Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

New Course OR Existing Course

Author(s): Spring 2018 - Paula Gunder and Monica Tapiarené Subject Area/Course No.: ESL-085WRV Units: 5

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Discipline(s): English as a Second Language

Pre-Requisite(s): Level 3 (Engaging-Intermediate) placement by the English as a Second Language assessment process Co-Requisite(s):

Advisories: Completion or equivalent of or concurrent enrollment in ESL-085G; completion of or concurrent enrollment in the other corresponding intermediate level ESL Credit course – ESL-085SL – as offered in the schedule of classes. Also, as needed, completion or equivalent of the LMC ESL Noncredit Entering course sequences - Level 1 (Foundational) and Level 2 (Bridging). Non-native English speaking language learner.

Catalog Description: This English for Academic Purposes (EAP) dispositional thinking, reading, writing, and vocabulary-development course is designed to help non-native English speaking students develop academic vocabulary, reading, and writing capabilities necessary to engage and succeed in North American college classrooms at an intermediate level of proficiency. Students work with multi-page nonfiction and fiction texts from various collegiate disciplines and careers and one to two book-length works of fiction and/or nonfiction. Students learn, practice, apply, and evaluate 1) contextual and structural information to infer meaning of words and idiomatic language to enlarge their vocabulary base and improve fluency and 2) pre-, during-, and post-reading strategies to recognize and understand an author’s purpose, tone, and point of view, and to analyze, evaluate, and interpret information and ideas. Students are introduced to and develop the academic ability to discuss – orally and in writing - their opinion/reaction to readings while developing critical and dispositional thinking and academic language skills at an intermediate level. Students learn and practice specific U.S. academic writing standards at the sentence, paragraph, and essay level such as summarizing, paraphrasing, and quoting authors’ ideas using MLA in text citations. The course prepares students for ESL-095WRV. This course is part of the three-course package of intermediate college and career preparation, engagement, and success courses for multilingual English language learners – ESL-085WRV, ESL-085G, and ESL-085SL.

Schedule Description: In this intermediate course for multilingual English language learners, you will build a strong academic vocabulary base and develop critical reading, dispositional thinking, and college writing skills that will prepare you to engage and succeed in the U.S. college classroom. You will build an ability to understand and use college and career-bound vocabulary and expressions, and you will learn skills and strategies to critically analyze, understand, discuss, and academically write about stimulating social, cultural, and global issues, events, and concepts in English. You will develop intermediate-level English grammar and syntax skills, master academic paragraph writing, and gain a solid understanding of the North American academic essay. Complete this course, ESL-085G, and ESL- 085SL and apply for the Intermediate English for College and Career Success Skills Certificate.

Hrs/Mode of Instruction: Lecture: __90__ Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours __90__

Credit Credit Degree Applicable (DA) Grading Pass/No Pass/Satisfactory Progress (P/NP/SP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 Noncredit (NC) Student Choice (SC) 2 3 This is an integrated CSLO assessment based redesign of ESL-013 and ESL-043. ESL-013 - Last date of Assessment: FA15 Cohort #: 2 ESL-043 - Last date of Assessment: SP14 Cohort #: 4

Form Revised 5-18-2016 Page 1 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Please apply for:

LMC General Education Requirement(s):

Transfer to: CSU UC IGETC Area ____ CSU GE Area____ C-ID Number ______

Course is Baccalaureate Level: Yes No

Signatures:

Department Chair Date

Librarian Date

Dean (Technical Review) Date

Curriculum Committee Chair Date

President/Designee Date

CCCCD Approval Date (Board or Chancellor's Office) Date

STAND ALONE COURSE: YES NO

Course approved by Curriculum Committee as Baccalaureate Level: YES NO

LMC GE Requirement Approved by the Curriculum Committee: ______

FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______Catalog year 20____/20_____ Class Max: ______Dept. Code/Name:______T.O.P.s Code: ______Crossover course 1/ 2: ______ESL Class: ____Yes / No______DSPS Class: _Yes / No_____ Coop Work Exp: ___Yes / No_____

Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced

Form Revised 5-18-2016 Page 2 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Institutional Student Learning Outcomes: General Education SLOs: At the completion of the LMC general education program, a student will: 1. read critically and communicate effectively as a writer and speaker. 2. understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. think critically and creatively 4. consider the ethical implications inherent in knowledge, decision-making and action. 5. possess a worldview informed by diverse social, multicultural and global perspectives.

None

Program-Level Student Learning Outcomes (PSLOs): The Los Medanos College English as a Second Language (ESL) / English for Multilingual Students (EMLS) program infuses habits of mind – intelligent behaviors and thinking dispositions – and the LMC Institutional SLOs into our second language acquisition-oriented program student learning outcomes (PSLOs) to optimally help prepare students to meet their social and civic language needs and achieve their academic and career goals.

As a non-native English language learner who successfully completes our program, you will PSLO 5 PSLO 6 PSLO 1 PSLO 2 PSLO 3 PSLO 4 Speaking/ Language Reading Vocabulary Writing Grammar Listening Awareness Embrace having Strive to gain Communicate Risk responsibly and Speak and listen Pay attention to more to learn increasing ability to clearly, effectively, persist to accurately with empathy and recognize and self- through reading understand and and creatively in understand and increasing improve inquiringly and accurately and writing at the word, apply a wide variety confidence, fluency, pronunciation critically and thinking creatively use phrase, clause, of grammatical and self-regulation, difficulties, speech flexibly about vocabulary learned sentence, structures – from exploring diverse challenges, writing diverse, multigenre from context and on paragraph, and basic to advanced - and alternative complexities, college-preparatory the new general essay levels, to negotiate perspectives, within listening obstacles, and college texts service list (NGSL) reviewing and meaning, ask a range of formal and reading issues that connect you to and the new reflecting on your questions, share and and informal social, that may impede multicultural, social, academic word list writing and learning, discuss ideas and academic, and successful ethical, and global (NAWL) in known and collaborating opinions, solve career engagement and ideas and issues. and new situations. with others to problems, create communication interaction, finding support your plans, make settings. humor and continual decisions, present responding with development. arguments, and wonderment and apply past awe to support your knowledge to doing so. achieve solid understanding and intended meaning.

Form Revised 5-18-2016 Page 3 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Course-Level Student Learning Outcomes (CSLOs): Upon completion of this course a non-native English speaking student will be able to

CSLO 1: Use oral and written reading and thinking strategies and skills to actively and critically read, understand, reflect on, and respond to academic and literary texts at an intermediate level of proficiency (main emphasis: PSLO 1 and 2; significant emphasis: PSLO 6; moderate emphasis PSLO 3 and 4; slight emphasis PSLO 5).

CSLO 2: Demonstrate ability to use structural information, contextual clues, and cohesive devices as well as an English language dictionary to infer and define meaning, and learn and use new words and idiomatic language at an intermediate level of proficiency (main emphasis: PSLO 1 and 2; significant emphasis: PSLO 6; moderate emphasis PSLO 3 and 4; slight emphasis PSLO 5).

CSLO 3: Write, edit, and revise academic and expository paragraphs and essays, which integrate and synthesize course readings, discussions, and personal opinions/reactions/ideas, are clearly focused, well developed, logically organized, and show an intermediate level of developing linguistic proficiency (main emphasis; PSLO 1, 2, and 3; significant emphasis: PSLO 4 and 6; moderate emphasis PSLO 5).

CSLO 4: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support learning vocabulary, reading skills and strategies, reading to learn, writing, and interrelated language development (main emphasis: PSLO 1, 2, and 3; significant emphasis: PSLO 6).

Form Revised 5-18-2016 Page 4 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Assessment Instruments: CSLO 1: Use oral and written reading and thinking strategies and skills to actively and critically read, understand, reflect on, and respond to academic and literary texts at an intermediate level of proficiency.

CSLO 1 can be assessed with such instruments as the following:

X Exams/Tests X Quizzes Research Portfolios X Paragraphs Oral and Aural Projects Projects and Demonstrations, Essays Performances, Presentations

X Field Trips Role X Group X Class X Homework X Journals, X Assignments Plays Tasks or Engagement/ Notebooks, Projects Participation Logs, Inventories

Retelling/Summarizing Protocols and Reading Conferences: These are authentic assessment tasks that can provide both quantitative and qualitative information about students’ comprehension including their fluency, phonemic awareness, decoding abilities, and word recognition.

Sample assessment Via retelling/summarizing conference assessments, which can be conducted for formative or summative (e.g., as a final exam) purposes, each student can be afforded the opportunity to demonstrate her/his skills and underlying strategy usage in a performance-based setting by being asked to read a text – orally or silently, depending on what is being assessed – and then asked a series of questions which can serve to identify the student’s understanding, interpretation and inference skills. In that we often retell, summarize, and share our thoughts about what we read in real-life situations, these assessment tasks mirror real-world abilities. Assessments can be managed by use of a scoring rubric that could include (a) accuracy of retell, (b) identification of text structure, (c) identification of main idea, (d) statement of opinion, and (e) transfer of text information. Each dimension could be given a point value, in this case, for example four points for a total possible score of 20 points. Additional information can be gathered with regard to phonemic awareness, self-correction, and use strategies to support understanding (this usually involves the digital recording of the student reading). An adaptable sample rubric is provided here.

ESL Recall Protocol / Reading Comprehension CATEGORY 4 - proficient 3 - developing 2 - emerging 1/0 - struggling Can retell or Retells in proper Retells in proper Retells with 1 or 2 Retells with several summarize the text sequence, wholly sequence, generally sequencing issues, mistakes in the orally capturing the main identifying the main partially indicating the sequencing. Uses few idea(s) and using idea(s) and using a good main idea(s) and using details. significant detail as amount of detail as some detail as support support support Can fluently read the All or almost all of the 80-89% of the text is 70-79% of the text is Less than 70% of the text text is read with read with appropriate read with appropriate text is read with appropriate pausing, pausing, phrasing, stress, pausing, phrasing, stress, appropriate pausing, phrasing, stress, intonation, and rate. intonation, and rate. phrasing, stress, intonation, and rate. intonation, and rate. Can relate the text to Can relate and elaborate Can relate and explain Can relate a few events, Is unable to make any personal experiences; on several events, ideas, several events, ideas, or ideas, or elements in the connections with the give opinion or or elements in the text to elements in the text to text to personal events, ideas, or interpretation personal experiences or personal experiences; experiences; can provide elements in the text; provide well-supported can provide supported basic opinion or cannot give opinion or opinion or interpretation opinion or interpretation. interpretation. interpretation.

Form Revised 5-18-2016 Page 5 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Can formulate Can ask numerous Can ask a several Can ask a few Is unable to formulate questions from the text meaningful and well meaningful questions uncomplicated questions questions referring to the formulated questions referring to the text. about the text. text referring to the text. Is able to understand Can define and use all Can define and use Can define and use some Struggles to define and and utilize vocabulary new vocabulary words many new vocabulary new vocabulary words use new vocabulary from the text from the text using words from the text from the text using words from the text and contextual or structural using contextual or contextual or structural cannot use contextual or information. structural information. information. structural information as support.

Checklists, Inventories, Rating Scales: These types of assessment, which can be administered in formative and/or summative manner, can offer students the chance to monitor and determine their own skill and strategy development and achievement as they provide them with a means to self-assess. Such assessments have been shown to be powerful motivators as they offer students an opportunity to reflect on, manage, and gain greater understanding of their own learning and achievement. Faculty can conduct co-assessments based on observations and performances. Implementation can be done in a pre-test / post-test manner. The example is adaptable for appropriate use with students of varying levels of English language proficiency.

Sample assessment SURVEY OF READING STRATEGIES Kouider Mokhtari and Ravi Sheorey, 2002 The purpose of this survey is to collect information about the various strategies you use when you read school-related academic materials in ENGLISH (e.g., reading textbooks for homework or examinations; reading journal articles, etc.). Each statement is followed by five numbers, 1, 2, 3, 4, and 5, and each number means the following:  ‘1’ means that ‘I never or almost never do this’.  ‘2’ means that ‘I do this only occasionally’.  ‘3’ means that ‘I sometimes do this’. (About 50% of the time.)  ‘4’ means that ‘I usually do this’.  ‘5’ means that ‘I always or almost always do this’. After reading each statement, circle the number (1, 2, 3, 4, or 5) which applies to you. Note that there are no right or wrong responses to any of the items on this survey.

No. Strategy Rating 1 I have a purpose in mind when I read. 1 2 3 4 5 2 I take notes while reading to help me understand what I read. 1 2 3 4 5 3 I summarize what I read to reflect on important information in the text. 1 2 3 4 5 4 I try to get back on track when I lose concentration. 1 2 3 4 5 5 I underline or circle information in the text to help me remember it. 1 2 3 4 5 6 I use reference materials such as dictionaries to help me understand what I read. 1 2 3 4 5 7 I use tables, figures, and pictures in text to increase my understanding. 1 2 3 4 5 8 I use context clues to help me better understand what I am reading. 1 2 3 4 5 9 I paraphrase (restate ideas in my own words) to better understand what I read. 1 2 3 4 5 10 I guess the meaning of unknown words by separating different parts of a word. 1 2 3 4 5 11 I think about what I know to help me understand what I read. 1 2 3 4 5 12 I preview the text to see what it is about before reading it. 1 2 3 4 5 13 When text becomes difficult, I read aloud to help me understand what I read. 1 2 3 4 5 14 I think about whether the content of the text fits my reading purpose. 1 2 3 4 5 15 I read slowly but carefully to be sure I understand what I am reading. 1 2 3 4 5 16 I discuss what I read with others to check my understanding 1 2 3 4 5 17 I skim the text first by noting characteristics like length and organization. 1 2 3 4 5 18 I adjust my reading speed according to what I am reading. 1 2 3 4 5

Form Revised 5-18-2016 Page 6 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

19 I decide what to read closely and what to ignore. 1 2 3 4 5 20 When text becomes difficult, I pay closer attention to what I am reading. 1 2 3 4 5 21 I stop from time to time and think about what I am reading. 1 2 3 4 5 22 I try to picture or visualize information to help remember what I read. 1 2 3 4 5 23 I use typological aids like boldface and italics to identify key information. 1 2 3 4 5 24 I critically analyze and evaluate the information presented in the text. 1 2 3 4 5 25 I go back and forth in the text to find relationship among ideas in it. 1 2 3 4 5 26 I check my understanding when I come across conflicting information. 1 2 3 4 5 27 I try to guess what the material is about when I read. 1 2 3 4 5 28 When text becomes difficult, I reread to increase my understanding. 1 2 3 4 5 29 I ask myself questions I like to have answered in the text. 1 2 3 4 5 30 I check to see if my guesses about the text are right or wrong. 1 2 3 4 5

SCORING GUIDELINES FOR THE SURVEY OF READING STRATEGIES Student Name: ______Date: ______

1. Write the number you circled for each statement (i.e., 1, 2, 3, 4, or 5) in the appropriate blanks below. 2. Add up the scores under each column and place the result on the line under each column. 3. Divide the subscale score by the number of statements in each column to get the average for each subscale. 4. Calculate the average for the whole inventory by adding up the subscale scores and dividing by 30. 5. Use the interpretation guidelines below to understand your averages.

Global Problem Support Overall Reading Reading Strategies Solving Strategies Reading Strategies Strategies (GLOB Subscale) (PROB Subscale) (SUP Subscale) (ORS)

1. ______7. ______2. ______GLOB ______3. ______9. ______5. ______PROB ______4. ______11. ______10. ______SUP ______6. ______14. ______13. ______8. ______16. ______18. ______12. ______19. ______22. ______15. ______25. ______26. ______17. ______28. ______29. ______20. ______30. ______21. ______23. ______24. ______27. ______

_____ GLOB Score _____ PROB Score _____ SUP Score ____Overall Score / 13 / 8 / 9 / 30 _____ GLOB Average _____ PROB Average _____ SUP Average ____ Overall average

KEY TO AVERAGES: 3.5 or higher = High 2.5 – 3.4 = Medium 2.4 or lower = Low

INTERPRETING YOUR SCORES: The overall average indicates how often you use reading strategies when reading academic materials. The average for each subscale shows which group of strategies (i.e., Global, Problem Solving, or Support strategies) you use most often when reading. It is important to note, however, that the best possible use of these strategies depends on your reading ability in English, the type of material read, and your reading purpose. A low score on any of the subscales or parts of the inventory indicates that there may be some strategies in these parts that you might want to learn about and consider using when reading (adapted from Oxford 1990, pp. 297-300).

Form Revised 5-18-2016 Page 7 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students reading strategies. Journal of Developmental Education, 25 (3), pp. 2-10.

In-class and Homework-based Assignments, Quizzes, and Tests: These assessments may include multiple choice, true/false, matching, short answer, sentence completion and construction, labeling, editing and error correction, contrastive analysis, summaries, problem solving, and/or defining tasks. They can be implemented in-class, as homework, individually or in collaborative pair or group settings, and different parts might be administered orally or in writing. The following is provided as an example of a text-based assessment that allows students to demonstrate various reading comprehension skills and strategies.

Sample assessment Pre-reading and During Reading Quiz Connecting Directions: Before reading the article “Citizen Journalism,” read, think, and write short answers to the following questions.

1 What kind of person should report the news, and what training should they get? ______

2 How do we know if news is true? ______

3 Can ordinary people – people like you or your friends – report the news? Why or why not? ______

4 What would you do if you were the only person who saw something important happen – something important enough to be in the news? Explain your answer. ______

Previewing and Predicting Directions: Quickly read the first sentence of each paragraph in “Citizen Journalist.”. Decide what the topic of the paragraph will be. Then read the following topics. Write the number of the paragraph (1–7) next to the topic that best describes it. The first paragraph has been done for you. PARAGRAPH TOPIC It will explain how news was reported in the past before citizen journalism. It will give a detailed example of one online news site. 1 It will describe changes in the news media today. It will describe recent changes in the news business. It will describe problems of citizen journalism. It will explain how traditional journalists and citizen journalists can work together. It will explain how traditional journalists are losing control over the news.

Form Revised 5-18-2016 Page 8 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Directions: Actively read the complete passage, taking notes and annotating the text as you have learned to do.

Citizen Journalism

1 The news media today is in one of the most significant periods of change in its history. Change is not new

to the news. The telegraph in the 1840s, cheap paper and huge numbers of immigrants in the 1880s, the radio in

the 1920s, and television in the 1950s all transformed news reporting. However, the biggest change has taken

place in digital media. In digital media, well-trained journalists with a lot of experience are not the only people

reporting the news. Free, convenient technology means that almost anyone with a computer or smart phone can 1 Look back for the report news online. These people are known as citizen journalists, or bloggers. definition of blogger, and 2 Before citizen journalism, experienced journalists controlled the news. They researched a story, wrote an highlight it. article, and showed it to their editors. The editors decided whether the story was worthwhile. If they decided it 2 What is the was not very interesting, they rejected it. If they thought it was interesting, they would check the story and make author’s claim in sure it was well written. Then the story appeared in a newspaper or on television. Journalists expected the public paragraph 2? to believe the story and not to question it. In most cases, reporters and editors decided what news to publish and Highlight it.

what news to ignore.

3 Today, traditional journalists no longer have this control over the news. Citizen journalists have the same

technology as traditional reporters and can easily publish news. This news can reach millions of people through

the Internet on websites and blogs – another name for online journals. Millions of people have created their own

blogs and use them to write about many things, including the news. They invite readers to answer them by 3 Look in the adding, or posting, comments to the blog. One amazing thing about blog postings is their speed. Bloggers often sentence for the definition post news before the traditional media report it. For instance, when Hurricane Katrina hit New Orleans, bloggers of posting, and highlight posted video and text of the devastation before many of the major news organizations. Blogs can also provide it. very specific and personal information that is not available from traditional news media.

4 After the tsunami in Southeast Asia, bloggers were the first to tell the world what was happening. Blogs

were able to provide information to friends and families who were waiting for news of survivors of the disaster.

One large online news site is the South Korean OhmyNews website. This website, which was founded in 2000 by

Oh Yeon-ho, publishes hundreds of stories every day. Millions of readers visit this site. In 2003, 25,000 citizen

journalists were writing stories for OhmyNews. Four years later, more than 40,000 were reporting. These citizen journalists are not professional journalists; they are office workers, salespeople, farmers, and doctors. As Oh

Yeon-ho explains, “With OhmyNews, we wanted to say goodbye to twentieth-century journalism. . . . Our main

concept is every citizen can be a reporter.”

5 Sometimes traditional media also depend on citizen journalists. In November 2008, a group of gunmen

attacked the Indian city of Mumbai. They attacked several buildings, including a police station, restaurant,

hospital, and a well-known hotel, the Taj Mahal Palace and Tower Hotel. The gunfight lasted for hours, and over

150 people were killed. Traditional news media found it difficult to report on the fast-moving events. However,

within minutes, citizen journalists from all over the city began reporting using online services such as Twitter and

YouTube. People uploaded photos and even transmitted video from inside the burning Taj Hotel. News networks

including CNN used these pictures and information in their broadcasts. At one point, citizen journalists were

Form Revised 5-18-2016 Page 9 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

posting seven messages every five seconds on Twitter. One of these journalists was Arun Shanbhag, who was 5 What is the topic of near the hotel when it was attacked. He described what was happening and uploaded many photos. “I felt I had a paragraph 5? responsibility to share my views with outside world,” he later explained. These examples show the power of Highlight it.

citizen journalism.

6 Citizen journalism is powerful, but it also has problems. One problem is accuracy. Anyone can post a story, so how do readers know what is true? For example, in 2008, someone posted on CNN iReport that Steve

Jobs, the CEO of Apple, had suffered a heart attack. This was not true, but it resulted in the company quickly

losing 10 percent of its value. After just 20 minutes, CNN deleted the post. Another issue is what kind of information citizen journalists should publish. For example, traditional media decided not to broadcast videos of

the execution of the Iraqi leader Saddam Hussein; however, someone posted a video of his death on the Internet

just minutes after the execution. Five years later, when Muammar Gaddafi, the former leader of Libya, was killed, traditional media decided they would post videos of his death. They believed they had to do this because

bloggers would post these videos anyway. It is clear that traditional media no longer have absolute control of the

news. 7 Online news sites have also forced the traditional media to change the way they do business. Traditional

media make money mainly through advertising. However, since more people get their news online, fewer people

are buying newspapers or watching the news. Advertisers have therefore begun to buy more online advertising and spend less on advertising in traditional media. This has caused the traditional news media to lose money. One 6 Who is the solution has been to move to the Internet. Most large news organizations now have websites. For example, CNN audience for this article? has a very successful website with an audience of more than 20 million people per month. The growth in digital What is the media and citizen journalism has resulted in many changes in the business and reporting of the news. author’s purpose for writing?

CSLO 2 can be assessed with such instruments as the following:

X Exams/Tests X Quizzes Research X Portfolios X Essays and Oral Projects Projects Paragraphs Presentations Field Trips Simulation Group X Class X Homework X Journals, X Assignments Projects Participation Notebooks, Logs

Vocabulary Notebooks: This tool is used to assess students’ vocabulary acquisition over time. Vocabulary notebooks can be critical tool in student word learning, providing a single place for students to record their growing vocabulary base and ability to use the words they are encountering. Periodic review of the notebooks by the students and faculty is a crucial component of the use of this instrument. A simple rubric indicating the degree of completeness, originality, accuracy, and understanding through use can be utilized using this scale – 4 excellent – 3 good – 2 fair – 1 needs work, and students can also be provided a means to self‐assess their receptive and productive acquisition of the words.

Form Revised 5-18-2016 Page 10 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Sample assessment LMC ESL Vocabulary Development Notebook

When using a vocabulary notebook, you will need to decide how to organize it. Common ways are:

 alphabetically - list the words according to their first letter A, B, C, D, ... Z.  date - list the words according to the date you first saw them  grammatical organization - all the verbs together, all the nouns together etc.  topic - all the words related to a particular subject together - word families and lexical sets

Organizing words alphabetically is fine when you want to know about a word that you hear or read. Topic organization is better if you want to find a word to use productively in your writing or speech.

A good suggestion is to organize the main part of your vocabulary notebook by topic or class and have an alphabetical index at the back of the book which refers to the topic areas or class.

Your notebook will be assessed using this scale – 4 excellent – 3 good – 2 fair – 1 needs work – and rating your completeness, accuracy, and understanding through use.

Sentence you first heard/read the word Part of speech Relationships (other words in the family) Pronunciation and spelling Formation (affixes and roots) Definition Word Connotation (positive/negative) Synonyms Antonyms Collocations Usage (formal / informal, where, and when) Personalization of word (your own sentence, picture, relation, question, categorization, or other)

In-class and Homework-based Assignments, Quizzes, and Tests: These assessments may include, for example, definition recognition, synonym identification, meaning from context inferencing, matching, short answer, correct word choice, sentence completion and construction, part of speech labeling, and cloze tasks. They can be implemented in-class, as homework, individually or in collaborative pair or group settings, and different parts might be administered orally or in writing. The following are two examples of assessment suitable for this low-beginning–beginning level of vocabulary instruction

Sample assessment Context Clues As you read the following sentences, think about the type of context clue that can help you figure out the meaning of the word in bold. Circle the type of clue. If you can use more than one type of clue, circle all that apply. Then, highlight context clue(s) that helped you. Lastly, give your own definition of the bolded word. The first one has been done for you.

1 When Marcus entered the classroom, he felt calm. However, as soon as he turned over the test paper, he began to feel agitated. a definition c contrast b exemplification d general knowledge

- What does agitated mean? not calm; stressed

2 Journalists must be versatile. For instance, they must be good at writing, listening to people, speaking, working quickly, and doing research. a definition c contrast Form Revised 5-18-2016 Page 11 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

b exemplification d general knowledge

- What does versatile mean? ______

3 When James worked in the office, his job was sedentary. Comparatively, when he became a reporter, he was almost always away from his desk. a definition c contrast b exemplification d general knowledge

- What does sedentary mean? ______

4 Most people prefer portable music players, such as the iPod that fits in your pocket. a definition c contrast b exemplification d general knowledge

- What does portable mean? ______

5 The police estimated that over 10,000 people came to hear the speaker. They weren’t exactly sure of the number because there were too many people to count. a definition c contrast b exemplification d general knowledge

- What does estimated mean? ______

6 The national report said that most of the illiterate citizens, those who cannot read or write, live outside of the main cities. a definition c contrast b exemplification d general knowledge

- What does illiterate mean? ______

CSLO 3 can be assessed with such instruments as:

Major Essay Assignments: Students will write two typed, academic, thesis-driven essays using information and ideas from the course text(s), which will include diverse perspectives and worldviews. Essays should be 2-3 or 3-4 pages in length. Each major essay will require students to synthesize ideas from the text along with their own ideas. Students will also write at least two rough drafts for each essay in order to demonstrate the ability to revise. The first draft will focus on organization and content revision and the; second draft will focus on sentence structure, word choice and grammar revision.

Form Revised 5-18-2016 Page 12 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Sample assessment

Essay # 1 PROMPT: Explore and discuss three themes in Jean Kwok’s Girl in Translation.

GUIDELINES: -Your discussion must demonstrate that you have carefully read all chapters, especially Chapters 4 and 5. -Make sure you use examples from the text to support any claim YOU make. -Be sure to make absolutely clear which are the author’s original ideas and which are your own.

Write an introductory paragraph, three supporting paragraphs and a conclusion. 1. The introductory paragraph must contain a thesis. 2. Each paragraph should contain a topic sentence: One clear and concise sentence that summarizes the paragraph and relates to the thesis. 3. Support your ideas with paraphrases, quotes and summaries from Reaching Out. 4. Provide analysis/comments/reaction after EACH paraphrase, quote or summary. [do not provide analysis in the introductory paragraph] 5. Use MLA in-text citations (author’s last name / page number)

MULTI-LINGUAL ENGLISH LANGUGAE LEARNER WRITING EVALUATION RUBRIC (see next page)

Form Revised 5-18-2016 Page 13 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Form Revised 5-18-2016 Page 14 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

GUIDE FOR COMPLETING THE MULTI‐LINGUAL ENGLISH LANGUGAE LEARNER WRITING EVALUATION GRID Content: Ideas & Information (25%) 1.Thesis statement (explicit, identifiable; appropriate to essay type or topic; predictive) 2.Topic development (depth and quality/originality of information) 3.Support (relevant, sufficient, detailed; general vs. specific support, fact vs. opinion) 4.Information level/value

Excellent (A+, A, A-) Very clear and appropriate thesis, defined and supported with sound generalizations and substantial, specific, and relevant details; distinctive, original content for maximum impact; excellent information level; strong introduction and conclusion.

(Very) Good (B+, B, B-) Clear and appropriate thesis; selects suitable and appropriate content with sufficient details; informative; occasional minor problems with focus, depth, and/o r unity; good introduction and conclusion.

Satisfactory (C+, C, C-) Thesis may be unclear (e.g. too broad/narrow); acceptable topic development; some support points may be vague, insufficient, obvious, unconvincing; satisfactory introduction and conclusion.

Weak (D+, D, D-) Thesis not apparent or weak; poor topic development; lacking in substance; many support points are insufficient, irrelevant and/or repetitive; low information level; weak conclusion.

Fail (F) lacks main idea; unacceptable topic development; too vague, insufficient, unconvincing, or off-topic; not enough to evaluate.

Organization & Text Structure (20 %) 1.Presence and logical sequencing of introduction, body paragraphs, and conclusion 2.Use of relevant patterns of organization (related to topic or essay type) 3.Coherent and unified relationship of ideas (NB: grammatical accuracy related to cohesive devices is considered under Grammar & Language Use)

Excellent (A+, A, A-) - exceptionally clear plan connected to thesis; well organized, effective and logical sequencing; smooth flow of ideas; excellent use of transition techniques; clarity of message enhanced by organization.

(Very) Good (B+, B, B-) - appropriate pattern of organization relevant to topic or essay type; generally smooth flow of ideas and appropriate use of transition techniques; overall organization good; most transitions used appropriately but would benefit from more frequent and varied use of transitions; sequencing generally logical.

Satisfactory C+, C, C-) - shows understanding of pattern of development; somewhat choppy; relationships between ideas not always clear; overall organization satisfactory, but some elements may be loosely connected or lacking in transitions; most points logically sequenced but some problems in organization still exist.

Weak (D+, D, D-) - problems with pattern of organization; disjointed; ideas do not flow well and relationships between ideas are often not clear; ideas difficult to follow because they are often not logically sequenced and/or are unrelated.

Fail (F) - does not show understanding of pattern of organization; no clear organization: confusing, vague, or seemingly unrelated ideas; pattern of organization not pertinent to topic/essay type; ideas not developed in separate paragraphs; not enough text to evaluate.

Grammar & Language Use (40 %) 1.Sentence structure (coordination and subordination; variety) 2.Sentence problems (fragments, comma splices, run-ons) 3.Verb structures (agreement, tense, form) 4.Phrase structure 5.Articles, pronouns, prepositions

Excellent (A+, A, A-) – sentences skillfully constructed, effectively varied with simple and complex forms; harmonious agreement of content and sentence design; hardly any errors in basic sentence or grammatical forms. Form Revised 5-18-2016 Page 15 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

(Very) Good (B+, B, B-) – sentences accurately and coherently constructed with some variety; good use of complex constructions; only a few errors in grammatical forms; meaning not affected by errors.

Satisfactory (C +, C, C-) - effective but simpler constructions and/or problems with complex constructions; meaning generally clear; several errors in grammatical forms.

Weak (D, D+, D-) - some problems in simple constructions and/or frequent problems in complex constructions, or avoidance of complex structures; clarity weakened by awkward grammatical structures; many problems in grammatical forms.

Fail (F) - many problems in sentence structures (both simple and complex) and/or absence of complex structures; frequent sentence structure errors which confuse and distract the reader; frequent errors in grammatical forms; not enough text to evaluate. Vocabulary (Terminology) (10 %) 1.Word forms 2.Word choice (precis ion) 3.Regis ter4.Idiomatic u sage 5.Range

Excellent (A+, A, A-) - high level of sophistication; impressive range; effective use of vocabulary to express ideas; only a few minor errors with word choice/form/idioms.

(Very) Good (B+, B, B-) – (very) good range and variety in the use of vocabulary; effective word/ idiom choice and usage; appropriate register; several minor errors related to word choice/form/idioms.

Satisfactory (C +, C, C-) – adequate range in the use of vocabulary; occasional errors of word choice/form/idiom or usage, meaning generally clear (some minor ambiguity).

Weak pass (D+, D, D-) - limited range; frequent errors of word choice/form/idiom and us age; meaning sometimes unclear or ambiguous as a result of errors.

Fail (F) - very limited range; words recycled, reused, or too general; frequent errors of word choice/form/idiom and usage may obscure the meaning; problems with basic vocabulary; not enough text to evaluate.

Mechanics (5%) 1.Punctuation 2.Spelling 3.Capitalization 4.Presentation (NB: punctuation involving fragments, comma splices and run-ons are considered under 5. Grammar & Language Use)

Excellent, (A+, A, A-) – very few errors either in punctuation, spelling, or capitalization; correct indentation; neat presentation.

(Very) Good (B+, B, B-) -only a few minor errors in punctuation, spelling, and capitalization; clarity of message never affected by errors; correct indentation; legible handwriting.

Satisfactory (C +, C, C-) - occasional errors in punctuation, spelling or capitalization, problems with indentation; meaning still clear despite errors; hand writing hard to read but basically legible. Weak (D+, D, D-) - many errors in punctuation, spelling, capitalization; meaning sometimes unclear as result of mechanical errors; absence of indentation; nearly illegible handwriting affecting text comprehension.

Fail (F) - dominated by errors in punctuation, spelling, indentation and capitalization; illegible handwriting.

Form Revised 5-18-2016 Page 16 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

English language learner caveat: “The holistic approach to evaluating student writing samples yields a single overall score for the written work. This approach is problematic for ELLs, because raters can assign too much weight to grammatical forms and conventions that take years for ELLs to master. This approach also does not provide learners with the detailed feedback they need to improve their English writing skills, nor does it take into account that different ELLs can be at the same grade level, but in varying stages of learning English. It should be noted that educators in New York State have put together a set of holistic rubrics specifically designed for students at different levels of English language acquisition.

The more analytical approach to evaluating writing samples requires evaluators to identify different traits of the written work and to assign a score to each trait. This method is time consuming, but thought to be more useful to students and teachers alike. Some of the most widely used traits for analyzing written work are those developed by the Northwest Regional Educational Lab (NWREL) in their "6 + 1" formula. The traits are: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. These traits help teachers identify for their students the different aspects of their writing that need to be improved. Definitions of the traits may be viewed on NWREL's Web site at http://educationnorthwest.org/traits” (Neuman, H. Journal of Second Language Writing, 2014).

Form Revised 5-18-2016 Page 17 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

CSLO 4: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support learning vocabulary and reading skills and strategies, reading to learn, writing, and interrelated language development.

LMC ESL Thinking Dispositions/Habits of Mind Assessment Matrix – Reading and Vocabulary Language Focus Assessment Instrument Thinking Open- Selected Performance Journal, Disposition / ended Checklist Interview Rubric Portfolio Response Observation Log, Diary Habit of Mind Response Reading 1 Learn More 2 Ask Questions Look at 3 Things Another Way Vocabulary Strive for 4 Accuracy 5 Innovate 11 Find Solutions Adapted from Costa, A. and Kallick, B. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success (2008), p. 218-219.

Sample assessment LMC ESL Habits of Mind – Intelligent Behaviors and Thinking Dispositions – Performance Rubrics

Using a scoring guide, the rubric(s) is/are performance-based assessments that seek to measure or rate the quality of a student’s intelligent behavior as applied to or employed by the student in support of learning, understanding, engaging in specific ESL course content and related activities, opportunities, and challenges.

The five-point rubric, ranging from "no concept" to "exemplary," was designed to focus on the Habits of Mind (HoM) woven into the LMC ESL curriculum, including our program, course, lesson, and instructional student learning outcomes. It is meant to provide an assessment that may be used in formative and/or summative manner to determine and describe interconnected levels of academic achievement and functional performance. It may be presented as a pre- test/post-test or as a recurring progress monitoring tool. It can also be used in an oral interview setting. It is based on Costa and Kallick's 16 Habits of Mind, includes elements from Bloom's Revised Taxonomy and Marzano's Dimensions of Learning and 21st Century Learning Skills, and features the LMC ESL faculty’s own original pedagogical and instructional mindsets, philosophies, and practices.

Instructions Scoring requires the assignment of one of the numbers for each HoM in the spaces provided to the right of the descriptions. The overall score across all Habits of Mind for a specific course is determined by adding the scores from each of the HoM.

Overall Scoring No Concept – 0 Limited – 1-3 Developing – 4-6 Proficient – 7-9 Exemplary – 10-12

Used in a pre/post model or as a progress monitoring tool, the same teacher should pre- and post- assess the student to be consistent in scoring. The score should reflect the student’s advancement, success, and strengths, and it should also

Form Revised 5-18-2016 Page 18 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV encourage him/her to continue to develop greater independence in applying the thinking disposition(s), becoming increasingly sensitive to times when using the HoM would be beneficial, building greater inclination to using (i.e., desiring and seeking out situations in which to use) the HoM, and monitoring and evaluating her/his own skills and behavior.

Student Name: ______L1: ______

ESL Course: ______# of Semesters at LMC: ______

Date(s) of administration(s): ______

READING 1. LEARN MORE: Remaining open to continuous learning Embrace having more to learn. Have humility and pride when admitting you don’t know. Resist complacency. Seek out and create your own ‘new & improved’ learning opportunities. Remain open to continuous learning. When engaging in ESL reading, learning to read, and reading to learn opportunities, the student  relies on self-confidence in knowledge already attained; is closed-off to engaging in new No Concept – 0 and/or uncertain experiences.

 confronts learning opportunities with fear rather than with wonder; is uncomfortable with Limited – 1 doubt and uncertainty.  is only open to new learning experiences if little effort is required; values knowing as opposed Developing – 2 to learning  is eager to learn and invites the unknown, the creative, the inspirational, even if extra effort is Proficient - 3 required. Learning appears to be very important. score(s)  seizes every opportunity as a valuable learning experience; searches for new and better ways Exemplary - 4 of learning, striving for improvement. 2. ASK QUESTIONS: Questioning and problem posing Have an inquiring attitude. Request. Query. Investigate. Challenge. Probe. ASK in order to succeed. Who? What? WHY? Where? When? How? Pose problems. Explore, practice, and develop questioning strategies. When engaging in ESL reading, learning to read, and reading to learn opportunities, the student  is not able to generate/use appropriate questions or questioning strategies No Concept – 0  can generate closed-ended questions and use a few simple questioning strategies but is Limited – 1 unwilling/able to probe deeper into a text, issue or idea.  is not afraid to probe deeper into a text, issue or idea. but needs prompting from teacher to Developing – 2 generate questions and use questioning strategies.

 is able to generate and employ various appropriate question types and questioning strategies to Proficient - 3 explore alternative points of view.  is able and willing to pose hypotheticals and explore real-world connections and relationships score(s) Exemplary - 4 through a variety of question types and strategies. 3. LOOK AT THINGS ANOTHER WAY: Thinking flexibly Think flexibly. Consider other opinions and ways of doing and being. Generate alternatives. Explore different ideas and options. Be willing and able to change perspectives. Open your mind and heart to new and varying possibilities. When engaging in ESL reading, learning to read, and reading to learn opportunities, the student  does not consider new information, issues, or ideas from texts or related exercises and activities; believes own ideas are the only ones with value and is uninterested, unwilling, or No Concept – 0

unable to read or listen to others with differing ideas.  mindlessly accepts the information, issues, or ideas in texts or related exercises and activities as given; knows that other people have different ideas from own but doesn’t pay attention to Limited – 1 these different ideas, preferring to know the “right” answer.  takes some time to consider new information, issues, or ideas from texts and related exercises Developing – 2 and activities, and demonstrates some ability in trying to understand views different from own score(s)  thoughtfully considers new information, issues, or ideas emanating from texts and related Proficient - 3 exercises and activities; exhibits agility in alternative perspective taking.

Form Revised 5-18-2016 Page 19 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

 thoroughly contemplates new information, issues, and ideas emanating from texts and related exercises and activities; strives to find ideas that are different from own and evaluates them to Exemplary - 4 decide if they make sense - even when the ideas are unusual.

Method of Evaluation/Grading:

Academic Written Summaries, Paragraphs, Essays, Portfolios (CSLOs 1, 2, 3, 4) 40-45% Reading and Vocabulary Quizzes and Exams (CSLOs 1, 2, 3, 4) 25-30% Logs, Notebooks, Journals, Self-Assessments (CSLOs 1, 2, 3, 4) 15-20% In-class and Homework Assignments, Activities, and Participation (CSLOs 1, 2, 3, 4) 20-25%

A-level Achievement A-level work of students at this LMC intermediate level of English language proficiency regarding academic and critical reading, vocabulary, writing, and thinking is characterized by excellent ability to comprehend texts that are multipage nonfiction and fiction works spanning topics from a variety of collegiate disciplines and career fields (90-100% of the time). A high degree of agility in applying before, during, and after reading schema-building, inference, analysis, evaluation, and interpretation skills and strategies to improve English language development is demonstrated on a regular basis (90-100% of the time). The work shows mastery of the appropriate and even creative use of high frequency academic words and language (at least 90% correct), and advanced dexterity in using context to support understanding. Essay shows evidence that the student has completed and comprehended the readings and understood the writing task. Essay fully responds to the assignment. It has a clear focus with a stated thesis statement. Each paragraph contains abundant specific examples, details and illustrations drawn from the readings as well as the student’s experience, to fully develop the main point as expressed in the topic sentence. Paragraphs show thoughtfulness (analysis, reflection, explanation, commentary). Student uses MLA format correctly for formatting and citation purposes. Demonstrates knowledge of sentence mechanics and grammar (with minimal errors). Reflection on and employment of content-specific thinking dispositions are advanced.

C-level Achievement C-level work of students at this LMC intermediate level of English language proficiency regarding academic and critical reading, vocabulary, writing, and thinking is characterized by satisfactory ability to comprehend texts that are multipage nonfiction and fiction works spanning topics from a variety of collegiate disciplines and career fields (70-79% of the time). An average capability in applying before, during, and after reading schema-building, inference, analysis, evaluation, and interpretation skills and strategies to improve English language development is noticeable (70-79% of the time). The work shows adequate use of high frequency academic words and language (at least 70% correct), and a passing ability in using context to support understanding. Essay has “average” thoughtfulness in meeting the assignment’s minimal requirements. Essay has an identifiable focus with a recognizable thesis. Writing is organized, but may lack clarity or be somewhat ineffectively organized in some places. Supports thesis with a bare minimum of detail and analysis. May have some errors in MLA format or citation. Demonstrates a basic understanding of sentence mechanics. Errors in grammar, punctuation, and spelling are present, but do not interfere with meaning. Reflection on and employment of content-specific thinking dispositions are average.

Form Revised 5-18-2016 Page 20 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Course Content: English language and writing, reading, and vocabulary skill and strategy development and refinement for non-native English speaking students in this course occurs through the following units of instruction and according to the given percentages of time/attention/focus over the course of a semester

30% Academic Critical Reading and Thinking at an intermediate level of English language proficiency  Critically and actively reading, comprehending, responding to – via analysis, evaluation, interpretation, and discussion – texts  Learning, practicing, reflecting on, and reviewing academic critical and active reading and thinking skills and strategies

20% Academic Vocabulary at an intermediate level of English language proficiency  Developing vocabulary within the reading contexts and high frequency target words mainly as on the NAWL (new academic word list) and including some also on the NGSL (new general service list)  Learning, practicing, reflecting on, and reviewing vocabulary learning strategies

15% Habits of Mind/Thinking Disposition at an intermediate level of English language proficiency  Learning, practicing, reflecting on, applying, discussing thinking dispositions to effectively support learning vocabulary and reading skills and strategies, reading to learn, writing, and interrelated language development

35% Academic Writing at an intermediate level of English language proficiency  Writing complete sentences. (subject + predicate)  Writing simple, compound, complex and compound complex sentences: Learn how to combine sentences using coordinating conjunctions, subordinating conjunctions and conjunctive adverbs • Reporting the authors’ ideas summarizing, paraphrasing and quoting using MLA in text citations: Learn how to quote, summarize and paraphrase: Report authors’ ideas using effective summaries and paraphrases. Paraphrase authors’ ideas using students’ own words (encouraging the use of synonyms and new and creative ways of expressing ideas in writing) without changing the authors’ ideas.  Writing expository texts: paragraphs and essays  Showing emerging accuracy of Standard (U.S.) Academic English: Learn and practice proofreading strategies, and identify and fix sentence structure and grammatical mistakes  Using North American Academic English in terms of composing: key concepts, tone, and vocabulary

Intermediate Active and Critical Intermediate Writing, Syntax, and Intermediate Vocabulary Reading and Thinking Grammar Previewing a reading Academic writing Academic vocabulary and general Recalling information Formatting the page vocabulary Skimming information The academic paragraph Idiomatic language Scanning for information Paragraph unity Understanding meaning from context Summarizing information Coherence Understanding Synonyms Activating prior knowledge Writing prompts Understanding Antonyms Understanding reasons Purpose, audience, and tone Choosing the correct dictionary Understanding key details Taking effective notes definition Considering the characteristics Outlining Understanding words with multiple of various text types Strategies for paraphrasing meanings Answering questions about reading Strategies for managing time Recognizing sentence connectors content Avoiding sentence fragments, run-ons, Word associations Learning and applying “read smart” and comma splices Collocations skills: identifying text organization, Parallel structure Word families activating prior knowledge, predicting, Sentence variety Identifying parts of taking margin notes, applying Introduction to synthesizing information speech

Form Revised 5-18-2016 Page 21 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

critical thinking to content Introduction to summarizing Word Forms: Recognizing organizational patterns Neutral and unbiased language Recognizing the suffix -ing Understanding and Using a Venn Steps for timed writing: plan time, Recognizing the suffix -ment diagram analyze prompt, brainstorm, write Recognizing the suffix -ness Creating a flowchart outline, write essay, proofread essay Recognizing the prefix re- Using headings to create an outline Word choice Recognizing the suffixes -ence and Organizing information in a chart Developing ideas -ance Understanding graphics Introduction to the academic essay Recognizing the prefix in- Identifying reasons and effects How Is an Essay Recognizing the suffix -ity Understanding statistics Organized? Recognizing the suffixes -tion and Understanding infographics Common Essay Forms -ation Understanding main ideas and key Example Essays Adverbs: recognizing the suffix -ly details How Do you Write an Introduction? Recognizing the prefix un- Linking ideas using a summary chart What Is the Role of the Thesis Recognizing the suffix -ment Understanding sequence Statement? Understanding reasons What Is in the Body of an Essay? Understanding figurative language Connectors and Transition Making comparisons Words Understanding contrastive language What Does the Conclusion of an Essay Relating text organization to content Do? Answering questions about reading Improving writing and fluency using content specific vocabulary and collocations Understanding tone and purpose using a Introducing examples into a text concept map Avoiding plagiarism by referencing, Understanding sequence paraphrasing, and summarizing Identifying different viewpoints Timed writing Understanding classifications Journal writing Inferring conclusions Free writing Linking ideas and examples Summary writing Creating a map of the text Email to a professor Understanding a process Gerunds and Infinitives Reading multiclause, multiphrase That clauses sentences Reporting verbs Comparing cultural differences Clauses and Phrases Creating and comparing lists Perfect Evaluating information Simple, compound, and complex Assessing advantages and disadvantages sentences Discussing social changes Comma rules Surveying classmates Analyzing survey results Talking about obstacles Explaining opinions Matching Organizing importance of details Ranking information Interpreting symbolism Evaluating a process Creating a plan of action Describing a procedure Reflecting on own experience Evaluating possible problems Questioning statements in a text Evaluating pros and cons Interpreting meaning Inferencing

Form Revised 5-18-2016 Page 22 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Lab By Arrangement Activities (If Applicable):

Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) ______

Textbooks: Reading and Vocabulary

Lorraine C. Smith and Nancy Nici Mare, Reading for Today 3: Issues, Fifth Edition, 2016.

Laurie Blass, Mari Vargo, and Ingrid Wisniewska, 21st Century Reading 3: Creative Thinking and Reading with TED Talks, First Edition, 2016.

Tania Pattison, Critical Reading: English for Academic Purposes, First Edition, 2015.

Nancy Douglas, Reading Explorer 3, Second Edition, 2015.

Elizabeth Bottcher, Robert F. Cohen, Kim Sanabria, Judy L. Miller, Lorraine C. Smith, Longman Academic Reading 3: Reading for College, First Edition, 2014.

Jessica Williams, Reading and Vocabulary Focus 3, First Edition, 2014.

Jo McEntire and Jessica Williams, Making Connections 2: Skills and Strategies for Academic Reading, Second Edition, 2013.

Baker-Gonzalez, Joan and Eileen K. Blau. World of Reading: A Thematic Approach to Reading Comprehension 3, First Edition, 2009. (This textbook has multicultural and global essays, articles, and stories ESL students enjoy and can bring their own experience to.)

Writing Deborah Gordon, Barbara Smith-Palinkas, Grammar for Great Writing B (intermediate), First Edition, 2018.

Laurie Blass and Mari Vargo, Pathways 3: Reading Writing, and Critical Thinking, Second Edition, 2018 (reading and writing; available March 2018)

Steve Marshall, Advance in Academic Writing: Integrating Research, Critical Thinking, Academic Reading and Writing, First Edition, 2017. (may be suitable for both ESL-085WR and ESL-095WR).

Jill Bauer, Mike Boyle, and Sara Stapleton, Final Draft 2, First Edition, 2017.

Milada Broukal, Weaving it Together 3: Connecting Reading and Writing, 4th Edition, 2016.

Kristin Dalby and Tim Dalby, University Success Writing: Intermediate-High Intermediate Level, First Edition 2016.

Alice Oshima and Ann Hogue, Longman Academic Writing Series 3: Paragraphs to Essays, Fourth Edition, 2016.

Form Revised 5-18-2016 Page 23 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Peter Chin, Yusa Koizumi, Samuel Reid, Sean Wray, Yoko Yamazaki, Academic Writing Skills 1, First Edition, 2016.

Karen Blanchard and Christine Root, Ready to Write 3: From Paragraph to Essay, Fifth Edition, 2016.

Keith Folse, Elena Vestri Solomon, David Clabeaux, Great Writing 3 From Great Paragraphs to Great Essays, Third Edition, 2015.

Beatty, LEAP Intermediate Reading and Writing, First Edition, 2015.

Andrew Aquino-Cutcher, Wendy Asplin, David Bohlke, Jeane, Lambert, Final Draft 3, First Edition, 2015. (“temporarily unavailable” ??)

Colin Ward and Margot Gramer, Q: Skills for Success 2e Reading and Writing Level 3, Second Edition, 2014.

Rhonda Liss and Jason, Davis, Effective Academic Writing 2e Student Book 3, Second Edition, 2014.

Laurie Barton, Carolyn Dupaquier Sardinas, NorthStar Reading and Writing 3, Fourth Edition, 2014.

Kate Adams, Inside Writing 3, First Edition, 2014.

Jessica Williams, Academic Encounters Level 2 Reading and Writing, Second Edition, 2013.

Peter Chin, Samuel Reid, Sean Wray, Yoko Yamazaki, Academic Writing Skills 2, First Edition, 2012.

Sue Peterson and Dorothy Zemach, Writing Power 3, First Edition, 2012.

Jessica Williams, Kristine Brown, Susan Hood, Academic Encounters Level 3 Reading and Writing, Second Edition, 2012.

Colin Ward, Focus on Writing 3, First Edition, 2011.

Barbara Smith-Palinka, Kelly Croghan-Ford, Key Concepts 1 (intermediate-high intermediate), First Edition, 2009 (classic text with authentic readings from college textbooks).

Novels Level appropriate and multiculturally focused novels will be chosen by ESL faculty and program. For example:

Girl in Translation, Jean Kwok, 2010, Penguin Group USA, 304 pp. ISBN-13: 9781594487569 The Color of Water, James McBride Buried Onions, Gary Soto

Form Revised 5-18-2016 Page 24 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

LMC English as a Second Language Curriculum Map ESL/EMLS Stages, Courses, PSLO 1 PSLO 2 PSLO 3 PSLO 4 PSLO 5 PSLO 6 and Program Student Learning Outcomes Reading Vocabulary Writing Grammar Speaking/Listening Language Awareness The Los Medanos College English as a Second Language Embrace having more Strive to gain increasing Communicate clearly, Risk responsibly and persist Speak and listen with Pay attention to recognize (ESL) program infuses Habits of Mind – intelligent to learn through ability to understand effectively, and to accurately understand and empathy and and self-improve behaviors and thinking dispositions – and the LMC reading inquiringly and accurately and creatively in writing at apply a wide variety of increasing confidence, pronunciation difficulties, institutional student learning outcomes (ISLOs) into our and critically and creatively use the word, phrase, grammatical structures – fluency, and self- speech challenges, writing second language acquisition-oriented program student thinking flexibly about vocabulary learned clause, sentence, from basic to advanced - to regulation, exploring complexities, listening learning outcomes (PSLOs) to optimally help prepare diverse, multigenre from context and on the paragraph, and essay negotiate meaning, ask diverse and alternative obstacles, and reading students to meet their social and civic language needs and college-preparatory new general service list levels, reviewing and questions, share and discuss perspectives, within a issues that may impede achieve their academic and career goals. and college texts that (NGSL) and the new reflecting on your ideas and opinions, solve range of formal and successful engagement and connect you to academic word list writing and learning, problems, create plans, make informal social, interaction, finding humor As a non-native English language learner who multicultural, social, (NAWL) in known and and collaborating with decisions, present arguments, academic, and career and responding with successfully completes our program, you will ethical, and global new situations. others to support your and apply past knowledge to communication wonderment and awe to ideas and issues. continual achieve solid understanding settings. support your doing so. development. and intended meaning. LMC ISLO LMC ISLO LMC ISLO LMC ISLO LMC ISLO LMC ISLO Language Learning Stages and Courses 1, 2, 3, 4, 5 1, 3 1, 2, 3, 4 1, 2, 3 1, 2, 3, 5 1, 2, 3 ESLN-065VR I - 4 I - 4 AS – 2 AS – 2 AS – 1 I – 3 ESLN-075VR P – 4 P – 4 AS – 2 AS – 2 AS – 1 P – 3 Basic Vocabulary and Reading I. ENTERING Development 1 and 2 ESLN-065W AS – 2 AS – 1 I – 4 AS – 3 AS – 1 I – 3 Building a ESLN-075W AS – 2 AS – 1 P – 4 AS – 3 AS – 1 P – 3 foundational Fundamental Writing Skills 1 and 2 language learning ESLN-065G AS – 2 AS – 2 AS – 2 I – 4 AS – 2 I – 3 base and a bridge ESLN-075G AS – 2 AS – 2 AS – 2 P – 4 AS – 2 P – 3 into college credit Foundational Grammar for ESL General Communication 1 and 2 ESLN-065PC AS – 1 AS – 2 AS – 1 AS – 2 I – 4 I – 3 ESLN-075PC AS – 1 AS – 2 AS – 1 AS – 2 P – 4 P – 3 Essential Pronunciation and Conversation 1 and 2 ESL-085WRV R – 4 R – 4 R – 4 AS – 3 AS – 1 R – 3 Intermediate College Writing, II. ENGAGING Reading, Vocabulary, and Dispositional Thinking Developing skills ESL-085G AS – 2 AS – 2 AS – 2 R – 4 AS – 2 R – 3 and strategies for Intermediate Grammar for College college and work and Career Communication engagement and ESL-085SL AS – 1 AS – 2 AS – 1 AS – 2 R – 4 R – 3 success Intermediate Oral Communication for the College Classroom and Beyond III. EXITING ESL-095WRV M – 4 M – 4 M – 4 AS – 3 AS – 1 M – 3

Form Revised 5-18-2016 Page 25 of 26 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-085WRV

Advanced Academic Writing, Preparing for Reading, Vocabulary, and academic and Dispositional Thinking career/professional ESL-095G AS – 2 AS – 2 AS – 2 M – 4 AS – 2 M – 3 advancement and Advanced Grammar for College excellence and Career Communication ESL-095SL AS – 1 AS – 2 AS – 1 AS – 2 M – 4 M – 3 Advanced Speech Communication for Academic and Professional Advancement TOTALS 32 34 32 40 30 42

I = PSLO is Introduced P = PSLO is Practiced R = PSLO is Reinforced M = PSLO is Mastered AS = PSLO is Additionally Supported

The degree each PSLO is emphasized: 0 = No Emphasis; 1 = Slightly Emphasized; 2 = Moderately Emphasized; 3 = Significantly Emphasized; 4 = Mainly Emphasized

Form Revised 5-18-2016 Page 26 of 26