Course Discipline and s7

GAVILAN COLLEGE CURRICULUM DEVELOPMENT

NEW COURSE PROPOSAL - SECOND READING Course Discipline & #: ESL775

Date: February 19, 2009 Prepared & Submitted by: M. Sanidad

Department: ESL

1. Anticipated first term of offering: Fall Spring Summer Academic Year: 2009

2. Suggested discipline name, number, title, units, lecture &/or lab hours:

ESL 775 ESL Literacy 1 5 Disc Name Number CAN Course Title Units Lec Lab Recomm hours hours ended per per LEH week week Factor Course Numbering System: 0-99 Transfer & Degree Appropriate 99, 199, 299 Emergency, One Term, Special Topics Course 100-198 Degree Appropriate & Potential Transfer 300s Non Degree, Non Transfer Occupational 200-298 Associate Degree Appropriate & Non Transfer 400s Developmental courses 500s Special Populations (see College Catalog for complete descriptions)

3. Course Catalog Description: This is a pre-ESL survival course that is designed for students with very limited reading/writing skills. The focus is on letter formation, sight-sound recognition and decoding skills. 4. Justification of recommendation for new course: (e.g. requirement for major’s sequence, general education, trends in field or scholarship, etc. List agencies, groups, resources consulted to determine need, i.e., State Boards, advisory committees, surveys, other colleges’ offerings, etc.) There are many immigrants who come to this country having had little formal education in their native countries. A literacy class would give them needed skills to enter a survival ESL course. 5. Proposed Grading System: Regular A B C D E F Credit/No-Credit Option

6. Will course be Repeatable? Note: Course Outline must include additional skills that will be acquired by repeating this course.) a. Credit course - Yes No If yes, how many times? 1 2 3 b. Non Credit course - Yes No If yes, how many times? 1 2 3 Unlimited (Non credit only)

7. Is this a stand alone course? Yes No

8. Course Requisites: List all prerequisites separated by AND/OR, as needed. Attach Validation Form Prerequisite: Co-requisite: Advisory: Placement by the CASAS test.

9. Will this course be offered via Distance Education? Yes No If yes, complete the Distance Education Form D. Select: Internet-based, and the course development software will be: WebCt Other (please specify )

053d59cc260c8d303a30f6889082f62c.doc Revised 3/10/2009 Page 1 of 8 Video-based Telecourse Other (please specify )

10. Scheduling Characteristics:

Fall Day Evening Fall Day Evening Fall Day Evening

11. Does course meet cultural diversity requirement? Yes No

12. What resources will be needed in order to offer this class at Gavilan?

a. Staffing: a part-time noncredit ESL instructor b. Facility Usage: an off-campus location c. Supplies and equipment (include cost estimates): none d. Learning Resource Center resources: none e. Can existing library resources at Gavilan accommodate student needs for this class? Yes No Verified by: Shuk Au-Yeung (Verbal verification of Librarian is adequate.) If no, list additional resources necessary & budget estimate.

f. Can existing computer software, hardware, and other technological resources at Gavilan accommodate student’s needs for this class? Yes No If no, list additional resources necessary & budget estimate.

g. Other:

13. If degree applicable, is a similar course offered at community colleges or 4 year colleges and universities? Yes No Upper or Units (if Lower Dir Sem/Qtr yes, list exa mple s belo w. If your are reco mme ndin g that this class trans fer to UC or CSU

053d59cc260c8d303a30f6889082f62c.doc Revised 3/10/2009 Page 2 of 8 cam pus, be sure to list simil ar cour se from those syste ms.) U L Discipline & No Title College or Univ. U L Discipline & No Title College or Univ. U L Discipline & No Title College or Univ.

14. If degree applicable, please complete the following information on articulation recommendations. (See College Articulation Officer for assistance)

13A. Transfer: Would you recommend that this be a course that transfers to: State Universities and Colleges Yes No University of California Yes No Will the course satisfy a major requirement at CSU or UC? If so, complete the following: at required for Course Title & No. CSUC or UC Campus Program or Major at required for Course Title & No. CSUC or UC Campus Program or Major at required for Course Title & No. CSUC or UC Campus Program or Major

13B. General Education: Would you recommend that this be a course that satisfies the GE requirement in the following: Natural Sci Social Sci Humanities/ Lifelong Commun Math/Quant Art Learn AA Degree CSUC G.E. UC Transfer/GE IGETC (Note that definitions of areas that can be counted in UC or CSUC vary. Be sure to ask for assistance if needed.)

15. First Reading - Routing/Recommendation for Approval: Signatures Approval G.E. Approval Dept. Approval (Chair sign) Date Yes __ No Yes __ No __ __ Area Dean Date Yes __ No Yes __ No __ __ Curriculum Committee Date Yes __ No Yes __ No __ Chair __ Head Librarian (if Date Yes __ No Yes __ No __

053d59cc260c8d303a30f6889082f62c.doc Revised 3/10/2009 Page 3 of 8 applicable) __ Distance Education Date Yes __ No Yes __ No __ Coordinator (if applicable) __

16. Approval: Vice President of Date Yes __ No Yes __ No __ Instruction __ President Date Yes __ No Yes __ No __ __ CCC Chancellor’s Office Date Yes __ No Yes __ No __ (if applicable) __

17. Rejection & reasons:

18. Date forwarded to Articulation Officer:

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COURSE OUTLINE Course Discipline and #ESL 775

DISCIPLINE: ESL DEPARTMENT: ESL (Name and Number) COURSE TITLE: ESL Literacy 1 (Maximum of 60 spaces) ABBREVIATED TITLE: ESL LIT 1 (Maximum of 19 spaces)

SEMESTER UNITS: LEC HOURS PER WEEK: 3 LAB HOURS PER WEEK:

Classification: Non Credit Category: SAM Class: C) Adult & Secondary Ed 3) English as a 2nd Lang (ESL) I) Skill Development TOP Code: 4930.82 LEH Factor: FTE Load:

CATALOG DESCRIPTION: This is a pre-ESL survival course that is designed for students with very limited reading/writing skills. The focus is on letter formation, sight-sound recognition and decoding skills.

COURSE REQUISITES: (List all prerequisites and advisories separated by AND/OR, as needed. Attach Validation Form.)

Prerequisite: (Effective during the next Catalog cycle.) Co-requisite: Advisory: Placement by the CASAS test.

GRADED Select one. Letter Grade Credit/No Credit Non Credit Option of Letter Grade or Credit/No Credit

STAND ALONE: Yes No

REPEATABLE: (Note: Course Outline must include additional skills that will be acquired by repeating this course.) Credit Course Yes No If yes, how many times? 1 2 3 Non Credit Course Yes No If yes, how many times? 1 2 3 Unlimited

RECOMMENDED OR REQUIRED TEXT/S: Recommended Required (Author, Title, Name, Publisher, and Date of Publication)

Nishio, ESL Literacy, Longman, 2006 Hartel, Lowry, and Hendon, Sam and Pat: Beginning Reading and Writing, Heinle, 2006 Saslow, Literacy Plus Level A or B, Longman, 2003 Gati, Literacy in Lifeskills 1 or 2, Heinle and Heinle, 1992 Molinsky and Bliss, Access: Fundamentals of Literacy and Communication, Prentice Hall Regents, 1990 Fesler and Newman, Taking Off Beginning English, McGraw-Hill, 2004

053d59cc260c8d303a30f6889082f62c.doc Revised 3/10/2009 Page 5 of 8 Moss, Shank, and Terrell, Collaborations Literacy, Heinle and Heinle, 1997 or other appropriate college level text. Reading level of text: Literacy Level grade. Verified by: M. Sanidad Other Materials Required to be Purchased by the Student: none

METHODS OF INSTRUCTION: Maximum 350 spaces. Activities: copy work, dictation, picture to word association, sound to symbol association, group and individual reading and writing. Use of flash cards, matching games, sentences and dialogues. Instruction: pair and individual work, choral, round robin, cooperative learning.

STUDENT LEARNING OUTCOMES: 1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs. 2. Identify which of the Institutional Learning Outcomes (ILO) are applicable to each Student Learning Outcome. List them, by number, in order of emphasis. For example: "2, 1" would indicate Cognition and Communication. (1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific. 3. For each Student Learning Outcome list the Type of Measure, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc.

(1) Student Learning Outcome (2) ILO (3) Measure Example: Determine an author's thesis, methods of support, tone, and ILO: Measure: Quizzes, written point of view. 2, 7, 5 exams, class discussion 1. Recognize and form letters of the alphabet ILO: 2 Measure: homework, quizzes and tests 2. Identify sounds of consonants and vowels ILO: 2 Measure: individual, pair and small group work 3. Decode simple words ILO: 1, 2 Measure: individual, pair and small group work 4. Recognize simple, common vocabulary ILO: 1, 2 Measure: individual, pair and small group work, homework, quizzes, and test 5. Write simple sentences and questions ILO: 1, 2 Measure: individual, pair and small group work, homework, quizzes, and test 6. ILO: Measure: 7. ILO: Measure: 8. ILO: Measure: 9. ILO: Measure: 10. ILO: Measure:

HOURS Description of Content, Student Performance Objectives, and “Out-of-Class” Assignments*

053d59cc260c8d303a30f6889082f62c.doc Revised 3/10/2009 Page 6 of 8 *e.g., essays, library research, problems, projects required outside of class on a 2 to 1 basis for Lecture units granted. 5 Hours CONTENT: Students will copy and print the letters of the alphabet. HOMEWORK: Students will complete homework exercises in their workbooks. STUDENT PERFORMANCE OBJECTIVES: Students will form the letters of the alphabet.

20 Hours CONTENT: Students will practice the sounds associated with each consonant and vowel of the alphabet. HOMEWORK: Students will complete homework exercises from their workbooks. COURSE OBJECTIVES: Students will recognize the name of a letter and state its sound. 20 Hours CONTENT: Students will take syllables composed of different consonants and vowels to practice the skill of decoding. HOMEWORK: Students will complete homework exercises in their workbooks. STUDENT PERFORMANCE OBJECTIVES: Students will recognize letters and their sounds in order to combine and read single syllables.

20 Hours CONTENT: Students will expand from syllables to words to complete simple sentences using their decoding skills. They will be introduced to English sentence word order, present tense, and simple common vocabulary. HOMEWORK: Students will complete homework exercises in their workbooks. STUDENT PERFORMANCE OBJECTIVES: Students will recognize sound patterns to read and write simple vocabulary words and expand to complete sentences.

10 Hours CONTENT: Students will practice writing and saying numbers in English in order to count, handle money and tell time. HOMEWORK:Students will complete homework exercises in their workbooks. STUDENT PERFORMANCE OBJECTIVES: Students will tell time, count and handle money. 2 Hours CASAS Test Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours

053d59cc260c8d303a30f6889082f62c.doc Revised 3/10/2009 Page 7 of 8 METHODS OF EVALUATION Category 1 Range of % of Total Section 1 – Substantial writing assignments including: Course Grade Written Homework Reading Reports % to % Lab Reports Essay Exams Term or Other Papers Other: Maximum 50 spaces. Section 2 – If this is a degree applicable course, but substantial writing assignments are not appropriate, check reason: Course is primarily computational Course primarily involves skill demonstration or problem solving

Category 2 – Computational or non-computational problem solving demonstrations including: Homework Problems Field Work % to % Lab Reports Quizzes Exams Other: Maximum 50 spaces. Category 3 – Skill Demonstrations, including: Class Performance/s Field Work % to % Performance Exams Other: Maximum 50 spaces. Category 4 – Objective Exams, including: Multiple Choice True/False % to % Matching Items Completion Other: Maximum 50 spaces. Category 5 – Any other methods of evaluation: % to % Maximum 2 lines, 70 spaces each line.

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