ALP Landing Page for: PM ESOL 3
Instructor: Elaine George
Email: elaine@jpadulted.org
Meeting Times:
Monday, Tuesday, Wednesday
from 6:00 pm - 9:00 pm
Class Notes:
Welcome! This is a high-beginning ESOL course. We will meet for class using Zoom. If you need help with something, please email or text me, and we can set up an appointment.
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:
3
2
1
Listening
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.
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.
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
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.
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.
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
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.
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.
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
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.
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.
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.