Listening Student Learning Outcomes
|
|
- Ethel Jordan
- 7 years ago
- Views:
Transcription
1 Listening Student Learning Outcomes Goals for Learning Has sufficient vocabulary to comprehend an unsimplified academic lecture Can paraphrase academic discourse effectively in writing and discussion from an academic lecture Can identify main idea and supporting details of a unsimplified academic lecture Can take independent, thorough, wellorganized notes on unsimplified academic lectures. Can integrate information based on notes from multiple sources and use for test preparation Listening 152 / 154 How You Can Show the Teacher You Can Do This tests, quizzes, class discussions summaries, test essay questions questions/quizzes right after listening collected notes after lectures test, class discussions, group projects End of Semester Can summarize a lecture using notes Tests and quizzes with notes Can respond to a lecture topic or an opinion from the lecture Tests and quizzes with notes
2 Speaking Student Learning Outcomes Goals for Learning to Speak Better #1- Demonstrates fluency in conversing about both academic and non-academic topics #2- Demonstrates fluency in small talk in non-academic situations #3- Demonstrates ability in basic communication skills, including working with a group, agreeing/disagreeing, interrupting, active listening, and impromptu speaking #4- Can use level-appropriate vocabulary on a range of non-personal topics including current events, and topics covered in textbook and other readings #5- Can use grammar from previous levels, and can paraphrase short passages #6- Can produce consonant and vowel sounds, and can manage suprasegmentals #7- Can read levelappropriate material aloud #8- Can follow and participate in conversations at level #9-Can give sufficiently detailed explanations of levelappropriate academic vocabulary #10-Can support answers with clearly related reasons and examples #11-Can give summaries of level-appropriate academic material Speaking 152 How You Can Show the This Teacher observation, oral observation, oral observation, oral observation, oral observation, oral observation, oral End of Semester N/A N/A
3 Speaking Student Learning Outcomes Goals for Learning to Speak Better #1- Demonstrates fluency in conversing about both academic and non-academic topics #2- Demonstrates fluency in small talk in non-academic situations #3- Demonstrates ability in basic communication skills, including working with a group, agreeing/disagreeing, interrupting, active listening, and impromptu speaking #4- Can use simple and advanced vocabulary on a range of non-personal topics including current events, and topics covered in textbook and other readings #5- Can use grammar from previous levels, and can paraphrase short passages #6- Can produce consonant and vowel sounds, and can manage suprasegmentals #7- Can read level-appropriate material aloud #8- Can follow and participate in conversations at level #9-Can give sufficiently detailed explanations of levelappropriate academic vocabulary #10-Can support answers with clearly related reasons and examples #11-Can give summaries of level-appropriate academic material Speaking 154 How You Can Show the This Teacher observation, oral observation, oral observation, oral observation, oral observation, oral observation, oral End of Semester N/A N/A
4 Reading Student Learning Outcomes Reading 152 Aims for learning to read better: Be able to: Comprehension Comprehend un-simplified texts Identify main ideas, supporting details, and conclusions Preview and make predictions Recognize organizational patterns Make inferences Paraphrase and summarize Read critically Apply ideas to new contexts Answer various types of comprehension questions Vocabulary Understand and use vocabulary at 152-level Guess meanings of words in context Understand word forms Recognize and use collocations Recognize and use connotations How you can show the teacher you can do this: Teacher observation Reading skills tests Vocabulary quizzes and tests Teacher observation End of Semester: Final Achievement test Final Achievement test Rate (Fluency) Identify and use more strategies to increase reading rate Complete reading tasks within specified time In-class practice Final Achievement test Classroom and Test-taking skills Discuss readings Pronounce and spell new vocabulary Use a dictionary monolingual English Use skimming/scanning techniques to answer questions Respond to readings in short and/or essay-length answers Understand academic test questions and directions Read 152-level text at minimum of about 200 WPM with at least 70% comprehension Use paced and timed readings to increase reading speed with leveled texts Teacher observation Assessed through in-class practice throughout the semester Reading skills tests
5 Comprehension Vocabulary Rate (Fluency) Classroom and Test-taking skills Reading Student Learning Outcomes Reading 154 Aims for learning to read better: Be able to: Comprehend un-simplified texts Identify main ideas, supporting details, and conclusions Preview and make predictions Recognize organizational patterns Make inferences Paraphrase and summarize Read critically Apply ideas to new contexts Answer various types of comprehension questions Understand and use vocabulary at 152-level Guess meanings of words in context Understand word forms Recognize and use collocations Recognize and use connotations Identify and use more strategies to increase reading rate Complete reading tasks within specified time Discuss readings Pronounce and spell new vocabulary Use a dictionary monolingual English Use skimming/scanning techniques to answer questions Respond to readings in short and/or essay-length answers Understand academic test questions and directions Read 152-level text at minimum of about 200 WPM with at least 70% comprehension Use paced and timed readings to increase reading speed with leveled texts How you can show the teacher you can do this: Teacher observation Reading skills tests Vocabulary quizzes and tests Teacher observation In-class practice Teacher observation Assessed through in-class practice throughout the semester Reading skills tests End of Semester: Final Achievement test Final Achievement test Final Achievement test
6 Writing Student Learning Outcomes Writing Writing SLOs How to Show Your Can use prewriting and organizational skills Can use increasingly advanced sentence structures to add clarity to writing Can show written coherence through organization, development, and word choice Can analyze and revise own writing Can edit own writing for mechanical and structural errors Can use correct paragraph and essay form Can express individual ideas in different modes of academic essays Can perform independent searches to find reliable sources of research Can use appropriate citation format for academic writing Can write a short research paper incorporating appropriate reliable sources Can summarize, synthesize, and paraphrase authentic articles and sources in written and oral form Can respond to readings in written and oral form Out-of-class assignments 152 Grammar SLOs How to Show Your Can use all verb tenses Can use simple, compound, complex, and compound/complex sentences Can use adjective and adverb clauses Can use conditionals Can use gerunds and infinitives Can use grammatical structures and patterns appropriate for advanced ESL writing Can recognize and articulate orally and in writing structural phrases and clause patterns in different forms of authentic texts Can use quoted and reported speech Can use transitional words and phrases Can use parallel structure Can identify and edit structural common errors including comma splices, run-ons, and fragments Out-of-class assignments
7 Writing Student Learning Outcomes Writing 154 (3hr) 154 (3hr) Writing SLOs How to Show Your Can use prewriting and organizational skills Can use increasingly advanced sentence structures to add clarity to writing Can show written coherence through organization, development, and word choice Can analyze and revise own writing Can edit own writing for mechanical and structural errors Can use correct paragraph and essay form Can express individual ideas in different modes of academic essays Can perform independent searches to find reliable sources of research Can use appropriate citation format for academic writing Can write a 3 5 page research paper incorporating appropriate reliable sources Can summarize, synthesize, and paraphrase authentic articles and sources in written and oral form Can analyze orally and in writing advanced rhetorical structures and situations Can respond to readings in written and oral form Can demonstrate advanced critical thinking skills in writing Essays Out-of-Class Assignments 154 (3hr) Grammar SLOs How to Show Your Review as needed based on instructor evaluation of students proficiency: Can use grammatical structures and patterns appropriate for advanced ESL writing Can recognize and articulate orally and in writing structural phrases and clause patterns in different forms of authentic texts Can use parallel structure Can identify and edit structural common errors including comma splices, run-ons, and fragments Can use quoted and reported speech Adjective and adverb clauses Essays Out-of-Class Assignments
8 Writing Student Learning Outcomes Writing 154 (6hr) 154 (6 hr.) Writing SLOs How to Show Your Can use prewriting and organizational skills Can use increasingly advanced sentence structures to add clarity to writing Can show written coherence through organization, development, and word choice Can analyze and revise own writing Can edit own writing for mechanical and structural errors Can use correct paragraph and essay form Can express individual ideas in different modes of academic essays Can perform independent searches to find reliable sources of research Can use appropriate citation format for academic writing Can write a 3 5 page research paper incorporating appropriate reliable sources Can summarize, synthesize, and paraphrase authentic articles and sources in written and oral form Can analyze orally and in writing advanced rhetorical structures and situations Can respond to readings in written and oral form Can demonstrate advanced critical thinking skills in writing Essays Out-of-Class Assignments 154 (6 hr.) Grammar SLOs How to Show Your Review only as needed based on instructor evaluation of students proficiency: Can use all verb tenses Can use simple, compound, complex, and compound/complex sentences Can use conditionals Can use gerunds and infinitives Can use transitional words and phrases Can use noun clauses Emphasized review: Can use grammatical structures and patterns appropriate for advanced ESL writing Can recognize and articulate orally and in writing structural phrases and clause patterns in different forms of authentic texts Can use parallel structure Can identify and edit structural common errors including comma splices, run-ons, and fragments Can use quoted and reported speech Can use adjective and adverb clauses Essays Out-of-Class Assignments
9
PTE Academic Preparation Course Outline
PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The
More informationESL 005 Advanced Grammar and Paragraph Writing
ESL 005 Advanced Grammar and Paragraph Writing Professor, Julie Craven M/Th: 7:30-11:15 Phone: (760) 355-5750 Units 5 Email: julie.craven@imperial.edu Code: 30023 Office: 2786 Room: 201 Course Description:
More informationSOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009
SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009 DEPARTMENT: CURRICULLUM: COURSE TITLE: Basic and Transitional Studies English as
More informationOnline Resources to Help Students Review for the VPT-English
This document is intended to help students review for the VPT-English Test. It should prove useful whether students use these resources before or after taking the VPT-English Practice Test. The document
More informationLanguage Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationACADEMIC READING AND WRITING (ESL 140) 3 Credit Hours
Semester: Time: Instructor: Office: Office Hours: ACADEMIC READING AND WRITING (ESL 140) 3 Credit Hours Room: Office Tel: Home Tel: Email: Course Description This combined Reading and Writing course aims
More informationSection 8 Foreign Languages. Article 1 OVERALL OBJECTIVE
Section 8 Foreign Languages Article 1 OVERALL OBJECTIVE To develop students communication abilities such as accurately understanding and appropriately conveying information, ideas,, deepening their understanding
More information10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words
Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.
More informationLanguage Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationPREP-009 COURSE SYLLABUS FOR WRITTEN COMMUNICATIONS
Coffeyville Community College PREP-009 COURSE SYLLABUS FOR WRITTEN COMMUNICATIONS Ryan Butcher Instructor COURSE NUMBER: PREP-009 COURSE TITLE: Written Communications CREDIT HOURS: 3 INSTRUCTOR: OFFICE
More informationMATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10
PROCESSES CONVENTIONS MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 Determine how stress, Listen for important Determine intonation, phrasing, points signaled by appropriateness of pacing,
More informationMinnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
More informationCourse Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F 15:00-16:30 PST
Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F Instructor Contact Information Office Location Virtual Office Hours Course Announcements Email Technical support Anastasiia V. Mixcoatl-Martinez
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationEnglish as a Second Language ESL. SUMMER 2016 Courses
English as a Second Language ESL SUMMER 2016 Courses AACC offers a comprehensive ESL program with a variety of courses at the beginning, intermediate, high intermediate, advanced and capstone levels. Courses
More informationKINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
More informationCURRICULUM PHILOSOPHY...
Course Catalog 2015 Table of Contents INTRODUCTION... 3 Mission... 3 Programs... 3 Placement... 4 Levels... 4 Schedule... 4 How to Apply... 4 About the University of Arizona... 4 Conditional Admission
More informationNo Evidence. 8.9 f X
Section I. Correlation with the 2010 English Standards of Learning and Curriculum Framework- Grade 8 Writing Summary Adequate Rating Limited No Evidence Section I. Correlation with the 2010 English Standards
More informationCENTRAL TEXAS COLLEGE SYLLABUS FOR DIRW 0305 PRINCIPLES OF ACADEMIC LITERACY. Semester Hours Credit: 3 INSTRUCTOR: OFFICE HOURS:
CENTRAL TEXAS COLLEGE SYLLABUS FOR DIRW 0305 PRINCIPLES OF ACADEMIC LITERACY Semester Hours Credit: 3 INSTRUCTOR: OFFICE HOURS: I. INTRODUCTION Principles of Academic Literacy (DIRW 0305) is a Non-Course-Based-Option
More informationInspiration Standards Match: Virginia
Inspiration Standards Match: Virginia Standards of Learning: English Language Arts Middle School Meeting curriculum standards is a major focus in education today. This document highlights the correlation
More informationCURRICULUM PHILOSOPHY...
Course Catalog 2016 Table of Contents INTRODUCTION... 3 Mission... 3 Programs... 3 Placement... 4 Levels... 4 Schedule... 4 How to Apply... 4 About the University of Arizona... 5 Conditional Admission
More informationShinas College of Technology English Language Center Course Outline Level-2 Semester 1, September-December 2014
Shinas College of Technology English Language Center Course Outline Level-2 Semester 1, September-December 2014 Course Title : Grammar Program Level : Level-2 Textbook Methodology: Discovery approach Integrated
More informationAccelerated Professional Program (APP) Absolute Beginner Varies (Typically 50+ units)
APP English 1A Absolute Beginner emphasizes the development of practical language skills with a focus on business-related themes, vocabulary, and grammatical structures. The instructor will tailor the
More informationMs Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
More informationLANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
More informationCourse Evaluation Methods
1 PVAMU Developmental English Course Syllabus Integrated Reading/Writing 0133 Department of Academic Enhancement College of University College Instructor Name: Dr. Ayodeji Daramola Office Location: Delco
More informationLEVEL 5-1 - New Headway Intermediate
LEVEL 5-1 - New Headway Intermediate SKILLS-BASED SPEAKING Students should be able to GRAMMAR VOCABULARY PRONUNCIATION LISTENING WRITING TOPICS: Exploring the World Unit 1 PG 6-13 ask and answer questions
More informationEnglish Language Proficiency Standards: At A Glance February 19, 2014
English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding
More informationEAP 1141 1640 Writing Competencies Levels 1-6
EAP 1141 1640 Writing Competencies Levels 1-6 Committee Representatives: 03/04/2004-Marta Menendez, Rosalie Kolesar, Janis Perez, Glenna Veiga, Margo Williams 06/14/2000-Cheryl Benz, Kelly Kennedy-Isern,
More informationWriting LEVEL GUIDE. Your Teaching Questions Answered within 24 Hours Visit www.mylongmanadviser.com LEVEL
Writing LEVEL GUIDE LEVEL PAGE NUMBER READABILITY LOW-BEGINNING BEGINNING HIGH-BEGINNING LOW-INTERMEDIATE 10 Steps,Third Edition 124 5.9 26 Steps,Third Edition 124 8.3 Basic Writing, 122 7.1 Engaging Writing
More informationWriting Common Core KEY WORDS
Writing Common Core KEY WORDS An educator's guide to words frequently used in the Common Core State Standards, organized by grade level in order to show the progression of writing Common Core vocabulary
More informationIndex. 344 Grammar and Language Workbook, Grade 8
Index Index 343 Index A A, an (usage), 8, 123 A, an, the (articles), 8, 123 diagraming, 205 Abbreviations, correct use of, 18 19, 273 Abstract nouns, defined, 4, 63 Accept, except, 12, 227 Action verbs,
More informationEAP 1161 1660 Grammar Competencies Levels 1 6
EAP 1161 1660 Grammar Competencies Levels 1 6 Grammar Committee Representatives: Marcia Captan, Maria Fallon, Ira Fernandez, Myra Redman, Geraldine Walker Developmental Editor: Cynthia M. Schuemann Approved:
More informationSections: Enc 1101-2:35 3:50 p.m. - AC-221 (82172) / Enc 1101 4:05 5:20 p.m. AC-220 (84866)
Tallahassee Community College ENC 1101 College Composition Prepared by the English Program Faculty Date: 2009-2010 Instructor: Serafin Roldan Office: Library Commons Phone #: 352-246-1091 Office Hours:
More informationTexas Success Initiative (TSI) Assessment
Texas Success Initiative (TSI) Assessment Interpreting Your Score 1 Congratulations on taking the TSI Assessment! The TSI Assessment measures your strengths and weaknesses in mathematics and statistics,
More informationCommon Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed
More informationENGL-101 ENGLISH COMPOSITION I. Online
Coffeyville Community College ENGL-101 COURSE SYLLABUS FOR ENGLISH COMPOSITION I Online Troy McCloughan Instructor COURSE NUMBER: ENGL-101 COURSE TITLE: English Composition I CREDIT HOURS: 3 INSTRUCTOR:
More informationCorrelation: ELLIS. English language Learning and Instruction System. and the TOEFL. Test Of English as a Foreign Language
Correlation: English language Learning and Instruction System and the TOEFL Test Of English as a Foreign Language Structure (Grammar) A major aspect of the ability to succeed on the TOEFL examination is
More informationAdult Ed ESL Standards
Adult Ed ESL Standards Correlation to For more information, please contact your local ESL Specialist: Level Two www.cambridge.org/chicagoventures Please note that the Chicago Ventures correlations to the
More informationstress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings,
Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture
More informationElements of Writing Instruction I
Elements of Writing Instruction I Purpose of this session: 1. To demystify the goals for any writing program by clearly defining goals for children at all levels. 2. To encourage parents that they can
More informationthe treasure of lemon brown by walter dean myers
the treasure of lemon brown by walter dean myers item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing,
More informationThe Business Writer s Handbook, eleventh edition, Alred et al. A Peacock in the Land of Penguins, Hateley, BJ and Warren Schmidt
San José State University Department of English and Comparative Literature Spring 2016 English 100WB, Written Communication: Business Section 7 W 9:00 11:45 BBC 120 Instructor: Leanne Lindelof Office:
More informationThis image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 600 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3:
More informationA01_UUEG_TB_2115_FM.QXD 5/29/09 10:20 AM Page i. English UNDERSTANDING AND USING. Grammar FOURTH EDITION TEACHER S GUIDE DESIGN SERVICES OF CARLISLE
A01_UUEG_TB_2115_FM.QXD 5/29/09 10:20 AM Page i UNDERSTANDING AND USING English Grammar FOURTH EDITION TEACHER S GUIDE A01_UUEG_TB_2115_FM.QXD 5/29/09 10:20 AM Page ii A01_UUEG_TB_2115_FM.QXD 5/29/09 10:20
More informationAdlai E. Stevenson High School Course Description
Adlai E. Stevenson High School Course Description Division: World Languages Course Number: SPA201, SPA202 Course Title: Spanish 2 Course Description: Students continue to develop listening, speaking, reading,
More informationFSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
More informationTexas Success Initiative (TSI) Assessment. Interpreting Your Score
Texas Success Initiative (TSI) Assessment Interpreting Your Score 1 Congratulations on taking the TSI Assessment! The TSI Assessment measures your strengths and weaknesses in mathematics and statistics,
More informationFrench Language and Culture. Curriculum Framework 2011 2012
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
More informationContextual Understanding, Conceptual Understanding, Structural Understanding, and Tools and Resources
Prentice Hall Writing and Grammar: Communication In Action 2004, Gold Level Ohio Academic Content Standards, Grade-Level Indicators, English Language Arts (Grade 9) Grade Nine Phonemic Awareness, Word
More informationMontgomery County Public Schools Advanced English Semester A Exam Review
Montgomery County Public Schools Advanced English Semester A Exam Review Four Readings including a narrative a poem a non-fiction piece a visual FORMAT Thirty Selected Response Items (SRs) Students will
More informationCENTRAL TEXAS COLLEGE: English 1301
Instructor: Ms. Anita Dugat-Greene E-mail: anitagale@yahoo.com CENTRAL TEXAS COLLEGE: English 1301 Website: http://www.anitagale.com On the front page of my web site, click on the CTC Classes button at
More information1. Define and Know (D) 2. Recognize (R) 3. Apply automatically (A) Objectives What Students Need to Know. Standards (ACT Scoring Range) Resources
T 1. Define and Know (D) 2. Recognize (R) 3. Apply automatically (A) ACT English Grade 10 Rhetorical Skills Organization (15%) Make decisions about order, coherence, and unity Logical connections between
More information12 SECOND QUARTER CLASS ASSIGNMENTS
October 13- Homecoming activities. Limited class time. October 14- Homecoming activities. Limited class time. October 15- Homecoming activities. Limited class time. October 16- Homecoming activities. Limited
More information12 FIRST QUARTER. Class Assignments
August 7- Go over senior dates. Go over school rules. 12 FIRST QUARTER Class Assignments August 8- Overview of the course. Go over class syllabus. Handout textbooks. August 11- Part 2 Chapter 1 Parts of
More informationA Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program
A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program How the program is organized For each week, you ll find the following components: Focus: the content area you ll be concentrating
More informationAcademic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
More informationONLINE ENGLISH LANGUAGE RESOURCES
ONLINE ENGLISH LANGUAGE RESOURCES Developed and updated by C. Samuel for students taking courses at the English and French Language Centre, Faculty of Arts (Links live as at November 2, 2009) Dictionaries
More informationTITLE: Letter Writing: An English Language Arts Lesson For Writing/Proofreading. GRADE LEVELS: 9 (adaptable to higher and lower grades)
TITLE: Letter Writing: An English Language Arts Lesson For Writing/Proofreading PRIMARY SUBJECT AREAS: English Language Arts GRADE LEVELS: 9 (adaptable to higher and lower grades) OVERVIEW: We usually
More informationGrade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
More informationA + dvancer College Readiness Online Alignment to Florida PERT
A + dvancer College Readiness Online Alignment to Florida PERT Area Objective ID Topic Subject Activity Mathematics Math MPRC1 Equations: Solve linear in one variable College Readiness-Arithmetic Solving
More informationCOURSE TITLE: Spanish III/IV Honors GRADE LEVELS: 11-12
COURSE TITLE: Spanish III/IV Honors GRADE LEVELS: 11-12 COURSE DESCRIPTION: Honors Spanish III/IV is the third and fourth course in the sequence in preparing students for the Advanced Placement Test in
More informationSpeaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams.
About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged
More informationAlbert Pye and Ravensmere Schools Grammar Curriculum
Albert Pye and Ravensmere Schools Grammar Curriculum Introduction The aim of our schools own grammar curriculum is to ensure that all relevant grammar content is introduced within the primary years in
More informationMFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).
listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of
More informationPTE Academic Recommended Resources
PTE Academic Recommended Resources Language Leader Pre-Intermediate Pearson Longman, 2008 April 2012 V2 Pearson Education Ltd 2012. No part of this publication may be reproduced without the prior permission
More informationSOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009
SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009 DEPARTMENT: CURRICULLUM: COURSE TITLE: Basic and Transitional Studies English as
More informationCORRECTING AND GIVING FEEDBACK TO WRITING
CORRECTING AND GIVING FEEDBACK TO WRITING We have all written papers for some courses to be checked and graded by our instructors. We know very well that a paper that is returned with red markings and
More informationENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes
More informationAlignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
More informationMeeting the Standard in North Carolina
KINDERGARTEN 1.02 Demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rhymes). 1.03 Recognize and name upper and lower case letters of the alphabet.
More information2016-2017 Curriculum Catalog
2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 600 COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3: READING SKILLS... 4 UNIT 4:
More informationIntegrating Reading and Writing for Effective Language Teaching
Integrating Reading and Writing for Effective Language Teaching Ruwaida Abu Rass (Israel) Writing is a difficult skill for native speakers and nonnative speakers alike, because writers must balance multiple
More informationTeaching English as a Foreign Language (TEFL) Certificate Programs
Teaching English as a Foreign Language (TEFL) Certificate Programs Our TEFL offerings include one 27-unit professional certificate program and four shorter 12-unit certificates: TEFL Professional Certificate
More informationNashville State Community College Business & Applied Arts Division Office Administration. Master Course Syllabus
Revised: 04-2015 Nashville State Community College Business & Applied Arts Division Office Administration Master Course Syllabus This master course syllabus is meant simply as a guide and overview of the
More informationPTE Academic Recommended Resources
PTE Academic Recommended Resources Language Leader Intermediate Pearson Longman, 2008 April 2012 V2 Pearson Education Ltd 2012. No part of this publication may be reproduced without the prior permission
More informationThe Virginia Company of London Wants You!
The Virginia Company of London Wants You! Background: The Virginia Company of London has hired you to recruit new settlers to travel to Jamestown. You will need to have a good working knowledge about why
More informationLivingston Public Schools Scope and Sequence K 6 Grammar and Mechanics
Grade and Unit Timeframe Grammar Mechanics K Unit 1 6 weeks Oral grammar naming words K Unit 2 6 weeks Oral grammar Capitalization of a Name action words K Unit 3 6 weeks Oral grammar sentences Sentence
More informationMODULE 15 Diagram the organizational structure of your company.
Student name: Date: MODULE 15 Diagram the organizational structure of your company. Objectives: A. Diagram the organizational chart for your place of business. B. Determine the importance of organization
More informationEditing and Proofreading. University Learning Centre Writing Help Ron Cooley, Professor of English ron.cooley@usask.ca
Editing and Proofreading University Learning Centre Writing Help Ron Cooley, Professor of English ron.cooley@usask.ca 3-stage writing process (conventional view) 1. Pre-writing Literature review Data
More informationthank you, m'am by langston hughes
thank you, m'am by langston hughes item analyses for all standards: vocabulary, reading, writing, conventions grade grade 8 grades 9 & 0 iv vi vii reading standard.0 --word analysis, fluency, and systematic
More informationBilingual Education Assessment Urdu (034) NY-SG-FLD034-01
Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01 The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national
More informationAK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
More informationESL I English as a Second Language I Curriculum
ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL program
More informationGrade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:
Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide
More informationMcDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8
McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge
More informationTeaching Vocabulary to Young Learners (Linse, 2005, pp. 120-134)
Teaching Vocabulary to Young Learners (Linse, 2005, pp. 120-134) Very young children learn vocabulary items related to the different concepts they are learning. When children learn numbers or colors in
More informationEnglish 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
More informationReady to Write Series
Step-by-step instruction guides students through the skills and strategies to master writing competency. Ready to Write Series Karen Blanchard and Christine Root Beginning High-Intermediate The Ready to
More informationMontgomery County Public Schools English 9B Exam Review
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
More informationGet Ready for IELTS Writing. About Get Ready for IELTS Writing. Part 1: Language development. Part 2: Skills development. Part 3: Exam practice
About Collins Get Ready for IELTS series has been designed to help learners at a pre-intermediate level (equivalent to band 3 or 4) to acquire the skills they need to achieve a higher score. It is easy
More informationTEACHER NOTES. For information about how to buy the guide, visit www.pearsonpte.com/prepare
TEACHER NOTES The Official Guide contains: information about the format of PTE Academic authentic test questions to practise answering sample responses and explanations test taking strategies over 200
More information3rd Grade - ELA Writing
3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
More information5 th Grade Language Arts Curriculum Map 1 st Nine Weeks. Resources. Practices. Standards & Elements Essential Questions Assessments Best
5 th Grade Language Arts Curriculum Map 1 st Nine Weeks Standards & Elements Essential Questions Assessments Best Practices Writing ELA5W1 a.selects a focus, and organizational structure, and a point of
More informationEnglish 2 - Journalism Mitch Martin: mmartin@naperville203.org
Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors
More informationCommon Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
More informationKey Ideas and Details
FIFTH GRADE READING LITERARY (RL) Key Ideas and Details ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine
More informationCHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14
CHARTES D'ANGLAIS SOMMAIRE CHARTE NIVEAU A1 Pages 2-4 CHARTE NIVEAU A2 Pages 5-7 CHARTE NIVEAU B1 Pages 8-10 CHARTE NIVEAU B2 Pages 11-14 CHARTE NIVEAU C1 Pages 15-17 MAJ, le 11 juin 2014 A1 Skills-based
More information