CCOG for ESOL 12 Winter 2025
- Course Number:
- ESOL 12
- Course Title:
- ESOL Beginning Reading and Writing
- Credit Hours:
- 0
- Lecture Hours:
- 30
- Lecture/Lab Hours:
- 0
- Lab Hours:
- 0
Course Description
Non-native English speaking students develop beginning literacy skills. Reading and writing are taught in the context of communication in adult life roles. Prerequisites: Placement into ESOL 10 or ESOL 20 or instructor permission.
Intended Outcomes for the course
- Read and write basic English
- Use simple written English to communicate as related to roles as family members, community member, worker, lifelong learner and citizen.
Course Activities and Design
Oral Communications
- Answer Wh-questions using prompts such as pictures
- Exchange information in groups
- Dictate numbers, letters and words to others
- Ask for clarification: use phrases and ask questions to express lack of understanding
Reading
- Use reading strategies (skim, scan, context, prediction, sequencing, categorizing)
- Recognize words from personal information forms
- Recognize and respond correctly to common sight words
- Recognize common signs and symbols
- Read simple sentences and questions
- Read clocks, calendars, simplified maps and schedules
Written Communication
- Alphabetize
- Copy or write individual letters, numbers and sight words dictated by another
- Write numbers in context
- Write legibly (form letters, left to right orientation, word spacing, staying on the line)
- Write personal information in correct location on simple forms
- Write sight words, simple sentences and phrases using basic grammar (the verb “be” in present tense, simple present, yes/no and Wh-questions) in context
- Use punctuation (period, question mark, and apostrophes for contractions)
Phonics
- Recognize and apply sound - symbol correspondence
Technology
- Use writing tools (pen, pencil, paper, etc.)
- Use mouse, keyboard
- Scroll, click, double click
Outcome Assessment Strategies
Performance tasks used at this level may include:
- Complete a written form supplying basic personal information.
- Interview a classmate asking personal information questions and record information on a form or matrix. Write simple sentences based on the information.
- Read a simplified illustrate short story and indicate “yes” or “no” to associated comprehension questions.
- Put simple sentences or a story (in pictures, numbers, and/or words) in sequence.
- On a simplified map, draw the route from point A to point B, following written direction
- Create a collage which represents a topic or phonic sound (e.g. words that begin with the hard /g/ sound)
Course Content (Themes, Concepts, Issues and Skills)
Concepts Themes and Issues:
- Written language
- Language structure
- Cultural awareness
- Classroom expectations
- Pair/Group work
- Personal information
- Roles
- Empowerment
- Personal identity
- Critical Thinking
- Self-evaluation
- Numeracy
- Contextual awareness
- Communicative Competence
- Grammaticalcompetence
- Negotiate meaning
- Linking written words or signs with abstract concepts
- Phonics, sound - symbol correspondence
- Sight word reading and writing
- Left-right orientation
- Top down
- Listeningcomprehension
- Communication
- Literacy
- Self-confidence
- US education style
- Multicultural classroom
- Studying
- Identification of self as part of a literate community
- Technology
Assessment outcomes include the ability to:
· Complete personal information portion of simple forms
· Read simple printed information and common signs and symbols
· Follow simple written directions
· Recognize and write letters, common sight words and numbers (i.e. time, money, phone numbers, ID numbers, etc.) to meet daily needs.
· Convey personal information in writing
· Use a limited number of expressions to write answers and make simple statements in role contexts
· Ask for clarification