ES 121 - English as a Second Language: Reading and Vocabulary I

2. Find the main idea of simplified texts.

3. Answer basic comprehension questions about simplified texts.

4. Summarize orally what has been read.

5. Discuss and react to readings in group and class discussions.

6. Understand and use an increased number of high frequency vocabulary words.

7. Use strategies to guess the meaning of new words in a reading.

8. Translate or explain what written information means and/or how it can be used. 

9. Complete work accurately, with attention to detail.
Course Outline:
I. Initiate activities to help students get to know one another, creating a comfortable classroom atmosphere

II. Use simplified English texts to teach and practice reading skills

III. Introduce various pre and post reading strategies

IV. Teach skills that will help students to read for the main idea

V. Teach skills that will help students to read and answer comprehension questions

VI. Teach skills that will help students to summarize orally what they have read

VII. Introduce simple strategies to help students discover the meaning of new words in a reading

VIII. Introduce various new high frequency vocabulary words

IX. Practice acquired skills with a variety of reading material

X. Stimulate class and group discussions about readings

Lecture: Approx 15-20%

Individual skills practice: Approx 15-20%

Media such as audio and video tapes: Approx 5-10%
Mandatory Course Components:
-Grades should be made up of approximately 40% reading, 40% vocabulary, and 20% attendance and participation in class activities.

-Course should include a minimum of 20 reading activities, 25 vocabulary activities, and 5 tests or quizzes.

-Assessments will include a variety of activities, such as tests and quizzes, reading journals, book reports, group presentations, group reporting, summary/response, reading and vocabulary exercises, etc.

-Midterm and final exams are not required, but may be given, not to exceed 20% of the final grade.

-A range of instructional strategies, including group and/or pair work, is required in all reading classes.  Lecture must not dominate.
Equivalent Courses:
None

Essential Abilities
English as a Second Language

The Grand Rapids Community College English Department faculty has specified essential abilities critical to the success of students in any GRCC English as a Second Language course. Students must demonstrate these essential abilities to succeed in their program of study. Qualified applicants are expected to meet all admission criteria, and matriculating students are expected to meet all progression criteria, as well as these essential abilities with reasonable accommodations as required by law. Each function and skill listed below is connected to a specific example that is typical of the general requirement.

1. Essential judgment skills to include:

• Students will have the ability to identify, assess, and comprehend surrounding situations for the purpose of problem solving and coming to appropriate conclusions and/or course of actions.

• Students are expected to meet deadlines by completing their work in and outside of the classroom.   
• Students are expected to adhere to the syllabus and respect authority and the classroom culture.
• Students are expected to accept and work with classmates who have different values and beliefs.

2. Essential physical/neurological functions to include:

• Listening – Students will be able to listen attentively to faculty and their peers.
• Concentration – Students will be able to maintain focus on class-related tasks.
• Managing relationships – Students will be able to negotiate one-on-one, small group, and whole-class relationships.
• Physical adaptability – Students will be able to negotiate the classroom space and adapt to changing classroom configurations.
• Production of typewritten material – Students will be able to produce typewritten documents in a timely manner.

3. Essential communication skills to include:

• Ability to work in word processing, to use Dragon (or other spoken software) or to handwrite to produce a document or other forms of written communication.
• Ability to use a computer for access to Bb, student email and the internet.

• Ability to engage in spoken communication with appropriate accommodation.
• Appropriate listening, speaking, reading, and writing skills as determined by placement test scores and/or successful completion of the previous level of the course.

4.  Essential emotional coping skills:

• Willingness to work cooperatively in pairs or small groups.
• Ability to work independently on classroom assignments and homework.
• Motivation to complete academic goals.
• Ability to manage stressful situation and deadlines.
• Acceptance of feedback - the student must be willing to accept constructive feedback from instructors and peers.
• Ability to ask questions and utilize available resources.

5.  Essential intellectual/conceptual skills to include:

• Ability to understand, interpret and complete the student learning outcomes for the class.  
• Ability to stay on task for the required time without a mental break.
• Ability to understand that intellectually you are at a college level and come to class with the expectation of academic rigor.  
• Ability to engage in the learning process.

6. Other essential behavioral attributes:

• The student must demonstrate responsibility and accountability for actions as a student at GRCC.  
• Students must come to the class and engage in behaviors consistent with safe practice without demonstrated behaviors of abuse or dependence on substances that impair behavior or judgment.