts 1-2 Vocabulary Part 3
  Day 3		Option 1: Discuss topic sentences vs. thesis statements, fact/opinion, supporting details, and conclusions. The importance of titles.   Wuthering Heights discussion Applying for a Job Find Out Parts 4-6 Portfolio
  Day 4	Midterm	Option 1: Pre-Reading 2: Science: What is Earth? Option 2: Wuthering Heights Reading Check Quiz Midterm Exam

   

  Week 5
  Day 1		Option 1:  Read and discuss Essay Writing Tips in BB. Begin writing the GED Practice Writing Assignment about recycling in BB.   Option 2:  Preparing for an Interview Introduction Parts I-2 Vocabulary Part 3 Wuthering Heights Read Chapters 9-10
  Day 2		Option 1: Science Reading 2: What is Earth?   Option 2: Preparing for an Interview Find Out Part 4-6 Portfolio Virtual Job Interviews- one student is an employer the other is an interviewee.  Use Breakout Rooms.
  Day 3	Module 4:  Effective Relationships	Option 1: Continue GED Practice Writing analyzing the two articles about recycling in class to ask questions, but finish the rest for homework.   Communicating with Customers Introduction Parts 1-2 Vocabulary Part 3 Wuthering Heights discussion
  Day 4		Option 1:  Pre-Reading 3: Vocabulary Practice   Option 2:  Communicating with Customers Find Out Parts 4-7 Portfolio
  Week  6
  Day 1		Option 1: Questions and answers about students’ writing submissions for GED Practice Writing -Recycling Assignment Option 2:  Respecting Differences & Teamwork Introduction Parts 1-2 Vocabulary Part 3 Wuthering Heights Read Chapters 11-12
  Day 2		Option 1: Social Studies Reading 3: Cold War   Option 2: Respecting Differences & Teamwork Find Out Parts 4-7 Portfolio
  Day 3		Option 1: Wrap up discussions about Recycling Assignment.  Introduce next writing, “Is Gold a Sport?”   Resolving Conflict/Leadership Introduction Parts 1-2 Vocabulary Part 3 Wuthering Heights discussion
  Day 4		Option 1: Continue Social Studies Reading 3: Cold War   Option 2: Resolving Conflict/Leadership Find Out Part 4-6 Portfolio Wuthering Heights Reading Check Quiz
  Week 7
  Day 1		Option 1: Begin analysis, prewriting, and writing for Is Golf a Sport?   Showing Integrity/Initiative Introduction Parts 1-2 Vocabulary Part 3 Find Out 4-6 Wuthering Heights Read Chapters 13-14
  Day 2		Option 1: Pre-Reading 4: Vocabulary Practice   Option 2: Showing Integrity/Initiative Portfolio Receiving & Responding to Feedback Introduction Parts 1-2 Vocabulary Part 3
  Day 3			Option 1: Finish Is Golf a Sport? Option 2:  Receiving & Responding to Feedback Find Out Parts 4-6 Portfolio Time Management Introduction Parts 1-2
  Day 4	Module 5 Workplace Skills	Option 1: Social Studies Reading 4:Cold War   Time Management Vocabulary Part 3 Find Out Parts 4-6 Portfolio Wuthering Heights Reading Check Quiz
  Week 8
  Day 1	Module 6 Education & Training	Option 1: Instructor Feedback on Is Golf a Sport. Option 2: College Admissions Introduction Parts 1-2 Vocabulary Part 3 Find Out Parts 4-5 Wuthering Heights Read Chapters Epilogue
  Day 2		Option 1: Continue Social Studies Reading 4: Cold War   College Admissions Find Out Parts 6-8 Portfolio
  Day 3		Discuss GED writing thoughts and feelings to wrap up the session.  Option 2 Wuthering Heights discussion Summation and review of course
  Day 4		Wuthering Heights Comprehensive Reading Test   Final Exam

  Course Description:   Amarillo College’s free, non-credit English as a Second Language (ESL) Program is provided through the Adult Education & Literacy Program called Career Ready You (CRU). It welcomes students from around the world and offers opportunities for people who want or need to learn English. The high-intermediate level provides 8 weeks of instruction in listening, speaking, reading, writing, grammar, and civics.    4. Course Goals:   Upon successful completion of the 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 central ideas or themes in oral presentations and spoken and written texts;  analyzing the development of the themes/ideas; citing specific details and evidence from texts to support the analysis; and summarizing 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…     Benchmarks:   ELLs can write multi-paragraph compositions with fluency, logic and organization and with an audience in mind, for a variety of purposes (e.g., personal needs, academic assignments, work-related needs, and for civic participation).    Write commentaries that summarize and then analyze and evaluate a specific topic. Write outlines and analytic summaries prior to writing a research report. Edit writing to conform to conventions of Standard English, including voice, tense, structure, and grammar, using print and digital aids as needed. Write with increasing fluency and sophistication for different audiences and purposes (e.g., workplace, classroom, and daily life needs. Demonstrate a range of different styles of writing for different purposes. Apply strategies used to influence or entertain audiences (e.g., ethos, pathos, and logos; and humor). Explain and extend ideas presented in primary and secondary sources through original analysis, evaluation, and elaboration.   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:   Fill out a variety of forms, applications, and contracts for everyday life and work purposes by hand or electronically. 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). Write across a variety of genres (e.g., description, argumentation, fiction, persuasive, and workplace). Write using appropriate format and structure for different purposes (e.g., outlines, memos, letters, reports, procedural lists, work-related documents). Use a multi-step process to compose, revise, and edit a variety of texts. Write with logic, organization, and accuracy. Consider context, audience, and purpose (e.g., reader’s perspective, cultural influence, social norms, etc.) when writing. Acquire vocabulary and grammar knowledge progressively according to student proficiency to build strong mastery of the written English language. Integrate graphics or multimedia to support written compositions or oral presentations.    Benchmarks:    ELLs can read increasingly complex text and use advanced reading strategies for comprehension.    Use advanced reading strategies (e.g., inference, making predications, identifying an author’s assumptions and biases, and evaluating the credibility and adequacy of evidence presented). Evaluate print and digital texts using criteria to determine aesthetic value, reliability, and credibility. Read, comprehend, and use increasingly complex print and digital texts for a variety of purposes, about a variety of topics, and in a variety of settings (e.g., to be informed, expand knowledge and skills, or conduct research). Identify and evaluate an author’s purpose and arguments and refer to the text to support, defend, or clarify one’s interpretations. Identify, analyze, and evaluate an author’s implicit and explicit assumptions and beliefs about a topic, time, or theme. Document one’s reading by recording citations, taking notes, developing graphics, and writing summaries or abstracts, etc. Paraphrase accurately and summarize information form texts in print or in electronic media.   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:   Implement a variety of reading comprehension strategies (e.g., predicting, inferring, comparing, and contrasting) and know when they are appropriate to use. Identify the central ideas or hypothesis and supporting details. Read critically to analyze information and make connections to interpret authors’ purpose and viewpoints. 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). Acquire vocabulary and grammar knowledge progressively according to student proficiency to build strong mastery of the English language. Increase background knowledge, concepts, and skills by reading in diverse texts. Demonstrate ability to interpret a variety of texts, including visual and quantitative. Use digital resources to locate evidence to answer a question, solve a problem, or support an argument. Benchmarks:    Present ideas concisely, logically, and persuasively, using grammatically correct spoken language. Give an extended discourse on a topic of special interest (e.g., lectures, speeches, and presentations).  Demonstrate expanded vocabulary knowledge by delivering a speech/presentation on a specific topic.  Converse fluently in English with peers and native speakers. Participate in impromptu conversations on a given topic. Orally convey humor, jokes, sarcasm, innuendo, irony, etc., as situations demand. Orally respond to questions and comments by providing suggestions and alternative viewpoints. Orally demonstrate mastery of broad and deep vocabulary appropriate for use in a variety of formal and informal settings.    ELLs comprehend the main ideas of a speech and can deliver an oral presentation.  They are able to converse effectively with fluent English speakers.    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:   Communicate needs verbally using increasingly complex words and phrases. Give directions to places and instructions for accomplishing specific tasks. Demonstrate an increasing range of English vocabulary appropriate for speaking in informal and formal settings. Produce spoken communications at each proficiency level that demonstrates increasing language complexity. Demonstrate appropriate speaking skills and strategies for persuading and discussing. Demonstrate appropriate speaking skills and strategies for seeking and relaying information. Demonstrate appropriate speaking skills and strategies for expressing feelings and emotions. Demonstrate appropriate speaking skills and strategies for collaborating and solving problems. Construct an oral argument presenting a particular point of view and providing evidence to refute an opposing point of view.    ELLs comprehend abstract topics, hidden messages, and conversations that include new vocabulary and new topics.  Their vocabulary knowledge is extensive.   Benchmarks:   Listen actively to comprehend and respond to increasingly complex spoken language in a variety of contexts (e.g., news broadcasts, political speeches, and mass media) Identify main ideas and supporting details in spoken language on specialized topics (e.g., news broadcasts or spoken instructions). Comprehend spoken language that uses specialized or technical vocabulary and complex grammatical structures (e.g. multiple verbal tenses, idioms) and that contains cultural references (e.g., TV news, a presidential speech, or a product of pop culture). When listening to spoken language, summarize and take notes. Make inferences about spoken language, evaluating the accuracy and relevance of what is presented. Participate actively in and comprehend conversations in unfamiliar settings (e.g., one’s child’s school, medical offices, government agencies, and unfamiliar worksites).   Texas Adult Education & Literacy ESL Content Standards:   Upon successful completion of the advanced 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:   Distinguish sounds and intonation patterns of English with increasing ease. Demonstrate understanding when listening to spoken language in different situations and spoken with a variety of regional accents. Listen to, follow, and give directions and/or instructions. 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). Participate in and comprehend conversations face-to-face or via electronic media. Comprehend questions in order to engage in conversation. Use comprehension strategies such as indicating misunderstanding, repeating and rephrasing, or asking for help as appropriate for the communication context. Exhibit knowledge and appropriate interpretation of cultural conventions in conversation, such as the use of titles, eye contact, registers, and expected responses (schemata).   demonstrate command of the conventions of standard English to communicate level-appropriate speech and writing by… using complex phrases and clauses; and producing and expanding simple, compound, and complex sentences.   create clear and coherent level-appropriate speech and text by… recounting a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order; introducing and effectively developing an informational topic with facts, details, and evidence; using complex and varied transitions to link the major sections of speech and text and to clarify relationships among events and ideas; and providing a concluding section or statement.   determine the meaning of words and phrases in oral presentations and literacy and informational text by... determining the meaning of general academic and content-specific words and phrases, figurative and connotative language, and idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events.   adapt language choices to purpose, task, and audience when speaking and writing by… adapting language choices and style according to purpose, task, and audience in various social and academic contexts; using a wider range of complex general academic and content-specific words and phrases; and employing both formal and more informal styles and tones effectively in spoken and spoken and written texts, as appropriate.   analyze and critique the arguments of others orally and in writing by… analyzing and evaluating the reasoning in persuasive spoken and written texts; determining whether the evidence is sufficient to support the claim; and citing specific textual evidence to thoroughly support the analysis.   conduct research and evaluate and communicate findings to answer questions or solve problems by… carrying out both short and more sustained research projects to answer or solve a problem a problem; gathering information from multiple print and digital sources; evaluating the reliability of each source; using advanced search terms effectively; synthesizing information from multiple print and digital sources; analyzing and integrating information into clearly organized spoken and written texts;  including illustrations, diagrams, or other graphics as appropriate; and citing sources appropriately.   construct level-appropriate claims and support them with reasoning and evidence by… constructing a substantive claim about a variety of topics; introducing the claim; distinguishing it from a counter-claim; providing logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim; and providing a conclusion that summarizes the argument presented.   speak and write about level-appropriate complex literary and informal texts and topics by… delivering oral presentations; composing written informational texts; fully developing the topic with relevant details, concepts, examples, and information; and participating in conversations, extended discussions, and written exchanges about a range of topics, texts, and issues; building on the ideas of others: expressing his or her own ideas clearly and persuasively; referring to specific and relevant evidence from texts or research to support his or her ideas; asking and answering questions that probe reasoning and claims; and summarizing the key points and evidence discussed.

  Additional TWC Syllabus Requirements