1 010 Reading and Writing 1 (6 hours) 011 Listening, Speaking, and Vocabulary 1 (9 hours) 017 Practical Grammar 1 (6 hours) Optional Elective 001 Pronunciation 013 Media Lab (3 hours) 2 020 Reading and Writing 2 (6 hours) 021 Listening, Speaking, and Vocabulary 2 (9 hours) 027 Practical Grammar 2 (6 hours) Optional Elective 001 Pronunciation 023 Media Lab (3 hours) 3 030 Academic Reading and Writing 3 (6 hours) 031 Academic Listening and Speaking 3 (6 hours) 037 Grammar 3 (3 hours) 033 Guided Learning (3 hours) 4 040 Academic Reading and Writing 4 (6 hours) 041 Academic Listening and Speaking 4 (6 hours) 043 Individualized Directed Learning* (3 hours) Electives 005 IELTS Prep 008 Pronunciation 029 The Power of Music** 035 TOEFL Introduction 039 English thru Movies** 043 IDL* 047 Grammar 4 049 Movie Making** 049 English thru Drama** (3-6 hours) *043 Individualized Directed Learning is a required course for all new students at Level 4 or above. It is an elective course for continuing students at Level 4. **These courses are offered on a rotating basis and are not elective “fixtures.” 5 050 Academic Reading and Writing 5*** (6 hours) 051 Academic Listening and Speaking 5*** (6 hours) Electives 005 Test Preparation: IELTS 035 Introduction to TOEFL 039 English through Movies** 043 IDL* 047 Grammar 4 049 Movie Making** 049 English through Drama** 052 Guided Observation**** 055 TOEFL Preparation 057 Advanced Grammar through Writing V V V V V
Reproduce letters and basic vocabulary words orally and in writing. On spelling and vocabulary tests, students demonstrate in writing their knowledge of sound/symbol correspondence and word meaning. Orally, students demonstrate their knowledge of vocabulary through one-on-one tests with an instructor. Use target vocabulary to communicate on survival topics. Students demonstrate understanding of vocabulary on tests/quizzes through activities such as matching words with pictures, filling in the blanks from a word bank, categorizing, and listing learned vocabulary. Objectives and Assessment Correlation Chart Course Objectives Significant Assessment Tasks Tests & Quizzes In-class Writing Vocabulary Exercises Class Observation Understand basic vocabulary and phrases of survival topics. √ √ √ Reproduce letters and basic vocabulary words orally and in writing. √ √ √ √ Use target vocabulary to communicate on survival topics. √ √ √ √ Suggested Activities Total Physical Response activities Letter/number/word/phrase dictation Matching Dialogues and Role-plays Drills Suggested Materials Molinsky, S. J., & Bliss, B. (2007). Word by word picture dictionary (2nd ed.). New York: Pearson. Molinsky, S. J., & Bliss, B. (2005). Word by word picture dictionary: Beginning vocabulary workbook. New York: Pearson. Entry Criteria
sentences. Suggested Activities Read-arounds (small groups) Silent reading Pre-reading discussions Pre-reading vocabulary Reading comprehension worksheets Vocabulary journals Flash cards Writing journals Letter writing Sentence dictations Spelling bees and tests Suggested Materials Anderson, N. J. (2006). Active skills for reading: Book 1 (2nd ed.). Boston: Heinle. Blass, L., & Gordon, D. (2010). Writers at work: From sentence to paragraph. New York: Cambridge. Bulter, L. (2009). New password 1: A reading and vocabulary text. New York: Pearson. Kirn, E., & Hartmann, P. (2006). Interactions 1: Reading (Silver ed.). New York: Pavlik, C., & Segal, M. (2006). Interactions 1: Writing (Silver ed.) New York: McGraw-Hill. Entry Criteria Returning students: Students who enter RW 1 have passed RW Foundation Prep or have failed to pass RW 1 during a previous session. New Students: Students who are placed in RW 1 should be at the A1 level of the CEFR. Exit Criteria Students passing RW 1 should be able to communicate at or above the A1+ level of the CEFR. This is verified through the completion of Student Achievement Tasks. Students must complete Student Achievement Tasks with an overall average of 73% or higher in each of two consecutive sessions. In addition, their test and quiz score average must be 73% or higher in each of two consecutive sessions. IEPG/IEPH 011 Listening, Speaking, and Vocabulary 1 (LSV 1)
Demonstrate effective use of time and resources in the Learning Center. Students must complete a Learning Log entry for at least 73% of all class meetings. Students receive feedback from the instructor via the Learning Log and conferences regarding how effectively lab time and resources are being used. Students evaluate their own use of lab time and materials and/or activities in every Learning Log entry. Demonstrate basic computer skills competency (such as the ability to type properly, search the Internet, email, etc.). Students use keyboarding programs and record their progress. Students demonstrate other basic computer skills by performing tasks during every class meeting. Objectives and Assessment Correlation Chart Course Objectives Student Achievement Tasks Student-Instructor “Contract” Learning Log Attendance & Activities Assess their own English skills to set at least three language-learning goals. √ Successfully complete self-selected and instructor-selected activities specific to their goals. √ √ Record their activities and evaluate their progress in meeting their goals. √ Demonstrate effective use of time and resources in the Learning Center. √ Demonstrate basic computer skills competency (such as the ability to type properly, search the Internet, email, etc.). √ Suggested Activities Activities vary according to individual needs, but are likely to include Participating in a conversation group with a native speaker Meetings with a WRAP Completing language and keyboarding exercises on a computer
Course Objectives By the end of the term, students will be able to: identify and understand the main ideas and details in simple, factual texts about everyday topics. describe characters and storylines in adapted novels or short stories. write paragraphs that include a topic sentence, supporting details, a concluding sentence, and basic connecting words. demonstrate sufficient range and accuracy to write clear sentences and cohesive paragraphs. Student Achievement Standards Texts used for assessing reading should be appropriate for readers who are at the A2+ level of the CEFR. Writing tasks should be evaluated using rubrics, which may be supplemented with standardized examples of such or similar tasks written at the A2+ level of the CEFR. Students must demonstrate they can perform assessment tasks at the A2+ level of the CEFR or above. Each assessment task and instrument should be designed so that students performing at the A2+ level receive at least 73% for the task. Assessment at the conclusion of a session is cumulative for that session. Student Achievement Tasks Students are assessed using tasks such as those described below. Identify and understand the main ideas and details in simple, factual texts about everyday topics. On tests, quizzes, and reading assignments, students demonstrate they can choose or write down main ideas and details from short adapted readings with high-frequency vocabulary. Describe characters and storylines in adapted novels or short stories. Questions about characters and storylines may be the subject of quizzes, in-class writing, journal entries, and reading assignments. Write paragraphs that include a topic sentence, supporting details, a concluding sentence, and basic connecting words. Students regularly write on everyday topics in journals and receive feedback from the instructor. Journal entries are assessed primarily on content. Students write multiple drafts of compositions about topics related to topics studied in class. Each draft is assessed using a rubric that includes content, development, and use of connecting words. Demonstrate sufficient range and accuracy to write clear sentences and cohesive paragraphs.
sequencing the order of events recognizing simple, compound, and complex sentences Understanding discussing rephrasing developing ideas providing examples drawing conclusions explaining relationships between ideas (e.g. causes and effects) comparing and contrasting classifying inferring summarizing Applying applying concepts to their own lives predicting interviewing reporting writing simple, compound, and complex sentences using coordinating and subordinating conjunctions using target vocabulary using target grammar structures using appropriate cohesive devices Analyzing distinguishing main ideas from details determining points of view outlining diagraming sentences classifying parts of speech distinguishing independent from dependent clauses Evaluating selecting information to use Objectives and Assessment Correlation Chart Course Objectives Significant Assessment Tasks Tests & Quizzes Graded Reading Tasks Graded Writing Tasks Process Paper Identify and understand main ideas and important details of adapted or level-appropriate authentic fictional and texts. √ √
summarizing and paraphrasing Analyzing using appropriate sources for research; citing important information from sources Evaluating gathering sources and evaluating content, author, and reliability for integration in a research paper Objectives and Assessment Correlation Chart Course Objectives Significant Assessment Tasks Tests & Quizzes Graded Reading Tasks Graded Writing Tasks Essays Identify and understand main ideas, supporting details, and inferences in adapted or authentic fiction and in academic texts. √ √ B. Connect authentic content to an academic thesis and summarize and paraphrase the content correctly. √ √ √ √ C. State ideas clearly and support them effectively with details and examples in cohesive paragraphs within a standard academic essay. √ √ √ D. Use vocabulary and grammar in simple, compound, and complex sentences with sufficient lexical and grammatical range and accuracy to clearly convey facts and ideas about familiar academic topics. √ √ √ E. Conduct guided research that includes selecting appropriate sources, applying sources to an academic thesis, and citing correctly in a process essay. √ √ √ Suggested Activities Pre-reading vocabulary worksheets Post-reading worksheets and small group work Vocabulary journals, tests, and quizzes Reading journals Watching a videotape of a novel (or novella) after reading Reading comprehension worksheets Group and pair discussion work concerning the reading
summarizing and paraphrasing Analyzing using appropriate sources for research; citing important information from sources analyzing authors’ viewpoints Evaluating gathering sources and evaluating content, author, and reliability for integration in a detailed academic research paper evaluating authors’ viewpoints and own opinions Cognitive Skills Chart Objectives and Assessment Correlation Chart Objectives Significant Assessment Tasks Tests & Quizzes Graded Reading Tasks Graded Writing Tasks Essays & Research Paper Understand main ideas, supporting details, and implied meanings in authentic academic texts from a range of disciplines. √ √ Read university-level texts critically, summarizing the author’s point of view and evaluating the strength of the author’s ideas and arguments. √ √ √ √ Write a cohesive essay in which they express developed and supported opinions, effectively refute opposing viewpoints, and incorporate information from authentic academic sources. √ √ √ Use a variety of sentence types, grammatical structures, and academic vocabulary in writing to effectively present and differentiate between ideas. √ √ √ Conduct research that includes locating, evaluating, and selecting appropriate academic sources, analyzing source materials, and synthesizing information from sources to support an academic thesis in a properly referenced process research paper. √ √ √ Suggested Activities
Objectives and Assessment Correlation Chart Objectives Significant Assessment Tasks Homework Assignments Tests and Quizzes Recognize and understand the instructions of a variety of question types on all sections of the TOEFL. Develop test-taking strategies to increase success on the TOEFL. Identify strong and weak areas in their English proficiency. Complete TOEFL tasks with increased accuracy. Suggested Activities Practice tests Textbook activities Homework assignments Pair practice Note-taking Class discussion Strategy checklist Suggested Materials Longman Preparation Course for the TOEFL Test: Next Generation iBT by Deborah Phillips (Textbook, CD-ROM, Audio CDs) Cracking the TOEFL iBT by The Princeton Review The Official Guide to the New TOEFL iBT by ETS Teacher-generated handouts Entry Criteria Current registration in Level 5 or 6 required courses; Graduate Pathways students Exit Criteria Passing (73% or higher) performance on significant assessment tasks