ESL Level 1
Course Outcome Summary

Course Information
Developers	ESL Steering Committee
Development Date	5/25/2006

Description
Level 1 - Low Beginning ESL Literacy

Target Population
Level 1 Entry: (type description here)
Level 1 Exit: (type description here)

Competencies
Unit I.	Reading Level 1
1.	Demonstrate pre-reading skills
		You will demonstrate your competence:
		1.1  in a classroom
		1.2  in a lab
		1.3  individually
		1.4  with a partner
		1.5  in a small group
		1.6  in a (simulated) work environment
		1.7  in a (simulated) real-life setting
		Your performance will be successful when:
		1.1  learner recognizes alphabet
		1.2  learner recognizes top/bottom of text
		1.3  learner "reads" from left to right
		1.4  learner uses visual discrimination
		1.5  learner makes use of sounds/symbol relationships
		1.6  learner applies prior knowledge to print
		Learning Objectives
		a.  Differentiate size (spatial relationships)
		b.  Differentiate shape (spatial relationships)
		c.  Differentiate direction (left-to-right)
		d.  Differentiate direction (top-to-bottom)
		e.  Recognize alphabet (upper and lower case)
		f.  Name alphabet (upper and lower case)
		g.  Sequence letters of the alphabet
		h.  Discriminate consonant sounds orally
		i.  Identify letters from the corresponding sounds
		j.  Combine sounds and letters into simple words
		k.  Discriminate short vowel sounds
2.	Recognize a wide range of basic sight/survival vocabulary
		You will demonstrate your competence:
		2.1  without notes
		2.2  in a classroom
		2.3  in a lab
		2.4  individually
		2.5  with a partner
		2.6  in a small group
		2.7  in a (simulated) work environment
		2.8  in a (simulated) real-life setting
		Your performance will be successful when:
		2.1  learner provides personal information found on simple forms
		2.2  learner recognizes personal information print
		2.3  learner uses calendar
		2.4  learner counts money
		2.5  learner matches colors with words
		2.6  learner provides information about his/her family
		2.7  learner uses building signs to navigate
		2.8  learner matches international symbols with words
		Learning Objectives
		a.  Recognize personal information
		b.  Identify numerals 1-100
		c.  Recognize numbers to tell time (analog and digital)
		d.  Identify days of the week and months of the year
		e.  Recognize numbers to express dates
		f.  Recognize numbers to count coins and bills
		g.  Identify written basic color words
		h.  Identify written family relationship words
		i.  Identify building signs
		j.  Identify basic safety warnings, such as "in case of emergency", "high voltage", "danger", "do not enter", "flammable", "poison"

Unit II.	Grammar/Writing Level 1
1.	Reproduce letters, words, and numbers
		You will demonstrate your competence:
		1.1  In a class/lab, workplace, and other real-life situations.
		Your performance will be successful when:
		1.1  Learner forms recognizable words, letters, and numbers.
		Learning Objectives
		a.  Write numbers.
		b.  Distinguish and form letters in manuscript.
		c.  Use appropriate spacing between words and sentences.
		d.  Develop a personal signature.
		e.  Combine letters to form recognizable words.
		f.  Distinguish upper/lower case letters.
2.	Spell personal information and sight words
		You will demonstrate your competence:
		2.1  In a class/lab, workplace, and other real-life situations.
		Your performance will be successful when:
		2.1  Learner reproduces personal information and sight words.
		Learning Objectives
		a.  Spell personal information words correctly (name, address, telephone number).
		b.  Use appropriate capitalization in personal information.
		c.  Identify and write common sight words found on personal information forms.
3.	Complete a personal information form
		You will demonstrate your competence:
		3.1  In a class/lab, workplace, or other real-life situations.
		3.2  On a variety of simple informational forms.
		Your performance will be successful when:
		3.1  Learner fills in simple autobiographical information on forms.
		Learning Objectives
		a.  Complete a simple personal informational form.
4.	Use the rules of grammar
		You will demonstrate your competence:
		4.1  In a class, lab, workplace, or other real-life situations.
		4.2  In written form (orally for pre-literate students).
		Your performance will be successful when:
		4.1  learner uses present tense "to be" affirmative and negative statements and questions
		4.2  learner uses present continuous affirmative and negative statements and questions
		4.3  learner uses phrases of time and place
		4.4  learner uses simple location expressions
		4.5  learner forms statements and questions using subject pronouns
		4.6  learner forms statements and questions using singular/plural nouns
		4.7  learner forms statements and questions using possessive adjectives
		4.8  learner recognizes question words - who, what, when, etc.
		Learning Objectives
		a.  Employ the present tense of the verb "to be" to form affirmative and negative statements and questions.
		b.  Identify and use the demonstrative pronouns (this, these, that, those) with the appropriate form of the verb "to be".
		c.  Identify question words what, who, where, what time and how with the verb "to be".
		d.  Write common action verbs appropriate to beginning ESL (eat, drink, sleep, walk, talk, wash, etc.)
		e.  Use the present continuous tense to form affirmative and negative statements and questions using singular subjects (I, you, he/she/it).
		f.  Use time expressions "now" and "today".
		g.  Identify and employ common expressions used to indicate place/location (e.g. at the store, in the restaurant, here, there, near, next to, behind, in front of, between, across from, by)
		h.  Use subject pronouns to form statements and questions.
		i.  Distinguish between singular and plural noun forms.
		j.  Identify and use the possessive adjectives: my, your, his, her.

Unit III.	Speaking/Listening Level 1
1.	Use basic formal and informal conversational language
		Competence will be demonstrated:
		1.1  by participating in a two-person or small group conversation
		1.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		1.1  learner uses courtesy expressions appropriately
		1.2  learner answers yes/no questions correctly
		1.3  learner answers informational questions correctly
		1.4  learner asks yes/no questions in correct word order
		1.5  learner asks simple informational questions in correct word order
		1.6  learner uses the present continuous to form affirmative and negative statements and questions
		Learning Objectives
		a.  Use courtesy expressions
		b.  Answer simple yes/no questions
		c.  Answer personal information questions
		d.  Answer basic wh questions (who, what, when, where)
		e.  Ask very simple yes/no questions
		f.  Ask very simple informational questions
2.	Use survival language
		Competence will be demonstrated:
		2.1  by answering oral questions involving survival vocabulary
		2.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		2.1  learner orally identifies the survival vocabulary in each area listed
		Learning Objectives
		a.  Give personal information
		b.  Identify time of day using various expressions (morning vs afternoon, clock time)
		c.  Use numbers to express calendar information
		d.  Identify denominations of money
		e.  Count money
		f.  Identify correct titles for men and women
		g.  Use the telephone
		h.  Use emergency language (911, accident, fire)
		i.  Identify body parts
		j.  Use health language
		k.  Identify types of jobs
		l.  Identify classroom objects
		m.  Identify family relationships
		n.  Identify household objects
		o.  Identify food items
		p.  Identify clothing items
		q.  Identify colors
		r.  Identify shapes
		s.  Use adjectives to describe people
		t.  Identify opposites
		u.  Identify weather and season terms
3.	Repeat modeled speech clearly
		Competence will be demonstrated:
		3.1  by repeating words and simple statements as modeled by the instructor
		3.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		3.1  learner uses speech that is audible and understandable allowing for some first language interference
		Learning Objectives
		a.  Repeat words clearly
		b.  Repeat short statements clearly
		c.  Repeat simple questions clearly
4.	Use nonverbal communication
		Competence will be demonstrated:
		4.1  by using gestures and body language to reflect a verbal message
		4.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		4.1  learner's gestures reflect the verbal message presented by the instructor
		4.2  learner's body language reflects the verbal message presented by the instructor
		Learning Objectives
		a.  Use gestures (nodding and shaking head, thumbs up and down) to express affirmative and negative responses
		b.  Use gestures (waving) to express greetings and departures
5.	Respond to imperatives
		Competence will be demonstrated:
		5.1  through interactive classroom listening activities
		5.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		5.1  learner responds appropriately to simple one-step commands involving body action
		5.2  learner responds appropriately to simple one-step commands involving moving an object
		5.3  learner follows basic classroom instructions
		Learning Objectives
		a.  Follow basic classroom directions (repeat after me, take out your book, raise your hand)
		b.  Follow simple one-step commands involving body action (stand up, sit down, come here)
		c.  Follow simple one-step commands involving an object (put, take, give, get, bring, open, close, turn on, turn off, etc.)
6.	Observe listening etiquette
		Competence will be demonstrated:
		6.1  through interactive classroom listening activities
		6.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		6.1  learner displays active listening (face speaker and look at speaker)
		6.2  learner refrains from speaking when instructor or another student is speaking
		Learning Objectives
		a.  Use appropriate body language for listening (facing speaker)
		b.  Use eye contact
		c.  Take turns speaking and listening
		d.  Remain quiet when appropriate
7.	Generate sounds
		Competence will be demonstrated:
		7.1  by repeating voiced, unvoiced, and blended consonants as modeled by the instructor
		7.2  by repeating vowel sounds as modeled by the instructor
		7.3  by repeating verb inflections modeled by the instructor
		7.4  by repeating contractions modeled by the instructor
		7.5  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		7.1  learner correctly repeats voiced, unvoiced and blended consonants as modeled by the instructor allowing some first language interference
		7.2  learner correctly repeats vowel sounds as modeled by the instructor, allowing some first language interference
		7.3  learner correctly pronounces verb inflections as modeled by the instructor, allowing some first language interference
		7.4  learner correctly pronounces contractions as modeled by the instructor, allowing some first language interference
		7.5  learner correctly reproduces vowel and consonant sounds
		Learning Objectives
		a.  Pronounce voiced consonants
		b.  Pronounce unvoiced consonants
		c.  Pronounce blended consonants
		d.  Pronounce short and long vowel sounds
		e.  Pronounce verb inflections
		f.  Pronounce contractions
		g.  Repeat consonant sounds
		h.  Repeat long and short vowels
8.	Discriminate numbers and numeric forms
		You will demonstrate your competence:
		9.1  by responding to instructor directions involving numbers
		9.2  in a classroom or lab setting
		Your performance will be successful when:
		9.1  learner identifies correct date on a calendar or writes correct date when given orally by an instructor
		9.2  learner identifies time given in a digital format
		9.3  learner correctly identifies or writes addresses when given orally by an instructor
		9.4  learner correctly writes or enters phone numbers on a phone when given orally by an instructor
		9.5  learner identifies item order using ordinal and cardinal number forms correctly
		Learning Objectives
		a.  Discriminate numbers in dates and times
		b.  Use ordinals and cardinals correctly
		c.  Discriminate numbers used in addresses
		d.  Discriminate phone numbers
9.	Use the alphabet
		You will demonstrate your competence:
		10.1  by completing an oral test
		10.2  in a classroom or lab setting
		Your performance will be successful when:
		10.1  learner states the letters of the alphabet in correct order
		10.2  learner states the letters in his/her first and last name in correct order
		10.3  learner states the letters in his/her street address in correct order
		10.4  learner states the letters in his/her current city of residence in correct order
		Learning Objectives
		a.  Orally spell the letters of the alphabet
		b.  Orally spell the letters in names
		c.  Orally spell the letters in a street name
		d.  Orally spell the letters in a city name
10.	Use simple present tense form of the verb "to be"
		You will demonstrate your competence:
		11.1  by participating in class discussion
		11.2  in a classroom or lab setting
		Your performance will be successful when:
		11.1  learner identifies and uses present tense verb "to be" in affirmative and negative statements
		11.2  learner identifies simple present tense verb "to be" in affirmative and negative questions
		Learning Objectives
		a.  Use present tense verb "to be" in affirmative and negative statements
		b.  Use present tense verb "to be" in affirmative and negative questions
11.	Recognize standard U.S. social/cultural norms
		Competence will be demonstrated:
		12.1  in a classroom, lab or social setting
		Criteria - Performance will be satisfactory when:
		12.1  learner follows standard U.S. social norms of time, etiquette, body language, and personal grooming
		Learning Objectives
		a.  Follow standard social norms of punctuality
		b.  Follow standard social norms of etiquette
		c.  Follow standard social and cultural norms of body language
12.	Follow classroom and school policies
		You will demonstrate your competence:
		13.1  by following classroom and school policies
		13.2  in a classroom or lab setting
		Your performance will be successful when:
		13.1  learner follows classroom rules
		13.2  learner follows classroom etiquette guidelines
		13.3  learner follows school policies
		Learning Objectives
		a.  Follow classroom rules
		b.  Follow classroom etiquette guidelines
		c.  Follow school policies

ESL Level 2
Course Outcome Summary

Course Information
Developers	ESL Steering Committee
Development Date	5/25/2006

Description
Level 2 - Beginning ESL Literacy

Target Population
Level 2 Entry: (type description here)

Level 2 Exit: (type description here)

Competencies
Unit I.	Reading Level 2
1.	Demonstrate comprehension of a range of printed and/or electronic materials
		You will demonstrate your competence:
		1.1  In a classroom
		1.2  in a lab
		1.3  individually
		1.4  with a partner
		1.5  in a small group
		1.6  in a (simulated) work environment
		1.7  in a (simulated) real-life setting
		Your performance will be successful when:
		1.1  read and respond to common signs
		1.2  read orally with clear pronunciation
		1.3  respond accurately to comprehension questions about basic stories
		1.4  use world map to show country of origin
		1.5  use calendars to identify days/dates
		1.6  access computer programs by clicking on proper icon
		1.7  use school schedules
		1.8  learner finds name on an alphabetical list
		Learning Objectives
		a.  Recognize meaning of common signs
		b.  Read language experience stories
		c.  Recognize gender-specific names
		d.  Make use of world maps
		e.  Recognize calendar abbreviations
		f.  Recognize computer icons
		g.  Read school schedules
		h.  Recognizes alphabetical order
2.	Employ a variety of comprehension strategies
		You will demonstrate your competence:
		2.1  in a classroom
		2.2  in a lab
		2.3  individually
		2.4  with a partner
		2.5  in a small group
		2.6  in a (simulated) work environment
		2.7  in a (simulated) real-life setting
		Your performance will be successful when:
		2.1  learner demonstrates use of reference materials (picture dictionary)
		2.2  learner reads with good pronunciation
		2.3  learner matches contractions with full forms
		Learning Objectives
		a.  Read sight words
		b.  Recognize meaning of suffixes "-s", "-ing"
		c.  Recognize that word order affects meaning
		d.  Recognize the function of periods, question marks, and capital letters
		e.  Discriminate long vowel spelling patterns
		f.  Categorize words
		g.  Recognize sequential meaning
		h.  Narrate a picture story in proper sequence
		i.  Recognize relationship between full forms and contractions
3.	Expand the use of survival vocabulary
		You will demonstrate your competence:
		3.1  in a classroom
		3.2  in a lab
		3.3  individually
		3.4  with a partner
		3.5  in a small group
		3.6  in a (simulated) work environment
		3.7  in a (simulated) real-life setting
		Your performance will be successful when:
		3.1  learner correctly matches vocabulary words with corresponding pictures
		Learning Objectives
		a.  Recognize medical vocabulary: body parts, dosage instructions, simple ailments, warnings, clinic/hospital department signs
		b.  Recognize employment vocabulary: occupations, tools, safety, job application vocabulary
		c.  Recognize school vocabulary
		d.  Recognize food vocabulary and read product and price labels
		e.  Recognize clothing vocabulary including labels
		f.  Recognize household vocabulary
		g.  Recognize community words
		h.  Recognize road signs
		i.  Recognize action phrases, such as "open your book", "shut the door", etc.
4.	Develop basic reading fluency
		You will demonstrate your competence:
		4.1  in a classroom
		4.2  in a lab
		4.3  individually
		4.4  with a partner
		4.5  in a small group
		4.6  in a (simulated) work environment
		4.7  in a (simulated) real-life setting
		Your performance will be successful when:
		4.1  learner reads orally with correct intonation and pauses
		Learning Objectives
		a.  Integrate reading skills to read by phrases rather than word-by-word

Unit II.	Grammar/Writing Level 2
1.	Use the rules of grammar
		You will demonstrate your competence:
		1.1  In a class/lab, workplace, and other real-life situations.
		1.2  In oral and written form.
		Your performance will be successful when:
		1.1  Learner uses present continuous affirmative and negative statements and questions.
		1.2  Learner uses present tense affirmative and negative statements and questions.
		1.3  Learner uses the expressions "there is" and "there are".
		1.4  Learner uses phrases of time.
		1.5  Learner forms statements and questions using the verb "to be".
		1.6  Learner forms statements and questions using all possessive adjectives.
		1.7  Learner recognizes simple word order.
		1.8  Learner forms questions using question words.
		1.9  Learner forms statements and questions using can/can't.
		Learning Objectives
		a.  Use the present tense of the verb "to be" to form affirmative and negative statements and questions.
		b.  Use contractions for the forms of the verb "to be".
		c.  Use subject pronouns to form statements and questions using the correct subject-verb agreement.
		d.  Use "can" and "can't" in statements and questions.
		e.  Identify and use the possessive adjectives: my, your, his, her, its, our, and their.
		f.  Use possessive adjectives to respond to the question "Whose ____ is this?" and "Whose _____s are these?"
		g.  Use the present continuous tense to form affirmative and negative statements and questions.
		h.  Use the present tense to form affirmative and negative statements and questions.
		i.  Use and discriminate between the expressions "there is" and "there are".
		j.  Identify and employ basic time expressions appropriately (i.e. today, now, everyday, tonight, right away, later, at ____ o'clock).
2.	Reproduce letters, words, and numbers
		You will demonstrate your competence:
		2.1  In a class/lab, workplace, and other real-life situations.
		Your performance will be successful when:
		2.1  Learner forms recognizable words, capital and lower case letters, and numbers.
		Learning Objectives
		a.  Write personal information correctly (marital status, gender, birth date, and emergency information).
		b.  Use capitalization and spacing appropriately.
		c.  Distinguish capitals from lower case letters.
3.	Write personal information and sight words
		You will demonstrate your competence:
		3.1  In a class/lab, workplace, and real-life situations.
		Your performance will be successful when:
		3.1  Learner reproduces personal information and sight words.
		Learning Objectives
		a.  Spell personal information words correctly.
		b.  Identify and spell correctly common sight words found on personal information forms
		c.  Identify other common sight words and spell correctly.
		d.  Discriminate and write dictated words and phrases.
4.	Complete a personal information form
		You will demonstrate your competence:
		4.1  In a class/lab, workplace, and real-life situations.
		4.2  On a variety of simple informational forms.
		Your performance will be successful when:
		4.1  Learner fills in simple autobiographical information on forms.
		Learning Objectives
		a.  Complete a simple personal informational form.

Unit III.	Speaking/Listening Level 2
1.	Use formal and informal conversational language
		Competence will be demonstrated:
		1.1  by participating in a two-person or small group discussion
		1.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		1.1  learner responds appropriately to statements and questions on familiar topics
		1.2  learner orally generates simple statements with correct word order
		1.3  learner orally generates simple yes/no questions with correct word order
		1.4  learner orally generates simple information questions with correct word order
		Learning Objectives
		a.  Generate simple statements
		b.  Respond to statements and questions on familiar topics
		c.  Generate simple yes/no questions
		d.  Generate simple informational questions
		e.  Seek clarification
2.	Comprehend informal language
		You will demonstrate your competence:
		2.1  by participating in small group and class discussions
		2.2  in a classroom or lab setting
		Your performance will be successful when:
		2.1  learner uses short forms for greetings correctly
		2.2  learner identifies short forms of family member names when given formal family member name (mom for mother, etc.)
		2.3  learner identifies full verbage for reductions in verbs (going to for gonna)
		2.4  learner responds correctly to questions that have reductions in verbs
		Learning Objectives
		a.  Identify short forms and reductions for basic greetings (hi, bye, see ya)
		b.  Identify short forms of family member names (mom, dad)
		c.  Identify correct forms for reductions for common verb phrases (gonna - going to, wanna - want to)
		d.  Respond to questions that have reductions in verbs (Are you gonna go to the store?)
3.	Identify simple present and present continuous action verbs
		You will demonstrate your competence:
		3.1  by participating in class discussion
		3.2  in a classroom or lab setting
		Your performance will be successful when:
		3.1  learner identifies simple present tense action verbs in affirmative and negative statements
		3.2  learner identifies simple present tense action verbs in affirmative and negative questions
		3.3  learner identifies present continuous verbs in affirmative and negative statements
		3.4  learner identifies present continuous verbs in affirmative and negative questions
		3.5  learner identifies words and phrases that indicate time in past and present tense (yesterday, today last week)
		Learning Objectives
		a.  Identify present tense verbs in affirmative and negative statements
		b.  Identify present tense verbs in affirmative and negative questions
		c.  Identify present continuous verbs in affirmative and negative statements
		d.  Identify present continuous verbs in affirmative and negative questions
		e.  Identify phrases of time and place
4.	Demonstrate beginning control of grammar
		Competence will be demonstrated:
		4.1  by participating in class discussion
		4.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		4.1  learner uses phrases of time and place correctly
		4.2  learner produces present tense affirmative and negative statements with correct word order
		4.3  learner produces present tense affirmative and negative questions with correct word order
		4.4  learner produces present continuous affirmative and negative statements with correct word order
		4.5  learner produces present continuous affirmative and negative questions with correct word order
		Learning Objectives
		a.  Use phrases of time and place
		b.  Use present tense verbs in affirmative and negative statements
		c.  Use present tense verbs in affirmative and negative questions
		d.  Use present continuous verbs in affirmative and negative statements
		e.  Use present continuous verbs in affirmative and negative questions
5.	Discriminate sounds in words
		Competence will be demonstrated:
		5.1  by completing an oral test
		5.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		5.1  learner correctly identifies the words which make up contractions
		5.2  learner differentiates minimal pairs
		5.3  learner uses correct articles for a variety of nouns
		5.4  learner correctly identifies singular and plural nouns
		Learning Objectives
		a.  Identify contractions and the words they are derived from
		b.  Differentiate minimal pairs
		c.  Identify articles (a, an, the)
		d.  Differentiate singular and plural nouns
6.	Discriminate between sounds
		You will demonstrate your competence:
		6.1  by differentiating vowel and consonant sounds presented orally
		6.2  in a classroom or lab setting
		Your performance will be successful when:
		6.1  learner differentiates short vowel sounds
		6.2  learner differentiates long vowel sounds
		6.3  learner differentiates between long and short vowel sounds
		6.4  learner differentiates similar sounding consonants
		Learning Objectives
		a.  Discriminate between short vowels
		b.  Discriminate between long vowels
		c.  Discriminate between short and long vowels
		d.  Discriminate between similar sounding consonants
		e.  Identify rhyming words
7.	Respond to questions
		Competence will be demonstrated:
		7.1  by completing an oral test involving yes/no and information questions
		7.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		7.1  learner responds appropriately to yes/no questions with correct word order
		7.2  learner responds appropriately to information questions with correct word order
		Learning Objectives
		a.  Respond appropriately to yes/no questions
		b.  Respond appropriately to information questions
		c.  Respond appropriately to wh questions
8.	Respond to common idioms and verb phrases
		Competence will be demonstrated:
		8.1  by correctly describing the meaning of common idioms and verb phrases
		8.2  in a classroom, lab or social setting
		Criteria - Performance will be satisfactory when:
		8.1  learner responds appropriately to common idioms
		8.2  learner responds appropriately to common verb phrases
		Learning Objectives
		a.  Identify idioms (take a break, have a seat, pick someone up, drop someone off, get better, hold on, etc.)
		b.  Identify verb phrases
9.	Expand use of survival language
		Competence will be demonstrated:
		9.1  by participating in classroom discussions and scenarios
		9.2  in a classroom, lab or social setting
		Criteria - Performance will be satisfactory when:
		9.1  learner uses employment vocabulary
		9.2  learner verbalizes a problem with the computer (the computer isn't working)
		9.3  learner requests assistance appropriately by making a verbal request or asking a question
		9.4  learner uses small talk appropriately
		9.5  learner role-plays making an appointment correctly
		Learning Objectives
		a.  Use job seeking language
		b.  Answer simple interview questions.
		b.  Communicate basic needs
		c.  Use computer vocabulary
		d.  Use social vocabulary. (Make appointments, simple phrases for shopping, small talk, etc.)
		e.  Use maps and directions
10.	Use basic pronunciation strategies
		You will demonstrate your competence:
		10.1  by completing an oral test on linked sounds, intonation patterns, and multisyllabic words
		10.2  in a classroom or lab setting
		Your performance will be successful when:
		10.1  learner repeats common linked sounds
		10.2  learner repeats rising and falling intonation patterns
		10.3  learner repeats multisyllabic words with stress on the correct syllable
		Learning Objectives
		a.  Repeat common linked sounds
		b.  Repeat rising and falling intonation patterns
		c.  Repeat multisyllabic words with stress on the correct syllable
11.	Generate sounds
		Competence will be demonstrated:
		11.1  by completing an oral test involving short and long vowel sounds, final consonant sounds, verb inflections, and contractions
		11.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		11.1  learner produces short and long vowel sounds correctly with minimal first language interference
		11.2  learner correctly models instructor using final sounds, verb inflections and contractions
		11.3  learner generates correct oral sounds when engaged in conversation
		Learning Objectives
		a.  Pronounce short and long vowel sounds
		b.  Pronounce final sounds
		c.  Pronounce verb inflections
		d.  Pronounce contractions
		e.  Recognize common reductions (i.e., slang: wanna, gonna)
12.	Share cultural information about home country
		Competence will be demonstrated:
		12.1  by responding orally to questions about one's native country
		12.2  in a classroom, lab or social setting
		Criteria - Performance will be satisfactory when:
		12.1  learner responds to questions with appropriate information (native city, native country, year of entry into U.S.)
		12.2  learner shares at least three additional items of information about native country
		12.3  learner correctly locates native country on a world map or globe
		Learning Objectives
		a.  Identify native country and city
		b.  State year of entry into U.S.
		c.  Answer yes/no questions about native country's weather
		d.  Identify location of native country and city on a world map
		e.  Share cultural exchange of basic customs from native country

ESL Level 3
Course Outcome Summary

Course Information
Developers	ESL Steering Committee
Development Date	5/25/2006

Description
Level 3 - High Beginning ESL Literacy

Target Population
Level 3 Entry: (type description here)

Level 3 Exit: (type description here)

Competencies
Unit I.	Reading Level 3
1.	Respond critically to a range of printed and/or electronic materials
		You will demonstrate your competence:
		1.1  in a classroom
		1.2  in a lab
		1.3  individually
		1.4  with a partner
		1.5  in a small group
		1.6  in a (simulated) work environment
		1.7  in a (simulated) real-life setting
		Your performance will be successful when:
		1.1  learner states purpose for reading
		1.2  learner answers comprehension questions
		1.3  learner uses work schedules
		Learning Objectives
		a.  Find factual information in a paragraph
		b.  Read work schedules
		c.  Use neighborhood map to find specific location
2.	Employ a variety of comprehension strategies
		You will demonstrate your competence:
		2.1  in a classroom
		2.2  in a lab
		2.3  individually
		2.4  with a partner
		2.5  in a small group
		2.6  in a (simulated) work environment
		2.7  in a (simulated) real-life setting
		Your performance will be successful when:
		2.1  learner read captions, headlines, pictures and subtitles
		2.2  learner use punctuation marks/conjunctions to read with correct intonation
		2.3  learner put sentences in sequential order
		2.4  learner use a paper or electronic bilingual dictionary for spelling and meaning
		2.5  learner respond accurately to comprehension questions
		Learning Objectives
		a.  use prereading activities to predict content
		b.  Use prior knowledge to give meaning to text
		c.  Recognize the function of commas, exclamation points and quotation marks
		d.  Recognize sequential meaning in printed and electronic text
		e.  Recognize conjunctions "and", "but", and "or"
		f.  Determine the meaning of unfamiliar words by reading the entire sentence
		g.  Extract main idea from a paragraph
		h.  Differentiate sound/symbol relationships: ing, ang, ong, ung, ink, ank: r-controlled vowels; diphthongs: ou, ow; endings: -ild, -old, -ind, -ost, -ly -vy, -by, -ty,
		i.  Recognize alphabetical order using second and third letters.
3.	Expand silent reading fluency
		You will demonstrate your competence:
		3.1  in a classroom
		3.2  in a lab
		3.3  individually
		3.4  with a partner
		3.5  in a small group
		3.6  in a (simulated) work environment
		3.7  in a (simulated) real-life setting
		3.8  at home
		Your performance will be successful when:
		3.1  learner reads comfortably at a reasonable rate
		3.2  learner uses appropriate body language
		Learning Objectives
		a.  Integrate reading skills to read paragraphs

Unit II.	Grammar/Writing Level 3
1.	Use the rules of grammar
		You will demonstrate your competence:
		1.1  In a class/lab, workplace, and real-life conditions.
		1.2  In written and oral form.
		Your performance will be successful when:
		1.1  Learner forms statements and questions using object pronouns.
		1.2  Learner forms statements and questions using modals: "should/shouldn't", "have to", "must".
		1.3  Learner forms affirmative and negative imperatives.
		1.4  Learner uses future tense affirmative and negative statements and questions.
		1.5  Learner uses simple word order.
		1.6  Learner expands use of present tense through use of adverbs of frequency.
		Learning Objectives
		a.  Form statements and questions using object pronouns.
		b.  Use should/shouldn't in statements and questions.
		c.  Express necessity through use of must/have to.
		d.  Use a variety of adjectives and prepositional phrases in statements and questions.
		e.  Use imperatives to give directions.
		f.  Use the simple present tense and present continuous to form affirmative statements, negative statements and questions.
		g.  Use the future tenses (will/going to) to form affirmative statements, negative statements and questions.
		h.  Employ simple word order using present and future tenses.
		i.  Recognize and employ appropriate time expressions and adverbs used to indicate present and future tenses.
2.	Write simple sentences using initial capitalization and standard word order
		You will demonstrate your competence:
		2.1  In a class/lab, workplace, and real-life situations.
		2.2  In written and oral form.
		Your performance will be successful when:
		2.1  Learner produces simple sentences using initial capitalization, end punctuation, and standard word order.
		Learning Objectives
		a.  Employ correct syntax to write simple sentences
		b.  Employ basic capitalization rules: capitalize names, dates, and beginning of sentence
		c.  Employ end punctuation (? ! .)
3.	Complete basic forms and documents
		You will demonstrate your competence:
		3.1  In a class/lab, workplace, and real-life situations.
		3.2  In written and oral form.
		Your performance will be successful when:
		3.1  Learner accurately fills in information on forms and documents.
		Learning Objectives
		a.  Write a check.
		b.  Complete forms such as postal change of address form.
		c.  Complete school registration forms.
		d.  Distinguish and form letters in cursive and manuscript.

Unit III.	Speaking/Listening Level 3
1.	Expand use of survival language
		Competence will be demonstrated:
		1.1  by responding to instructions, commands, and questions presented orally by the instructor
		1.2  in a classroom, lab or social setting.
		Criteria - Performance will be satisfactory when:
		1.1  learner follows one step classroom or work-related instructions presented orally
		1.2  learner responds to simple commands appropriately
		1.3  learner asks job-seeking questions correctly (relates to job, correct word order)
		1.4  learner answers simple interview questions correctly
		1.5  learner responds to questions and statements involving medical vocabulary
		1.6  learner follows directional instructions
		Learning Objectives
		a.  Follow oral workplace instructions (using safety glasses, turn off machine, etc.)
		b.  Follow basic instructions for using a computer program (i.e. log-in, boot, enter user name and password, scroll down, exit, log off, close)
		c.  Respond to comments and commands (have a seat, we'll call you when the doctor is ready)
		d.  Respond to questions relating to job searching and job interviews
		e.  Respond to questions and statements involving medical vocabulary (do you have a fever, where does it hurt, is your child allergic to anything)
		f.  Follow directional instructions to reach a destination
2.	Expand use of survival language
		You will demonstrate your competence:
		2.1  by completing an oral test presented by the instructor
		2.2  in a classroom, lab or social setting
		2.3  given scenarios
		Your performance will be successful when:
		2.1  learner asks work related questions in correct word order
		2.2  learner responds to work related questions with appropriate responses
		2.3  learner identifies school resources and their purpose(s)
		2.4  learner identifies at least two community resources and their purposes
		2.5  learner responds to questions relating to banks, post offices, and stores correctly
		2.6  learner responds to questions relating to emergency situations correctly
		2.7  learner responds to questions relating to law enforcement correctly
		Learning Objectives
		a.  Use workplace vocabulary (ask for raise or time off, discuss safety concerns).
		b.  Use medical vocabulary (allergies, prescriptions, medications, injuries)
		c.  Use school resource vocabulary (lab, library, tutoring center, information center, counselor, etc.)
		d.  Use community resource and business vocabulary (library, bank, post office, clinic, store)
		e.  Respond to questions relating to law enforcement
		f.  Respond to questions relating to emergency situations
3.	Engage in conversation in social settings
		You will demonstrate your competence:
		3.1  by orally participating in conversation
		3.2  during social events within the school or given a scenario within the classroom
		3.3  in a classroom, lab or social setting
		Your performance will be successful when:
		3.1  learner approaches another person and initiates a conversation
		3.2  learner makes comments that are appropriate to the social situation
		3.3  learner asks questions that are appropriate to the social situation
		Learning Objectives
		a.  Approach another person and start a conversation
		b.  Make conversation which is appropriate to social situations
4.	Demonstrate control of grammar
		You will demonstrate your competence:
		4.1  by responding orally to questions and statements
		4.2  in a classroom, lab or social setting
		Your performance will be successful when:
		4.1  learner recognizes future tense forms
		4.2  learner recognizes and uses words and phrases that indicate time in past and present tense (yesterday, today, last week)
		4.3  learner uses affirmative or negative imperatives
		4.4  learner uses adjectives before nouns in self-generated statements
		4.5  learner uses comparative and superlative forms of adjectives
		4.6  learner uses Subject-Verb-Object order in self-generated statements correctly
		4.7  learner uses model forms (should, must, and have to)
		4.8  learner uses habitual present tense to express frequency of actions (i.e. never, usually, always, often)
		4.9  learner responds to simple past tense statements and questions as affirmative or negative
		4.10  learner recognizes simple past tense action and be verbs
		4.11  learner recognizes simple past tense action and be verbs in statements and questions
		Learning Objectives
		a.  Indicate simple future tense affirmative and negative statements
		b.  Indicate simple future tense affirmative and negative questions
		c.  Indicate affirmative and negative imperatives
		d.  Use adjectives before nouns in statements
		e.  Use adjectives in questions
		f.  Use Subject-Verb-Object order in sentences
		g.  Use adverbs in statements and questions
		h.  Use phrases of time and place
		i.  Use simple past tense action and be verbs in statements and questions
5.	Respond to imperatives
		You will demonstrate your competence:
		5.1  by performing tasks for imperatives presented orally by the instructor
		5.2  in a classroom, lab or social setting
		Your performance will be successful when:
		5.1  learner performs tasks as directed by the instructor
		5.2  learner performs two-step tasks in correct order
		Learning Objectives
		a.  Recognize common sequential vocabulary used in two-step directions (first, next, before, after, etc.)
		b.  Respond to directions using sequential vocabulary
		c.  Respond to two-step directions
6.	Discriminate speech
		You will demonstrate your competence:
		6.1  by completing an oral test
		6.2  in a classroom, lab or social setting
		Your performance will be successful when:
		6.1  learner identifies present and past tense verb forms in statements correctly
		6.2  learner identifies present and past tense verb forms in questions correctly
		6.3  learner identifies present and present continuous verb forms in statements correctly
		6.4  learner identifies present and present continuous verb forms in questions correctly
		6.5  learner discriminates subject pronouns in statements and questions correctly
		Learning Objectives
		a.  Differentiate between present and past tense statements
		b.  Differentiate between present and past tense questions
		c.  Discriminate between present and present continuous verb forms in statements
		d.  Discriminate between present and present continuous verb forms in questions
		e.  Discriminate subject pronouns in statements
		f.  Discriminate subject pronouns in questions
7.	Give feedback
		You will demonstrate your competence:
		7.1  by interacting with peers and instructors
		7.2  in a classroom, lab or social setting
		Your performance will be successful when:
		7.1  learner gives nonverbal cues to indicate active listening (nod or shake head, thumbs up or thumbs down)
		7.2  learner gives appropriate response to questions
		7.3  learner verbalizes agreement or disagreement in appropriate manner
		Learning Objectives
		a.  Give appropriate nonverbal cues to indicate active listening (nod, shake head, thumbs up or down)
		b.  Respond appropriately to questions
		c.  Demonstrate various degrees of agreement and disagreement
8.	Seek clarification
		You will demonstrate your competence:
		8.1  by asking for assistance or repetition of a statement during class discussions
		8.2  in a classroom or lab setting
		Your performance will be successful when:
		8.1  learner requests repetition of a statement or question appropriately
		8.2  learner asks questions relating to the topic appropriately
		8.3  learner repeats phrases or statements for reinforcement
		Learning Objectives
		a.  Request repetition
		b.  Ask questions
		c.  Repeat phrase for reinforcement
9.	Use basic pronunciation strategies
		Competence will be demonstrated:
		9.1  by using linking, intonation, and correct syllabic stress when pronouncing given words and sentences
		9.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		9.1  learner uses linking, intonation and syllabic stress appropriately with minimal first language interference
		9.2  learner is aware of pronunciation problems and self corrects own pronunciation
		Learning Objectives
		a.  Repeat common linked sounds following teacher's example (he is in the room; he's in the room)
		b.  Repeat rising and falling intonation patterns
		c.  Repeat syllables and model stressed syllables following teacher's example
		d.  Incorporate appropriate length of vowels and reduction of dropped sounds and/or syllables
		e.  Demonstrate ability to correct pronunciation following teacher's model
		f.  Self correct mispronunciations
10.	Generate sounds
		You will demonstrate your competence:
		10.1  by completing an oral test presented by the instructor
		10.2  in a classroom or lab setting
		Your performance will be successful when:
		10.1  learner correctly pronounces digraphs and dipthongs
		10.2  learner uses verb inflections correctly
		10.3  learner correctly pronounces consonant clusters
		Learning Objectives
		a.  Use digraphs
		b.  Use dipthongs
		c.  Use verb inflections
		d.  Use consonant clusters
11.	Expand use of idioms and verb phrases
		You will demonstrate your competence:
		11.1  by using idioms correctly in self-generated statements
		11.2  in a classroom or lab setting
		Your performance will be successful when:
		11.1  learner generates idioms for a variety of situations
		11.2  learner states idioms correctly in self-generated statements
		Learning Objectives
		a.  Identify meanings of idioms
		b.  Respond to idioms and verb phrases (know how to use in conversation)
		c.  Use idioms in self-expression

ESL Level 4
Course Outcome Summary

Course Information
Developers	ESL Steering Committee
Development Date	5/25/2006

Description
Level 4 - Low Intermediate ESL Literacy

Target Population
Level 4 Entry: (type description here)

Level 5 Exit: (type description here)

Competencies
Unit I.	Reading Level 4
1.	Demonstrate a range of printed and/or electronic materials
		You will demonstrate your competence:
		1.1  In a classroom
		1.2  in a lab
		1.3  individually
		1.4  with a partner
		1.5  in a small group
		1.6  in a (simulated) work environment
		1.7  in a (simulated) real-life setting
		1.8  at home
		Your performance will be successful when:
		1.1  learner follows written directions related to school, work, and home activities
		1.2  learner uses maps to find specific locations
		1.3  learner responds accurately to comprehension questions
		1.4  learner uses appropriate reference materials including simplified English dictionary and internet search engines
		Learning Objectives
		a.  Read recipes, general instructions, and directions
		b.  Read city/state map
		c.  Read multi-paragraph texts, including memos and newspaper/magazine articles and/or electronic materials
		d.  Consult reference materials
		e.  Relate prior knowledge to information in the text
2.	Increase silent and oral reading fluency
		You will demonstrate your competence:
		2.1  in a classroom
		2.2  in a lab
		2.3  individually
		2.4  with a partner
		2.5  in a small group
		2.6  in a (simulated) work environment
		2.7  in a (simulated) real-life setting
		2.8  at home
		Your performance will be successful when:
		2.1  learner reads to others
		2.2  learner states purpose for reading
		2.3  learner adjusts reading rate according to purpose
		2.4  learner extracts main ideas and details from readings
		Learning Objectives
		a.  Reads simple texts for pleasure
		b.  Recognize how type and purpose of readings determine the reading rate
		c.  Use various reading techniques including skimming and scanning to vary reading rate
3.	Employ a variety of comprehension strategies
		You will demonstrate your competence:
		3.1  in a classroom
		3.2  in a lab
		3.3  individually
		3.4  with a partner
		3.5  in a small group
		3.6  in a (simulated) work environment
		3.7  in a (simulated) real-life setting
		Your performance will be successful when:
		3.1  learner responds accurately to factual questions
		3.2  learner responds appropriately to inferential questions
		Learning Objectives
		a.  Give meaning to abbreviations found in text
		b.  Distinguish between fact and opinions expressed in text
		c.  Distinguish main ideas from detail
		d.  Use context clues to draw inferential meaning
4.	Develop vocabulary-building strategies
		You will demonstrate your competence:
		4.1  in a classroom
		4.2  in a lab
		4.3  individually
		4.4  with a partner
		4.5  in a small group
		4.6  in a (simulated) work environment
		4.7  in a (simulated) real-life setting
		Your performance will be successful when:
		4.1  learner selects appropriate prefixes, suffixes, and roots
		4.2  learner matches synonyms/antonyms
		4.3  learner derives accurate meaning from comparatives, superlatives, and compound words in context
		4.4  learner uses intermediate ESL dictionary
		Learning Objectives
		a.  Identify root words
		b.  Identify compound words
		c.  Use measurement tools for weights, liquids, and distances
		d.  Recognize antonyms, synonyms, and homonyms as a means of clarifying new words

Unit II.	Grammar/Writing Level 4
1.	Use rules of grammar
		You will demonstrate your competence:
		1.1  In a class/lab, workplace, and real-life situations.
		1.2  In written and oral form.
		Your performance will be successful when:
		1.1  Learner uses past tense form of verb "to be" in affirmative/negative statements and questions.
		1.2  Learner forms statements and questions using adverbs of time.
		1.3  Learner uses simple past tense regular and irregular form in affirmative/negative statements and questions.
		1.4  Learner uses past continuous tense in affirmative/negative statements and questions.
		1.5  Learner uses could/couldn't as past form of can/can't and as a polite request form.
		1.6  Learner forms statements and questions using comparatives and superlatives
		Learning Objectives
		a.  Use the simple past tense to form affirmative/negative statements and questions
		b.  Use the past continuous tense to form affirmative/negative statements and questions
		c.  Employ appropriate time expressions for past tense (ago, last, etc.)
		d.  Express past ability with could/couldn't
		e.  Form polite requests with could
		f.  Employ comparative and superlative forms of adjectives in statements and questions
2.	Write a simple paragraph by linking related ideas/sentences
		You will demonstrate your competence:
		2.1  In a class/lab, workplace, and real-life situations.
		Your performance will be successful when:
		2.1  Learner produces simple sentences in a paragraph form.
		2.2  Learner expands use of punctuation to include comma in a series.
		Learning Objectives
		a.  Identify and use rules of punctuation
		b.  Combine related simple sentences to form simple paragraphs
		c.  Combine simple sentences to form work-related notes and/or forms such as thank you notes, invitations, permission slips, etc.

Unit III.	Speaking/Listening Level 4
1.	Use sustained speech
		Competence will be demonstrated:
		1.1  by participating in class discussions and partner discussions
		1.2  in a classroom, lab or social setting
		Criteria - Performance will be satisfactory when:
		1.1  learner participates in classroom discussions using complete sentences.
		1.2  learner presents an explanation that is understandable incorporating grammar from levels 1-4
		1.3  learner gives a short description, tells a story and/or process directions that is understandable incorporating grammar from levels 1-4
		1.4  learner generates a two-person dialog using grammar correctly as presented in levels 1-4
		1.5  learner supports own opinion when asked for reason for agreement or disagreement regarding a topic of discussion
		Learning Objectives
		a.  Participate in classroom discussions
		b.  Generate two-person dialog
		c.  Give a short explanation on a specific topic
		d.  Give a short description on a specific topic
		e.  Give simple process directions
		f.  Tell a story
2.	Use survival language
		Competence will be demonstrated:
		2.1  by responding to real-life scenarios presented by the instructor
		2.2  by leaving a voicemail message for the instructor
		2.3  in a classroom, lab, simulated workplace or social setting
		2.4  given a telephone with voicemail features
		Criteria - Performance will be satisfactory when:
		2.1  learner participates effectively in discussions relating to workplace topics
		2.2  learner identifies realistic personal, educational, and employment goals
		2.3  learner uses consumer language accurately
		2.4  learner leaves a voicemail message for the instructor
		2.5  phone message is understandable
		2.6  phone message contains complete sentences
		2.7  phone message relates to given scenario presented to the student
		Learning Objectives
		a.  Participate in workplace discussions
		b.  Identify personal, educational and employment goals
		c.  Use consumer language
		d.  Communicate via telephone/voicemail
3.	Demonstrate control of grammar
		Competence will be demonstrated:
		3.1  by completing an oral test
		3.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		3.1  learner uses past and past continuous tense affirmative and negative statements and questions in correct context and with correct word order
		3.2  learner uses connectors (and, so, but, because) to form compound sentences
		3.3  learner uses comparative and superlative forms of adjectives
		3.4  learner forms statements and questions using "some" and "any"
		Learning Objectives
		a.  Use past and past continuous affirmative and negative statements
		b.  Use past and past continuous affirmative and negative questions
		c.  Use connectors to produce compound sentences
		d.  Use comparative and superlative forms of adjectives
		e.  Form statements and questions using "some" and "any"
4.	Demonstrate comprehension of a story or discussion topic
		Competence will be demonstrated:
		4.1  by responding to questions regarding a story or discussion topic
		4.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		4.1  learner states main idea of an oral communication
		4.2  learner identifies supporting details for a given oral communication
		4.3  learner states events in a story in correct sequence
		4.4  learner answers questions about a given story or topic
		Learning Objectives
		a.  Identify main idea
		b.  Identify supporting details
		c.  Identify sequence of events
		d.  Respond to questions about the story or topic
5.	Respond to imperatives
		Competence will be demonstrated:
		5.1  by responding to multiple step process directions presented orally
		5.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		5.1  learner successfully completes multiple step process directions
		5.2  learner completes process directions in correct order
		5.3  learner completes the directions without requiring repeated directions
		Learning Objectives
		a.  Recognize sequential vocabulary for multiple step instructions (3 or more - first, next, finally, first, second, third, etc.)
		b.  Respond to multiple-step process directions
6.	Discriminate speech
		Competence will be demonstrated:
		6.1  by completing an oral test
		6.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		6.1  learner differentiates between simple past tense and past continuous tense verbs in statements and questions
		6.2  learner differentiates between present tense and past tense verbs in statements and questions
		6.3  learner differentiates between subject and object pronouns. (he/him, she/her, etc.)
		6.4  learner discriminates the three sounds of "ed" in verbs in statements correctly
		6.5  learner discriminates the three sounds of "ed" in verbs in questions correctly
		Learning Objectives
		a.  Discriminate simple past tense from past continuous tense verbs in statements and questions
		b.  Discriminate present tense from past tense verbs in statements and questions
		c.  Discriminate subject/object pronouns. (he/him, she/her, etc.)
		d.  Discriminate the three sounds of "ed" in verbs in statements
		e.  Discriminate the three sounds of "ed" in verbs in questions
7.	Seek clarification
		Competence will be demonstrated:
		7.1  by asking for additional information or assistance
		7.2  for a given scenario
		7.3  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		7.1  learner asks instructor to repeat information appropriately
		7.2  learner asks appropriate questions for clarification
		7.3  learner persists in questioning if understanding is not clear
		Learning Objectives
		a.  Ask for reiteration (repeat the information)
		b.  Seek additional information for clarification
8.	Use basic pronunciation strategies
		Competence will be demonstrated:
		8.1  by completing an oral pronunciation test
		8.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		8.1  learner applies correct pronunciation of past tense "ed" verbs
		8.2  learner uses correct stress when pronouncing multisyllabic words
		8.3  learner uses correct intonation for statements and questions
		8.4  learner uses reductions correctly in statements and questions
		Learning Objectives
		a.  Use stress and intonation in multisyllabic words
		b.  Use reductions correctly
9.	Use formal and informal language
		Competence will be demonstrated:
		9.1  by participating in small group and class discussions
		9.2  in a classroom, lab, or social setting
		Criteria - Performance will be satisfactory when:
		9.1  learner uses the appropriate language register for introductions, requests, and apologies
		9.2  learner uses appropriate language register for small group vs. large group discussions
		Learning Objectives
		a.  Recognize various language registers for different speaking situations and people
		b.  Use the appropriate language register for introductions, requests, apologies, etc.
10.	Expand use of idioms and verb phrases
		Competence will be demonstrated:
		10.1  by completing an oral test on idioms
		10.2  in a classroom, lab, or social setting
		Criteria - Performance will be satisfactory when:
		10.1  learner identifies reductions in idioms and verb phrases presented orally
		10.2  learner states full idiom or verb phrase for reductions presented orally
		10.3  learner identifies appropriate situations for given idioms or verb phrase reductions
		Learning Objectives
		a.  Recognize reductions in idioms and verb phrases (gimme five vs give me five)
		b.  Use reductions in idioms and verb phrases
11.	Discuss basic human rights
		Competence will be demonstrated:
		11.1  by participating in whole group and small group class discussions
		11.2  in a classroom or social setting
		Criteria - Performance will be satisfactory when:
		11.1  learner identifies at least three examples of basic human rights
		11.2  learner identifies local resources available to help attain assistance for foot, clothing, and shelter
		Learning Objectives
		a.  Identify basic human rights such as food, clothing, shelter and education
		b.  List resources available to help attain these rights

ESL Level 5
Course Outcome Summary

Course Information
Developers	ESL Steering Committee
Development Date	5/25/2006

Description
Level 5 - High Intermediate ESL Literacy

Target Population
Level 5 Entry: (type description here)

Level 5 Exit: (type description here)

Competencies
Unit I.	Reading Level 5
1.	Demonstrate comprehension of a range of printed and/or electronic materials
		You will demonstrate your competence:
		1.1  in a classroom
		1.2  in a lab
		1.3  individually
		1.4  with a partner
		1.5  in a small group
		1.6  in a (simulated) work environment
		1.7  in a (simulated) real-life setting
		Your performance will be successful when:
		1.1  learner responds accurately to comprehension questions according to the texts outlined in the learning objectives
		Learning Objectives
		a.  Read textbooks, job applications, magazines, newspapers, short narratives, workplace signs, instructional manuals, memos, email, faxes, and internet sites
		b.  Determine meaning of graphic materials such as charts, graphs, diagrams, and tables
2.	Enhance silent and oral reading fluency
		You will demonstrate your competence:
		2.1  in a classroom
		2.2  in a lab
		2.3  individually
		2.4  with a partner
		2.5  in a small group
		2.6  in a (simulated) work environment
		2.7  in a (simulated) real-life setting
		2.8  at home
		Your performance will be successful when:
		2.1  learner participates in Sustained Silent Reading (SSR)
		2.2  learner recommends books to others
		2.3  learner completes reading at a rate commensurate with the difficulty of the text
		Learning Objectives
		a.  Read for pleasure
		b.  Adjust rate for text difficulty and purpose (pleasure, information, timed tests, textbooks, technical readings)
3.	Employ a variety of comprehension strategies
		You will demonstrate your competence:
		3.1  in a classroom
		3.2  in a lab
		3.3  individually
		3.4  with a partner
		3.5  in a small group
		3.6  in a (simulated) work environment
		3.7  in a (simulated) real-life setting
		Your performance will be successful when:
		3.1  learner responds to general questions based on the text
		3.2  learner responds to detailed questions based on the text
		3.3  learner locates information using table of contents, indexes, appendices, and glossaries
		Learning Objectives
		a.  Read literally
		b.  Read inferentially (feelings, attitudes, conclusions)
		c.  Read critically (judge, evaluate, compare, and contrast)
		d.  Identify purpose, point of view, intended audience and tone in reading passage
		e.  Skim/scan familiar text/electronic text
4.	Develop vocabulary-building strategies
		You will demonstrate your competence:
		4.1  in a classroom
		4.2  in a lab
		4.3  individually
		4.4  with a partner
		4.5  in a small group
		4.6  in a (simulated) work environment
		4.7  in a (simulated) real-life setting
		4.8  at home
		Your performance will be successful when:
		4.1  learner uses an advanced ESL dictionary
		4.2  learner demonstrates the ability to do online searches
		Learning Objectives
		a.  Increase awareness of different types of reference materials
		b.  Analyze prefixes such as
		c.  bi
		d.  re-
		e.  dis-
		f.  un-
		g.  mis-
		h.  pre-
		i.  post-
		j.  trans-
		k.  Analyze suffixes such as
		l.  -er (like sing/singer)
		m.  -ly
		n.  -ist
		o.  -tion
		p.  -sion
		q.  -able
		r.  -ible
		s.  -ment
		t.  Recognize comparatives and superlatives

Unit II.	Grammar/Writing Level 5
1.	Use rules of grammar
		You will demonstrate your competence:
		1.1  In class/lab, workplace, and real-life situations.
		1.2  In electronic or paper format.
		Your performance will be successful when:
		1.1  Learner uses present perfect affirmative/negative statements and questions.
		1.2  Learner uses conjunctions to write compound sentences.
		1.3  Learner uses present perfect continuous in affirmative/negative statements and questions.
		1.4  Learner uses past perfect in affirmative/negative statements and questions.
		1.5  Learner forms tag questions.
		1.6  Learner forms statements and questions using possessive and reflexive pronouns.
		Learning Objectives
		a.  Use present perfect affirmative and negative statements and questions.
		b.  Write compound sentences using "so", "but", "and", "because".
		c.  Use present perfect continuous affirmative and negative statements and questions.
		d.  Use past perfect affirmative and negative statements and questions.
		e.  Form tag questions and apply appropriate intonation.
		f.  Differentiate between possessive adjective and possessive pronouns.
		g.  Form statements and questions using possessive pronouns.
2.	Write for different purposes
		You will demonstrate your competence:
		2.1  In class/lab, workplace, and real-life situations.
		2.2  In electronic or paper format.
		Your performance will be successful when:
		2.1  Learner writes short paragraphs, journals, workplace reports, notes, and/or letters.
		2.2  Learner uses the writing process.
		Learning Objectives
		a.  Recognize a multi-step writing process
		b.  Recognize purpose and audience as a factor in writing style
		c.  Produce a variety of writings using the writing process
		d.  Write simple notes for a variety of purposes (sympathy, excuse, to teacher, etc.)

Unit III.	Speaking/Listening Level 5
1.	Use formal and informal conversational language
		Competence will be demonstrated:
		1.1  by participating in small group conversations
		1.2  in a classroom, lab, or social setting
		1.3  given a topic for discussion
		1.4  given a school, social, or work scenario
		Criteria - Performance will be satisfactory when:
		1.1  learner uses a variety of structural patterns in conversation
		1.2  learner uses appropriate language register for the speaking situation
		1.3  learner responds to conversational topic with ideas and/or comments that relate to the topic
		1.4  learner expresses opinions when asked
		Learning Objectives
		a.  Share experiential stories
		b.  Use a variety of structural patterns in conversation
		c.  Use correct language register according to the social or school setting
2.	Paraphrase information
		Competence will be demonstrated:
		2.1  by paraphrasing a story, conversation, or newspaper article presented orally
		2.2  by paraphrasing how one could respond to a given scenario
		2.3  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		2.1  learner paraphrases oral speech accurately
		2.2  learner includes at least four important details from the orally presented story or conversation
		2.3  learner describes at least two appropriate responses to a given social and/or job related situation
		2.4  Student summary is understandable
		2.5  Student summary is stated using complete sentences
		Learning Objectives
		a.  Retell stories and conversations
		b.  Retell information presented orally from a newspaper article
		c.  Explain and/or describe responses to various social and job related situations
3.	Demonstrate control of grammar
		Competence will be demonstrated:
		3.1  by completing an oral grammar test
		3.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		3.1  learner uses present perfect tense in correct context with correct word order
		3.2  learner uses conditional sentences with if clauses
		3.3  learner uses past perfect tense in correct context with correct word order
		3.4  learner uses reflexive pronouns correctly
		3.5  learner uses possessive pronouns correctly
		3.6  learner uses tag questions correctly
		Learning Objectives
		a.  Use present perfect tense in affirmative and negative statements
		b.  Use present perfect tense in affirmative and negative questions
		c.  Use future continuous tense verbs in affirmative and negative statements
		d.  Use future continuous tense verbs in affirmative and negative questions
		e.  Use reported speech (he said, she said...)
		f.  Use tag questions (He went to the store, didn't he?)
		g.  Use embedded questions (Could you tell me where the post office is)
		h.  Use passive voice in sentences
		i.  Use past perfect in affirmative and negative statements
		j.  Use past perfect in affirmative and negative questions
		k.  Use possessive pronouns in conversation
4.	Demonstrate comprehension of multimedia presentations
		Competence will be demonstrated:
		4.1  by answering questions about information presented in multimedia format
		4.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		4.1  learner identifies the main idea of the presentation
		4.2  learner identifies supporting details accurately
		4.3  learner summarizes the information presented in correct sequential order
		4.4  learner correctly answers questions about the presentation topic
		Learning Objectives
		a.  Identify main idea of the presentation
		b.  Identify supporting details from the presentation
		c.  Summarize information in the appropriate order (chronological, sequential, spatial, or order of importance)
		d.  Respond to questions about the story or topic
5.	Respond to imperatives
		Competence will be demonstrated:
		5.1  by responding to complex process directions presented orally
		5.2  by responding to oral directions to a specific location
		5.3  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		5.1  learner responds to complex, sequenced process directions accurately
		5.2  learner follows the directions in correct sequence
		5.3  learner follows oral directions in correct sequence
		5.4  learner finds the specific place given from oral directions
		Learning Objectives
		a.  Respond to complex sequenced process directions
		b.  Respond to directions to locate a specific place
6.	Discriminate speech
		Competence will be demonstrated:
		6.1  by answering questions relating to stress and intonation in statements
		6.2  by identifying purposes of communication
		6.3  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		6.1  learner interprets stress and intonation correctly
		6.2  learner provides examples to illustrate different purposes of communication
		Learning Objectives
		a.  Discriminate stress and intonation
		b.  Identify the various purposes of communication
7.	Employ active listening skills/strategies
		Competence will be demonstrated:
		7.1  by using active listening skills during class discussions and presentations
		7.2  in a classroom or lab setting
		Criteria - Performance will be satisfactory when:
		7.1  learner employs active listening skills for accurate comprehension
		7.2  learner uses eye contact and body language to convey comprehension
		7.3  learner takes accurate notes relating to class discussion and presentations
		7.4  learner asks questions relating to the topic of discussion or presentation
		7.5  learner correctly answers questions relating to the topic of discussion or presentation
		Learning Objectives
		a.  Exercise listening etiquette
		b.  Ask appropriate questions
		c.  Seek clarification/information
		d.  Respond to questions about dialogue
		e.  Take notes in class
8.	Speak understandably
		Competence will be demonstrated:
		8.1  by participating in conversations and class discussions
		8.2  in a classroom, social, or lab setting
		Criteria - Performance will be satisfactory when:
		8.1  learner uses stress and intonation consistently for effective communication
		8.2  learner uses adequate volume when speaking so that all members of group hear and understand
		Learning Objectives
		a.  Use stress and intonation consistently
		b.  Uses inflection appropriately
9.	Expand use of idiomatic language
		Competence will be demonstrated:
		9.1  by using idioms in conversation and class discussion
		9.2  in a classroom, lab, workplace or social setting
		Criteria - Performance will be satisfactory when:
		9.1  learner identifies correct meaning for various idioms
		9.2  learner identifies correct usage of various idioms in conversation
		Learning Objectives
		a.  Use increased rate of speech in idiomatic language
		b.  Demonstrate comprehension of idioms in conversations
		c.  Use idioms appropriately in conversations
10.	Analyze cultural choices
		Competence will be demonstrated:
		10.1  by participating in class discussions on cultural choices
		10.2  in a classroom, social or lab setting
		Criteria - Performance will be satisfactory when:
		10.1  learner identifies at least five aspects of culture
		10.2  learner identifies at least five cultural activities which are the same as his/her own
		10.3  learner identifies at least five cultural activities which are different from his/her own
		Learning Objectives
		a.  Identify aspects of culture
		b.  Discuss cultural activities
		c.  Compare and contrast cultures and cultural activities
11.	Analyze prejudice and stereotype
		Competence will be demonstrated:
		11.1  by participating in class discussions on prejudice and stereotypes
		11.2  in a classroom, social, workplace or lab setting
		Criteria - Performance will be satisfactory when:
		11.1  learner identifies behaviors and language that illustrate prejudice
		11.2  learner identifies at least three stereotypes and explains why each is a stereotype
		Learning Objectives
		a.  Define prejudice
		b.  Identify stereotypes for various groups of people
		c.  Identify behaviors which cause people to develop prejudicial and stereotypical thinking
		d.  Examine ideas and beliefs which cause people to develop prejudicial and stereotypical thinking

ESL Level 6
Course Outcome Summary

Course Information
Developers	ESL Steering Committee
Development Date	5/25/2006

Description
Level 6 - Advanced ESL Literacy

Target Population
Level 6 Entry: (type description here)

Level 6 Exit: (type description here)

Competencies
Unit I.	Reading Level 6
1.	Demonstrate comprehension of a range of printed and/or electronic materials
		You will demonstrate your competence:
		1.1  in a classroom
		1.2  in a lab
		1.3  individually
		1.4  with a partner
		1.5  in a small group
		1.6  in a (simulated) work environment
		1.7  in a (simulated) real-life setting
		Your performance will be successful when:
		1.1  learner responds appropriately to higher order questions
		1.2  learner analyzes and interprets text
		1.3  learner derives information from a variety of textual sources
		1.4  learner seeks information on a self-chosen topic
		Learning Objectives
		a.  Read complex graphs, technical writings, prose, poetry, newspapers, magazines, instructional manuals, and workplace print, blogs, chat room discussions, online reference sources
2.	Maximize silent and oral reading fluency
		You will demonstrate your competence:
		2.1  in a classroom
		2.2  in a lab
		2.3  individually
		2.4  with a partner
		2.5  in a small group
		2.6  in a (simulated) work environment
		2.7  in a (simulated) real-life setting
		Your performance will be successful when:
		2.1  learner reads to others
		2.2  learner responds accurately to comprehension questions based on a timed reading text
		Learning Objectives
		a.  Read more complex texts
		b.  Increase reading rate without decreasing comprehension
3.	Employ a variety of comprehension strategies
		You will demonstrate your competence:
		3.1  in a classroom
		3.2  in a lab
		3.3  individually
		3.4  with a partner
		3.5  in a small group
		3.6  in a (simulated) work environment
		3.7  in a (simulated) real-life setting
		Your performance will be successful when:
		3.1  learner responds accurately to higher order questions
		3.2  learner paraphrases a reading selection
		3.3  learner summarizes a reading selection
		Learning Objectives
		a.  Skim/scan unfamiliar electronic or paper text
		b.  Recognize various organizational features of a paper/electronic textbook
4.	Develop vocabulary-building strategies
		You will demonstrate your competence:
		4.1  in a classroom
		4.2  in a lab
		4.3  individually
		4.4  with a partner
		4.5  in a small group
		4.6  in a (simulated) work environment
		4.7  in a (simulated) real-life setting
		Your performance will be successful when:
		4.1  learner uses a non-simplified English dictionary and thesaurus
		4.2  learner states meaning of clichés, idioms, slang, jargon, and inappropriate language
		Learning Objectives
		a.  Use online or printed dictionaries, thesauruses, and encyclopedias
		b.  Distinguish between formal and informal written text
5.	Respond critically to a wide range of printed and electronic materials
		You will demonstrate your competence:
		5.1  In a classroom
		5.2  in a lab
		5.3  individually
		5.4  with a partner
		5.5  in a small group
		5.6  in a (simulated) work environment
		5.7  in a (simulated) real-life setting
		Your performance will be successful when:
		5.1  learner responds appropriately to point-of-view questions
		5.2  learner references text to support own opinion
		5.3  learner describes text for purpose, mood, tone, and style
		5.4  learner expresses opinion about a text
		Learning Objectives
		a.  Identify bias, prejudice, stereotype and other subjective attitudes in a variety of reading
		b.  Analyze a variety of genres (nonfiction, poetry, humor, romance, adventure, science fiction, etc.)
		c.  compare/contrast two readings on related topics

Unit II.	Grammar/Writing Level 6
1.	Use rules of grammar.
		You will demonstrate your competence:
		1.1  In class/lab, workplace, and real-life situations.
		1.2  In electronic or paper format.
		Your performance will be successful when:
		1.1  Learner uses passive voice.
		1.2  Learner uses modals of certainty and past modal forms.
		1.3  Learner employs phrasal verbs.
		1.4  Learner employs gerunds and infinitives.
		1.5  Learner uses conditional/subjunctive forms.
		1.6  Learner writes complex sentences with embedded clauses as in reported speech.
		Learning Objectives
		a.  Recognize the use of past modals in oral and written English.
		b.  Use past modals in writing.
		c.  Differentiate between separable and non-separable phrasal verbs.
		d.  Identify how other words in a sentence determine the use of gerunds and infinitives.
		e.  Use gerunds and infinitives in writing.
		f.  Recognize the use of unreal conditional in written English.
		g.  Use unreal conditional in writing.
		h.  Write complex sentences including embedded clauses.
2.	Write for different purposes.
		You will demonstrate your competence:
		2.1  In class/lab, workplace, and real-life situations.
		2.2  In electronic or paper format.
		Your performance will be successful when:
		2.1  Learner uses the writing process.
		2.2  Learner writes letters: business and personal, memos, and emails.
		2.3  Learner writes multi-step instructions.
		2.4  Learner writes reports such as accident and production reports, etc.
		2.5  Learner develops a simple resume and cover letter.
		Learning Objectives
		a.  Identify the components of an effective resume.
		b.  Write a resume and cover letter.
		c.  Use a sequence in writing instructions.
		d.  Indicate pertinent information on reports.
		e.  Produce a variety of writings using the writing process.

Unit III.	Speaking/Listening Level 6
1.	Use sustained speech
		Competence will be demonstrated:
		1.1  by making presentations during class sessions
		1.2  in a classroom or lab setting
		Criteria
		1.1  learner gives presentations which are effectively organized and understandable with minimal grammatical errors
		1.2  learner gives clear multi-step process directions to complete a task or find a specific location
		Learning Objectives
		a.  Participate in group presentations
		b.  Present reports that describe a mechanism or process
		c.  Present reports that persuade
		d.  Give clear multi-step process directions
		e.  Give clear multi-step directions to locate a specific place
		f.  Participate in interviews
2.	Demonstrate control of grammar
		Competence will be demonstrated:
		2.1  by participating in class discussions
		2.2  in a classroom or lab setting
		Criteria
		2.1  learner forms statements and questions using past modals in the correct context with correct word order
		2.2  learner correctly uses phrasal verbs, gerunds, infinitives and transition words in statements and questions
		2.3  learner uses reported speech correctly
		2.4  learner uses passive voice correctly
		2.5  learner uses embedded questions correctly
		Learning Objectives
		a.  Form statements using past modals, phrasal verbs, gerunds, infinitives and transition words
		b.  Form questions using past modals, phrasal verbs, gerunds, infinitives, and transition words
		c.  Form affirmative and negative statements and questions using perfect tenses
		d.  Form affirmative and negative statements and questions using perfect continuous tenses
		e.  Form affirmative and negative statements and questions using conditional sentences
		f.  Form affirmative and negative statements and questions using active/passive voice
		g.  Use passive voice
		h.  Use embedded questions
		i.  Use reported speech
3.	Respond to listening situations
		Competence will be demonstrated:
		3.1  by participating in class presentations and discussions
		3.2  in a classroom or lab setting
		Criteria
		3.1  learner responds correctly to 5 questions after listening to a 10-15 minute lecture
		3.2  learner responds accurately to electronic messages
		Learning Objectives
		a.  Respond to electronic messages (voice mail, answering machine, computer audio)
4.	Follow telephone conversations
		Competence will be demonstrated:
		4.1  by listening to and participating in telephone conversation role-plays
		4.2  in a classroom or lab setting
		Criteria
		4.1  learner identifies information provided after listening to a telephone conversation
		4.2  learner describes at least four items of information from a telephone conversation that should be recorded when taking a message for someone
		4.3  learner responds accurately to telephone conversations
		4.4  learner accurately summarizes a telephone conversation
		Learning Objectives
		a.  Acquire information as a listener from a telephone conversation
		b.  Identify purpose and outcome of a telephone conversation from components other than actual content (inflection, pauses, voice tone, etc.)
		c.  Discuss important details to document when taking a telephone message
		d.  Orally participate in common everyday telephone conversations
5.	Respond with active or passive listening
		Competence will be demonstrated:
		5.1  by participating in class discussions
		5.2  in a classroom setting
		Criteria
		5.1  learner actively participates in discussions through comments and questions
		5.2  learner's questions and comments are appropriate for the content of the class discussion
		Learning Objectives
		a.  Identify aspects of active and passive listening
		b.  Summarize media presentations such as TV shows, videos, radio, etc.
6.	Discriminate speech
		Competence will be demonstrated:
		6.1  by participating in interactive listening activities
		6.2  in a classroom or lab setting
		Criteria
		6.1  learner identifies context clues that assist in obtaining the meaning of an oral message
		6.2  learner identifies the intonation of a message
		6.3  learner describes how tone and pitch can affect the meaning of a message
		Learning Objectives
		a.  Use contextual clues such as thought groups to determine meaning
		b.  Use intonation to determine meaning
		c.  Use tone and pitch patterns to determine meaning
7.	Speak understandably
		Competence will be demonstrated:
		7.1  by participating in class discussions and group conversations
		7.2  in a classroom, social, or lab setting
		Criteria
		7.1  learner uses everyday language consistently
		7.2  learner speaks audibly during class discussions and conversations
		7.3  learner consistently incorporates clear vowels, consonant discrimination, blends, and reductions in verbal speech
		Learning Objectives
		a.  Use contextual clues in conversation and responses
		b.  Speak audibly in a variety of settings
		c.  Use standard American dialect effectively in a variety of situations
		d.  Recognize and use slang
8.	Use goal-specific language
		Competence will be demonstrated:
		8.1  by participating in class discussions on goal setting and goal attainment
		8.2  by completing a personal goal setting worksheet
		8.3  in a classroom or lab setting
		Criteria
		8.1  learner identifies short term and long term personal, educational, and work goals
		8.2  learner uses goal-specific vocabulary to accurately reflect his/her goals
		8.3  learner identifies at least three steps to attaining his/her short term and long term goals
		8.4  learner identifies strategies for evaluating progress made toward his/her goals
		8.5  learner summarizes own progress in reaching his/her short term goals
		Learning Objectives
		a.  Differentiate between short term and long term goals
		b.  Identify goals for education, work, and personal life
		c.  Express personal, academic, and career goals
		d.  Express steps for meeting personal, academic, and career goals
		e.  Discuss ways to evaluate progress in meeting one's goals
		f.  Self-evaluate progress in meeting goals
9.	Analyze societal norms
		Competence will be demonstrated:
		9.1  by participating in class discussions
		9.2  by analyzing norms of own culture compared to norms of U.S./regional culture
		9.3  given various scenarios relating to social, school, and workplace situations
		9.4  in a classroom or lab setting
		Criteria
		9.1  learner prioritizes tasks from a given list of school and workplace tasks
		9.2  learner explains rationale for his prioritized list
		9.3  learner evaluates own time management in terms of punctuality, efficiency, and initiative
		9.4  learner identifies the differences in passive, assertive, and aggressive behaviors
		9.5  learner analyzes positive and negative aspects of passive, assertive, and aggressive behaviors in various situations
		9.6  learner identifies similarities and differences between own norms and U.S./regional norms
		9.7  learner identifies taboo topics and expressions in social situations
		Learning Objectives
		a.  Discuss time management concepts and issues
		b.  Discuss passive, aggressive, and assertive behaviors
		c.  Evaluate use of passive, aggressive, and assertive behaviors in various situations
		d.  Discuss similarities and differences between norms of own culture vs. U.S./regional culture
		e.  Affirm cultural norms
		f.  Effectively blend native and U.S./regional norms
		g.  Identify taboo topics and expressions
10.	Work cooperatively with diverse populations
		Competence will be demonstrated:
		10.1  by participating in group activities
		10.2  in a classroom, lab or social setting
		Criteria
		10.1  learner works cooperatively with fellow group members
		10.2  learner meets checklist criteria for group activity assignments
		10.3  learner performs responsibilities of various group member roles (leader, recorder, reporter, time manager)
		Learning Objectives
		a.  Discuss roles individuals may perform in group settings
		b.  Discuss ways to interact effectively with partners and/or group members
		c.  Identify rules or guidelines that promote cooperation in group settings
		d.  Discuss positive and negative aspects of working in a group
		e.  Discuss ways to resolve negative aspects of working in a group
		f.  Participate in group activities in various roles
11.	Use academic English (optional: written for academic bound students)
		You will demonstrate your competence:
		11.1  by answering questions related to mood
		11.2  by making/listening to presentations or participating in class
		11.3  by taking notes during a lecture session
		11.4  by paraphrasing a lecture
		11.5  by including essential information in lecture notes and summaries
		11.6  by using and responding to metaphors, similes, and personifications in conversations
		11.7  in the classroom, lab, or social setting
		Your performance will be successful when:
		11.1  learner identifies mood of a statement (subjunctive, indicative, and imperative) correctly
		11.2  learner gives presentations which are effectively organized and understandable with minimal grammatical errors
		11.3  learner responds correctly to five questions after listening to a 10-15 minute lecture
		11.4  learner responds to rhetorical questions by supporting his/her ideas sufficiently
		11.5  learner takes accurate notes from a lecture
		11.6  learner paraphrases a lecture accurately
		11.7  learner's notes and verbal summary include essential information from lecture
		11.8  learner identifies examples of metaphors, similes, and personification used in conversation
		11.9  learner verbalizes the correct meaning of metaphors, similes, and personification used in conversations
		11.10  learner uses metaphors, similes, and personification correctly in self-generated statements during conversation
		Learning Objectives
		a.  Discriminate moods - subjunctive (If I ...), indicative (statements and questions), and imperative (commands)
		b.  Present objective reports about current/historical events
		c.  Present reports that compare/contrast
		d.  Identify indicators of important information during lectures
		e.  Identify rhetorical questions
		f.  Discuss responses for rhetorical questions
		g.  Respond to lectures by taking notes
		h.  Respond to lectures by paraphrasing or summarizing content
		i.  Recognize metaphors, similes, and personification forms in conversation
		j.  Verbalize meaning of statements using metaphors, similes, and personification
		k.  Use metaphors, similes, and personification in conversation