ESL Literacy A
Legend:
Italics
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taken
directly from the Model Standards
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{item
or items}
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specific
vocabulary to be taught
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N
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objective
to be introduced
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C
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objective
to be continued
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R
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objective
to be reviewed
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(receptive
only)
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teacher
uses structure/vocabulary without grammatical explanation and does not expect
students to produce
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Student Profile at Entry
Students who enter this level cannot read or write in English. They
may have
limited oral proficiency in English. They may or may not read and write in
their primary language, a lack that may be the result of:
*
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Little
or no formal educational experience in their native countries
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*
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Absence
of written forms of their primary languages
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*
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Learning
disabilities
| In
addition, students entering this level:
*
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May
have no classroom experience.
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*
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Are
pre-literate, non-literate or semi-literate in their native language or
may be
fairly literate in a non-Roman alphabet language.
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Students with fewer than 5 or 6 years of education in their
native country
lack basic educational knowledge and skills. They do not think about language
or analyze their own thought processes; therefore, they may experience
difficulty in applying the cognitive skills they already possess to
unfamiliar
classroom tasks. Some may also lack self-esteem, confidence and
strategies for
learning a second language. Because of their lack of school experience, they
may appear initially fearful and remain disoriented for some time. They may
need extra help adjusting to student life and classroom behavior.
Approach
Emphasis is on developing students' ability to recognize and form letters
and to interpret and write words within the context of listening and
understanding messages in their new language. At this level there is no focus
on grammatical accuracy.
Some of the approaches and activities used in this level are
similar to those
used in Beginning Low 1, especially activities that increase motivation by
making the classroom experience more enjoyable, meaningful and relevant
to the
students' needs. Meaning-based approaches, for example, motivate by
emphasizing
self-expression and communicative aspects of language even at this low level.
Task-based approaches permit the integration of skills through interesting
student projects. Cooperative learning enables students to play the role of
teacher as well as learner and to provide valuable assistance to one another.
When a learning lab is available, it offers choices of activities to
students,
including kinesthetic activities to accommodate other learning styles. Other
student-centered approaches, such as the Language Experience Approach,
problem-solving or Freirean approaches and the collection and publication of
student work have been specifically developed for use in literacy
instruction.
The atmosphere in a literacy class should foster an acceptance of human
differences.
Development of critical thinking skills is given explicit
attention in the
literacy curriculum. Skills leading to an awareness of the thinking process
(metacognitive skills) and their application to language learning are
introduced.
Use of the native language is one way in which an ESL literacy
class differs
from a regular ESL class. Students use their native language among themselves
for peer teaching, to help each other and sometimes to translate for the
teacher. Many ESL literacy skills transfer to the native language, even when
that language is not roman alphabet based. Therefore, ESL literacy skills
also
build on the student's native language skills. When the teacher and the
students share a common language, the instructor may use the native language
for explanations, to compare and contrast English with the native
language, to
present basic education topics that are not ESL-specific, or to teach
specific
literacy skills, when it is appropriate to do so. In addition, guest speakers
and counselors can present important information to the class in the native
language.
The following are some literacy techniques which may
differ from the
regular ESL program:
*
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Recycle
content constantly to foster retention.
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*
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Allow
ample time for students to become oriented to new tasks or material
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*
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Teach
to middle and bottom of the class
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*
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Always
present new vocabulary orally first.
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*
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Model
cognitive skills by thinking out loud.
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*
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Expose
students to traditional Western linear ways of thinking.
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*
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Encourage
students to share learning strategies with the class.
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*
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Provide
activities designed to foster self-esteem (for example provide opportunities
for students to display other talents such as dancing or embroidery).
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*
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Provide
many activities to promote metacognitive and pre-grammar skills, such as
categorization activities.
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*
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Have
non-literate students begin writing with whole arm (gross motor before fine
motor).
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*
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Integrate
basic social studies, science, and math into ESL curriculum as necessary (for
students with limited formal education).
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*
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Include
math applications in activities whenever possible.
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*
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Minimize
corrections to provide a nurturing environment.
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*
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Incorporate
art and music, providing whole brain activities and opportunities for fine
motor development.
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Course Content
Topics
Course content is relevant to students' lives and focuses on general
topics
and on literacy.
Topics (Required)
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Alphabet
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Telephone
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Numbers
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Daily
Activities
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Family
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Employment
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Calendar
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Money
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Time
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Shopping
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Rights
and responsibilities
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Food
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Transportation
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Housing
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Weather
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Colors
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Environment
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Health
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Selection of other general topics should be based on a needs assessment
and may
include but are not limited to:
Culture
Basic nonverbal social customs, such as shaking hands and waving, are
taught
by example. Cultural aspects, such as forms of address (Mr., Mrs., Miss), are
taught by modeling.
Language Functions
On exit, students will be able to use English for:
*
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Factual
information: identify, demonstrate
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*
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Social
and interpersonal relations : greet, show gratitude, express state of
being
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*
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Suasion:
caution
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Language Skills
Listening: On exit, students will be able to:
*
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Demonstrate
understanding of simple words, phrases, and questions drawn from familiar
material such as personal information or the immediate physical setting.
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*
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Demonstrate
understanding of high-frequency commands and expressions of courtesy.
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*
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Recognize
directional words such as up/down, left/right, front/back, top/bottom.
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*
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Follow
oral classroom instructions {repeat, copy, circle}
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*
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Recognize
sound/symbol correspondences.
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*
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Distinguish
singular from plural in common regular nouns.
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*
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Respond
appropriately to short emergency warnings.
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*
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Recognize
that stress and pitch carry meaning (question intonation).
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Speaking: On exit, students will be able to:
*
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Express
basic needs with simple words or phrases drawn from learned material.
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*
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Repeat
words and phrases for clarification and to improve pronunciation.
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*
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Answer
simple questions with yes, no or one-word response.
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*
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Recite
letters of alphabet in order with written cues if needed.
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*
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Ask
simple questions.
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*
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Repeat
a number or word(s) for clarification.
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*
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State
lack of understanding.
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Reading: On exit, students will be able to:
*
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Discriminate
between shapes and letters and both upper- and lower-case letters.
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*
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Demonstrate
eye movements from top to bottom and left to right.
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*
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Discriminate
among numerals.
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*
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Relate
phonological sounds to letters.
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*
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Recognize
signs with one word or symbol (restroom signs, for example)
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*
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Find
page number.
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*
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Imitate
the reading of a sentence just learned orally after modeling.
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*
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Skim
for familiar information.
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Writing: On exit, students will be able to:
*
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Trace
shapes and letters, following guide arrows or other directions.
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*
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Copy
letters of the alphabet and numerals.
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*
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Copy
basic information about personal identification (name, phone number, address)
on a form.
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*
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Copy
from a chalkboard a list of words previously produced orally.
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*
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Write
first and last name from memory.
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*
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Write
letters and numbers from dictation.
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*
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Use
lined paper correctly.
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*
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Sign
or initial attendance lists.
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*
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Use
correct orientation on page {top/bottom}.
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*
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Write
a few, short, familiar vocabulary words correctly.
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*
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Demonstrate
basic comprehension of writing as a tool for self- expression.
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*
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Encode
consonant sounds in beginning, medial and final positions from dictation.
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*
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Form
punctuation marks correctly.
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*
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Space
between words
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Math Skills: On exit, students will be able to:
*
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Match
given numeral to number of objects (up to 100).
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*
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Demonstrate
understanding of zero concept.
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*
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Arrange
numerals in order (up to 100).
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*
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Recognize
place value in 2-digit numbers (12 vs. 21).
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*
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Identify
which of two numbers is greater.
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*
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Read
Arabic numerals (up to 100).
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*
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Write
numbers from 1 to 100.
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*
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Write
numbers from dictation (up to 100).
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*
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Convert
numbers written in words into Arabic numerals.
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*
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Read
and write dollars and cents, using $ and cents.
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*
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Add
and subtract whole numbers, without regrouping (borrowing or carrying).
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*
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Measure
whole inches and feet.
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*
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Read
whole number weight scales.
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*
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Recognize
basic units of money, time, and linear and weight measurement.
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Classroom Orientation Skills: On exit, students will be able
to:
*
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Use
classroom etiquette.
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*
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Work
independently during assessment times.
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*
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Work
in pairs or groups.
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*
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Follow
in-class emergency procedures for earthquakes and fires.
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*
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Demonstrate
ability to attend class regularly and arrive on time.
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*
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Demonstrate
concentration on assigned task for extended periods.
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Language Forms
At the ESL Literacy A level, the concept that language is composed of
grammatical structures and forms is completely new to students. Emphasis
is on
vocabulary and controlled exposure to language forms to develop an
awareness of
language patterns.
On exit, students will be able to demonstrate understanding of the
following:
Language Awareness
* Distinguish language elements
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* Letters
vs. numbers
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* Letters
vs. words
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* Letters
vs. punctuation marks
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* Singular
vs. plural
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* Function
of nouns vs. function of verbs
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* Question
vs. answer
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* Compare
and contrast native language patterns with English
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Sentence Types
*
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Respond
to simple commands: Open, Close, Stand, Sit
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*
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Ask
questions with words and phrases: "Name?"
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*
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Imperative
with please
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*
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Simple
present statements and questions
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*
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with
be: affirmative and negative
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*
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with
contractions: I'm, he's, it's, etc.
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*
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with
{This is/That is}
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*
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with
action verbs: affirmative and negative (receptive only)
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*
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Present
continuous (receptive only)
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Nouns
*
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Common
regular nouns: singular and plural
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*
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Common
irregular plurals (receptive only)
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*
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Proper
names: Mrs. Trump, Sue, John
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Pronouns
*
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Subject
pronouns: {I, he, she, you} (optional {we, they})
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*
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Object
pronouns: {me, you} (receptive only)
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Adjectives
*
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Common
adjectives: blue, happy, beautiful
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*
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Adjective
before noun word order
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*
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Possessive
adjectives
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*
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Articles
{a, the}
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*
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Quantifiers:
{many, a lot, a little}
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Adverbs
*
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Time:
{now, yesterday, today, tomorrow, next year, every day}
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*
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Place:
{here, there}
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Conjunctions
*
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{and,
or}connecting words and phrases.
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Prepositions
* to,
at, in, on, with, from, under} (receptive only)
Evaluation
Please see web pages under Assessment.
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