SANTA BARBARA CITY COLLEGE
ASSOCIATE DEGREE CREDIT COURSE OUTLINE
Department: ESL
Subject Area and Course Number: ESL 126
Course Title: Levels 1-5: Reading and Writing Workshop
Discipline: ESL
Units: 2
Repeatability: None
Catalog Course Description: This class is designed as a short 2 unit course. The focus of this course is to help students develop reading and writing skills appropriate to the various levels of the program.
Description for Schedule of Classes: Levels 1-5: Reading and Writing Workshop
Lecture Hours per Week: 4
Laboratory Hours per Week: None
Plus Hours: None
Prerequisites: Qualifying score on SBCC Placement Exam
Co-requisites: None
Skills Advisories: None
Course Advisories: None
Limitation on Enrollment: None
Course Objectives: At the end of this course students will be able to:
1. Demonstrate an improvement in reading and writing skills by passing the final exam appropriate to the level of instruction received in this workshop.
Course Content and Scope: This class is designed as a short 2-unit course. The focus of this course is to help students develop reading and writing skills appropriate to the various levels of the program.
Level 1: Reading
Focus: Vocabulary Development and literal comprehension.
I. Vocabulary Development
II. Comprehension
A. Literal comprehension
B. Inferences
C. Context clues
III. Word Attack Skills
A. Word endings: -s, -es, -ed, -d, -ing
B. Usage (subject/verb/object) and word order
IV. Study Skills/Test Taking
A. Familiarize students with test taking
B. Locate the title page, table of contents, index and glossary of a book
Level 1: Writing
Focus: Complete Sentences
I. Mechanics and syntax
A. Use of standard format
B. Use of proper capitalization
C. Use of proper punctuation: periods and question marks at end of sentences
D. Use of apostrophe in contractions and to show possession
E. Correct use of subject/verb agreement
F. Identify usage: subject/verb
II. Spelling:
A. Words that end in -s, -z, -x, -sh, or -ch add -es to form the third person singular verb and the plural noun
B. Words that end in "y" preceded by a consonant change the "y" to "i" before adding -ed or -es
Level 2: Reading
Focus: Vocabulary development, comprehension, word attack skills
I. All Level 1 Objectives
II. Vocabulary
A. Synonyms
B. Antonyms
C. Signs (additional)
D. Vocabulary development from textbook
III. Comprehension
A. All Level 1 skills
B. Skimming, locating
C. Summarizing orally from reading
D. Sequencing
E. Predicting
IV. Word Attack Skills
A. Prefixes: pre-, non-, un-, ex-, re-
B. Suffixes: -ar, -er, -or, -ly, -ese, -ess, -est, -er, -less
V. Study Skills
A. Level 1 skills
B. Alphabetizing
C. Introduction to bilingual dictionary
Level 2: Writing
Focus: Basic Paragraph
I. The student will be able to:
A. Write descriptive paragraph
B. Write 5-6 sentences describing action (using the present continuous tense)
C. Write paragraph about the past (5-6 sentences)
D. Write one paragraph about daily activities in chronological order (5-6 sentences) using words such as THEN, NEXT, AFTER.
E. Write one paragraph about the future
F. Write a paragraph giving directions (imperative)
G. Write a letter requesting information
H. Combine sentences using connectors AND, SO, BECAUSE, AS WHEN, BUT
II. Spelling
A. Words that end with an "e": If a one-syllable verb or an adjective ends in an "e", drop the "e" before adding -er, -est, -ing, or -ed
B. Words that end in a single consonant: If a verb or adjective ends in a single consonant preceded by a single vowel, double the final consonant before adding -er, -est, -ing, or -ed
Level 3: Reading
Focus: Vocabulary development, comprehension, word attack skills
I. All Level 1 & 2 Objectives
II. Vocabulary
A. Transition words
B. 10 vocabulary cards/logs per week
C. Vocabulary development from textbook
III. Comprehension
A. Skimming, locating
B. Summarizing orally from reading
C. Sequencing
D. Predicting
E. Identify similarities/differences of specified information in a selection
F. Formulate conclusions
G. Main idea
H. Cause and effect
I. Inference
IV. Word Attack Skills
A. Prefixes: de-, dis-, be-, anti-, auto-, mono-, pro-, inter-, intra-, mis-, post-
B. Suffixes: -able, -ful, -ist, -ness, -tion, -ion, -let, -ment
V. Study Skills
A. Review Level 1 & 2 objectives
B. Introduction to monolingual dictionary
Level 3: Writing
Focus: Variety of paragraphs
I. The student will be able to:
A. Write descriptive paragraphs
B. Write combined sentences using:
1. BUT, SO, FOR, AND, IN OTHER WORDS
2. IF, THAT, AFTER, UNLESS vs. IF NOT
C. Write paragraph about the habitual past (used to)
D. Write cause and effect paragraph (SUCH, SO…THAT)
E. Write paragraph rephrasing information already given
F. Identify the general topic and the controlling idea of sample paragraphs
G. Write paragraph using transitional phrases
H. Write a 2-3 paragraph composition with logical ordering of ideas
I. Meet Levels 1 & 2 objectives
Level 4: Reading
Focus: Vocabulary development, comprehension, word attack skills
I. All Level 1, 2 & 3 objectives
II. Vocabulary
A. Transition words
B. 10 vocabulary cards/logs per week
C. Vocabulary development from textbook
D. Homonyms
III. Comprehension
A. Skimming, locating
B. Summarizing orally from reading
C. Sequencing
D. Predicting
E. Identify similarities/differences of specified information in a selection
III. Word Attack Skills
A. Prefixes (review)
B. Suffixes (review)
C. Root words
IV. Study Skills
A. Outlining
B. Maps, graphs
C. Taking notes from textbook
D. Summarizing in writing
E. Book report
F. Textbook: How to read and take notes
G. Reading for different purposes
Level 5: Writing
Focus: Composition and study skills
I. The student will be able to:
A. Write paragraphs free of run-on sentences
B. Write paragraphs free of fragments
C. Combine sentences using linking words (connectors) to form compound/complex sentences
D. Write sentences using dependent clauses
E. Identify thesis statements in sample compositions
F. Write sentences using parallel structure, i.e., using the same verb tense and point of view throughout essay
G. Identify and produce the introduction, body and conclusion (with logical ordering of ideas) in compositions
H. Identify and produce the general topic, thesis statement, controlling ideas, and the supporting details of a composition
I. Apply the SLOWER (select, list, order, write, edit, rewrite) method to all compositions (see writing guidelines introduction)
J. Write compositions addressing different audiences
K. Summarize, in writing, articles from a variety of sources
L. Develop a complete outline
M. NOTE TAKING: Take clear, complete notes from an oral presentation
N. TEST TAKING: Describe the different strategies for taking essay tests, objective tests, and short-answer tests
O. Meet Levels 1-4 objectives
Methods of Instruction: Lecture, small group work, individual instruction
Required Assignments: Mandatory attendance, written daily homework assignments, class and assigned writing assignments, final exam.
Methods of Evaluation: Students must attend regularly, pass written exams and pass the final exam.
Appropriate Texts and Supplies: Instructors assign texts from departmentally approved list of textbooks which ensure systematic articulation of ESL program's scope and sequence of skills and concepts.
CO/mej/Updated January 2006
Revisions Approved 10/20/2008
FRC (WPC)