Course Syllabus

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Transitional Studies

 

 

 

 

ENG 040

 

ESL Jump Start

 

 

 

CH41

 

12 Credits

Lecture: 12 hrs. 

 

 

 

 

 

 

Instructor: Christopher Pearson

Office Hours: M-Th. 4:30 PM – 5:30 PM 

Telephone: 253-881-6794 (Voicemail / Message)

Location: Building 10 Room 120

Email Address: christopher.pearson@cptc.edu

Revision Dates: March 31, 2020

 

COURSE DESCRIPTION

 

English

Develop basic and more complex English reading, writing, speaking, and listening skills and applications of these skills to academic, employment, and life situations.

 

CLASS TIMES

*Due to COVID19 the regular face to face calendar/class schedule will not be in effect until at least April 27th. As long as the college is under COVID19 restrictions, we will be only meeting online. Each weekly module in CANVAS is considered equivalent to our normal face to face schedule. Attendance hours will be calculated by the percentage of those assignments that are completed. The amount of attendance you earn will be based on a percentage of the assignments you complete in each module.

Employee

Class

Monday 

Tuesday

Wednesday

Thursday

C PEARSON

ENG030 

7:00 - 8:30 PM   

5:30 - 8:30 PM

7:00 - 8:30 PM

5:30 - 8:30 PM  



PREREQUISITES

 

English

CASAS score of 165-200 and ESL writing evaluation of Level 1-3

 

PROGRAM OUTCOMES



This course is part of a program with the following department outcomes.

 

Department Title: Transitional Studies

Department Outcome #

Department Outcome

#1

The student will create and use a detailed pathway to accelerate student completion towards a career that will foster sustained, economic growth.

#2

The student will demonstrate knowledge and skills necessary to complete a high school or high school equivalency certification, and/or enroll in a certificate and AA/BA program, and/or obtain a job in the community that will lead to family sustaining employment.

#3

The student will evaluate awareness of their own personal progress and performance.

#4

The student will create a network within the college and local resources to navigate financial aid, and college and community resources.

#5

The student will demonstrate self-efficacy.

#6

The student will demonstrate intercultural communication.





COLLEGE-WIDE CORE ABILITIES

 

Core abilities are transferable skills that are essential to an individual’s success, regardless of occupation or community setting.  These skills……

  • complement specific occupational skills
  • broaden one’s ability to function outside a given occupation, and
  • connect occupation, personal, and community roles.

 

Graduates of all Clover Park Technical College programs will be able to demonstrate competency in each of the following CORE ABILITY areas:

 

Communication

Personal/ Professional Responsibility

Critical Thinking/ Problem Solving

Information/Technological Literacy



Learning Outcomes, Program Outcomes and Core Abilities:



Learning Level Outcomes:

Department Outcomes

Upon Completion of this Level the learner will be able to:

Outcome 1: Determine the meaning, purpose, and voice of a text.

  • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RI/RL.2.1)
  • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RI/RL.4.1)
  • Determine the main idea of a text. (RI.3.2)
  • Summarize a  text by recounting the key details and explaining how they support the main idea. (RI.4.2)

2, 5

Outcome 2: Assess how point of view or purpose shapes the content and style of a text.

  • Distinguish their own point of view from that of the author of a text. (RI.3.6)
  • Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9)

2, 5, 6

Outcome 3: Analyze words to determine their meaning in context.

  • Determine the meaning of words and phrases as they are used in a text. (RL.5.4)
  • Use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (RI.2.5)

2, 5

Outcome 4: Produce clear writing (on paper and with the aid of technology) based on the analysis the writing process and editing guides with attention to Standard American Edited English grammar and punctuation.

  • Write informative, explanatory, opinion, or narrative texts to examine a topic and convey ideas and information clearly. (W.3.1-2)
  • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  • Develop the topic with facts, definitions, and details.
  • Use linking words and phrases (e.g., also,another, and, more, but) to connect ideas within categories of information.
  • Provide a concluding statement or section.
  • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W.5.5)
  • Publish writing using technology, including the Internet. (W.4.6)
  • Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (W.5.7)

2, 5

Outcome 5: Hold a conversation or create an oral report by building on other’s ideas, presenting information and/or supporting evidence, or by evaluating information presented in a variety of contexts with a variety of partners using the conventions of Standard American English.

  • Produce a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly. (SL.3.1)
  • Report on a topic or text or present an opinion. (SL.5.4)
  • Sequence ideas logically
  • Using appropriate facts and relevant, descriptive details to support main ideas or themes
  • Speak clearly at an understandable pace.
  • Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (SL.3.3)
  • Demonstrate command of the conventions of standard English grammar and usage when speaking. (L.2.1 and 3.1 merge)
  • Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.5.2)

2, 5, 6

Outcome 6: Differentiate between cultural variations in communication styles.

2, 5, 6

Outcome 7: Create strategies for improving intercultural communication in your field of study or occupation.

2, 3, 5, 6

Outcome 8: Employ hireable soft skills such as being on time, having regular attendance, completing assignments, and calling in when sick.

2, 3, 4, 5, 6

Outcome 9: Investigate career pathways as well as college options, activities and resources on campus and/or online.

1, 2, 4

 

Pimental, Susan. 2013. ‘College and Career Readiness Standards for Adult Education.’ MPR Associates Inc. Berkeley, CA. https://www.vrae.org/images/customer-files/ccrstandardsadulted.pdf. Date of Access: February 11th, 2019.

 

ASSESSMENT OF OUTCOMES

 

Homework

Canvas Assignments and Quizzes

CASAS Reading Exam

CASAS Listening Exam

Writing Assessment

Presentation



SCHEDULE AND ASSIGNMENTS



ENGLISH

Week / Date

General Topic

Reading

Computers / Writing / Grammar

Week 1

Personal information, US History 

‘Preface’ Through My Eyes

Writing diagnostic

Introduction to Canvas

Week 2

History, Family

‘Born in the Deep South’ Through My Eyes

Parts of I-DEA Q3 Writing Basics and US History

Week 3

Family Cont., School/Education

‘One Year in an All Black School’ and  ‘Schools and Children’ Through My Eyes 

I-DEA Q1 Study Skills Explanatory Writing

Week 4

Education Cont., 

‘My Mother Breaks the News’ Through My Eyes

Online Job Search

Writing Emails

Week 5

Jobs 

‘My First White Teacher’ Through My Eyes 

I-DEA Q2 Career Exploration

Writing Captions for PowerPoint Slides

Week 6

Jobs Cont.

‘Riots in New Orleans’ Through My Eyes

Midterm Presentation

Week 7 

Jobs- Career Conference at CPTC, Community and Places

The Story of Ruby Bridges

Doing Research 

Write a Biography

Week 8 

Community, Places, and Directions

‘We are not Alone’ and ‘Through the Winter with Mrs. Henry’ Through My Eyes

I-DEA Q1 Libraries 

Written Directions

Creating a Presentation in Google Slide or PowerPoint

Week 9 

Directions and Housing

‘I have Trouble Eating and Sleeping’ Through My Eyes

Writing invitations with directions

I-DEA Q1 Navigating Your Community

Writing a Speech

Week 10

Apartments and Housing

‘End of First Grade’ and ‘Mrs. Henry is Gone’ Through My Eyes

CASAS Reading, Writing, and Math Tests

 

Instructional calendar may change depending on individual student needs and interests.

IMPORTANT DATES FOR THE QUARTER

 

May 25th the college will be closed. There will be no class on that day.



GRADING SCALE 

 

*Due to COVID19 the regular face to face calendar/class schedule will not be in effect until at least April 27th. As long as the college is under COVID19 restrictions, we will be only meeting online. Each weekly module in CANVAS is considered equivalent to our normal face to face schedule. Attendance hours will be calculated by the percentage of those assignments that are completed. The amount of attendance you earn will be based on a percentage of the assignments you complete in each module. This is the scale that will be used to determine the credit you will earn:

 

 

Percentage of Assignments Complete

Attendance Hours Earned

75 -100 %

12 hours

50 -74 %

9  hours 

25 – 49 %

6  hours 

1 -24 %

3 hours 

0%

0 hours



TEXT, REFERENCES, LEARNING MATERIALS



Instructor handouts

Educational software: Canvas LMS, Skills Tutor, etc…

Bridge, Ruby (1999). Through My Eyes. Scholastic Press: New York.

Coles, Robert (2010). The Story of Ruby Bridges. Scholastic Paperbacks: New York. 

Richards, Jack (2010). Basic Tactics for Listening. Oxford University Press: New York.

DeFilippo, Judy and Sadow, Catherine (2013). Basic Dictations. Pro Lingua Associates, Publishers: Brattleboro, Vermont

Murphy, Raymond (2015). Essential Grammar in Use. Cambridge University Press: United Kingdom

 

SCHOOL CLOSURES                

Clover Park has a recorded message that alerts students to school closures.  The number to call is 253-589-5707. If the school is not closed, please use your own judgment related to your personal safety in driving to school when the roads have snow or ice conditions.  Follow the procedure for contacting your class instructor (s).



OTHER INFORMATION 

Disability Statement: CPTC values diversity and inclusion; we are committed to fostering mutual respect and full participation for all students. My goal is to create a learning environment that is equitable, useable, inclusive, and welcoming.

In order to ensure that the accommodations provided are reasonable and appropriate, all disability-related accommodation requests are processed through our Disability Resources for Student (DRS) Office.  If you have, or think you may have, a disability that may affect your work in this class and feel you need accommodations, contact the Disability Resource Coordinator to schedule an appointment and initiate a conversation about reasonable accommodations.  The DRS Office is located in Bldg. 17, Room 150, 253-589-5676, disabilityresources@cptc.edu, http://www.cptc.edu/disability .

 

If you have already documented a disability or other condition through the CPTC DRS Office, qualified for services and would like to receive accommodations in my class, please contact DRS and request that your Letter of Accommodations be sent to me so that I will know which accommodations are necessary to support you while in my class.    



Library/Resource Center: Building 15, 253-589-5544, Computer Lab: 253-589-5820,  Library Services  www.cptc.edu/library-services



Student Code of Conduct:  Code of Student Conduct  www.cptc.edu/conduct-code



Veterans Resource Center:   Building 2, Room 109, 253-589-5966, Veterans Resource Center  www.cptc.edu/vrc



BASIC SKILLS PROGRAM EXPECTATIONS

 

Classroom Expectations

 

  1. You are expected to be on time and attend each class with appropriate materials (pen, paper, and notebook). Late arrival to class is a disruption to your classmates and your instructor. Medical appointments, etc., should be scheduled outside class time whenever possible. If you miss a class, it is your responsibility to get notes/assignments from classmates.
  2. Participation in class activities and assignments is expected. Please inform your instructor of any special accommodations you may have regarding physical limitations, learning disabilities, or other special circumstances/needs.
  3. Clean your work area before leaving the class.  Be respectful of all equipment and furniture in the classroom.
  4. Please do not write in or remove books used in class.
  5. Please silence all electronic devices during class time.  If you have a special situation, please talk to your instructor.
  6. Please do not make or receive personal calls during class time. Repeated interruptions of this type may be counted as an absence.
  7. Instructors may allow snacks and drinks in the classroom as long as this is not disruptive to the teaching and learning process. Students are generally expected to have their snacks before or after class.
  8. Please avoid wearing strong scented body and hair products as some individuals are highly allergic to them.

 

Program Expectations

 

  1. If you need assistance or have any concerns about your class, please do not hesitate to make an appointment to see your instructor or the program director (253.589.5744).  We are here to assist you in achieving your goals in any way that we can.
  2. Dress should be appropriate as outlined in the college’s student handbook.
  3. Parking is allowed in white areas only. Temporary parking permits and annual parking decals are issued upon entry into the program. Parking tickets will be issued for cars illegally parked in staff or disabled parking spaces.
  4. No food or drink is allowed anywhere near computers or other electronic equipment.
  5. Negative comments regarding race, ethnicity, religion, or any other personality trait or way of life will not be tolerated.  Any person verbally or physically threatening another person in the class will be asked to leave the classroom and further disciplinary action may occur.
  6. Students may not bring friends or family to class sessions or to the basic skills learning lab. Only registered basic skills students are allowed in the classroom and in the lab. 
  7. Students are not allowed to download any programs from the Internet onto the learning lab computers unless instructed to do so by the classroom instructor.
  8. Students are not allowed to change settings or reconfigure the computers.
  9. The learning lab computers are for instructional use only and may not be used for personal purposes.  This includes accessing personal email accounts when not instructed to do so by the teacher.
  10. The college’s Student Code of Conduct applies to all students enrolled in the basic skills program.

 

I HAVE READ AND UNDERSTAND THE CLASSROOM AND PROGRAM EXPECTATIONS.

 

Student Name Signature     Date

Student Enrollment Policy



ATTENDANCE

 

Regular student attendance is very important for making educational gains.  If you are not in class, you are not receiving instruction. Therefore all ESL and ABE classes have student attendance policies.  Your instructors have authority to withdraw you from classes for any of the following reasons:

 

  • You have missed more than 20% of the classroom instruction hours available to you based on your enrollment date.  

 

  • You are absent for three or more class sessions without contacting your instructors.  

 

  • You consistently arrive to class late or leave before class is dismissed.

 

If a class is cancelled due to bad weather, instructor absence or other emergency situation, students are generally not expected to make up the session, but may be asked by their instructor to complete independent assignments.

Reasonable accommodations for Absence for Reasons of Faith or Conscience:  Students who will be absent from course activities due to reasons of faith or conscience may seek

reasonable accommodations so that grades are not impacted. Such requests must be made within the first two weeks of the quarter and should follow the procedures listed in  

Student Absence for Reasons of Faith or Conscience. Policy website: http://www.cptc.edu/policies/student-absence-for-reasons-of-faith-or-conscience. 



REGISTRATION PROCEDURES

 

  • Students are expected to pay their quarterly registration fee of $25 within 7 business days of receiving their class schedule.  Students who have financial need may apply for a fee waiver for the quarter.  Approving a fee waiver is at the discretion of the Program Director. Students who are not making academic progress or who were dropped for lack of attendance may not be granted an additional fee waiver. 

 

  • Students who stop attending before the end of the quarter will only be allowed to register after new students have been admitted and on a space available basis.

 

  • Students with enough attendance hours to post-test who do not post-test at the end of the quarter will need to post-test as part of the registration process. 



I have read and understand the Student Enrollment Policy.




Student Signature Date