Class Notes:

his is a high-beginning ESOL course. We will meet in-person for all classes. Please feel free to email or text me if you have questions!

Course Syllabus:

Unit 1

Welcome/Who Are We?:

Who are we as individuals? Who are we as a class? How can we learn more about one another and establish a good learning environment?

 

Unit 2

Community/Civic Engagement:

What is a community? Who is in our community? What is in our community?

 

Unit 3

Well-Being:

What contributes to our well-being? What do we need to feel safe, healthy, and cared for?

 

Unit 4

Food/Nutrition:

What is nutrition? What types of foods are good for us? How can we access nutritious foods?

 

Unit 5

Civil Rights and Women’s Rights:

What are civil rights? How have women fought for rights? How do we advocate for ourselves?

 

Unit 6

Civic Engagement:

What are civics? How does government work? What is our role? What are our rights and responsibilities?

 

Unit 7

Digital Literacy and Digital Citizenship:

How can we use digital resources responsibly and to enhance our lives?

Course Rubric:

Listening

3: Student is proficient at understanding when participating in short conversations, can ask questions to clarify information, build on others’ talk, and discuss information gleaned from listening with little support.

 

2: Student can understand when participating in short conversations, can ask questions to clarify information, build on others’ talk, and discuss information gleaned from listening with some support.

 

1: Student has begun to understand when participating in short conversations, can ask questions to clarify information, build on others’ talk, and discuss information gleaned from listening with support.

 

Speaking

3: Student is proficient at expressing needs and feelings in familiar contexts, participating in diverse conversations, asking and responding to questions in a longer conversation, and presenting information orally with little support.

 

2: Student can express needs and feelings in familiar contexts, participate in diverse conversations, ask and respond to questions, in a longer conversation, and present information orally with some support.

 

1: Student has begun expressing needs and feelings in familiar contexts, participating in diverse conversations, asking and responding to questions in a longer conversation, and presenting information orally with support.

 

Reading

3: Student is proficient at reading simple informational texts, interpreting simple graphics and complex forms, using sentence-level context as a clue for meaning, and identifying the main purpose of a text and author’s point of view with little support.

 

2: Student can read simple informational texts, interpreting simple graphics and complex forms, using sentence-level context as a clue for meaning, and identifying the main purpose of a text and author’s point of view with some support.

 

1: Student has begun reading simple informational texts, interpreting simple graphics and complex forms, using sentence-level context as a clue for meaning, and identifying the main purpose of a text and author’s point of view with support.

 

Writing

3: Student is proficient at organizing ideas in logical order, determining a writing purpose, adapting language choices to task and audience, and using basic writing conventions and grammar with little support.

 

2: Student can organize ideas in logical order, determining a writing purpose, adapting language choices to task and audience, and using basic writing conventions and grammar with little support.

 

1: Student has begun organizing ideas in logical order, determining a writing purpose, adapting language choices to task and audience, and using basic writing conventions and grammar with little support.