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