ENGL& 226 - British Literature I: 7th to 16th Century

1. Discuss the common elements in British literature of the 19th through the 21st centuries.
2. Identify the characteristics of the Romantic, Modern, and Post-Modern eras as they are found in British literature of these periods.
3. Apply the study of literature to develop critical thinking and reading skills by introducing the problems of analysis and interpretation of specific literary periods.
4. Apply critical thinking and reading skills to the study of the literary works of specific eras.
5. Discuss the importance and relevance of the literature of the Romantic, Modern, and Post-Modern eras to the contemporary world (especially as the literature relates to the psychological and spiritual needs of the peoples of the world today).

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 227 - British Literature II: 17th to 18th Century

1. Discuss the common elements in British literature of the seventeenth and eighteenth centuries.
2. Discuss the characteristics of the Puritan Revolt, the Restoration, and the Neoclassical eras as they are found in British literature of these periods.
3. Use the study of literature to develop critical thinking and reading skills by introducing the problems of analysis, interpretation, and evaluation in response to works of a specific literary period.
4. Apply critical thinking and reading skills to the study of the literary works of a specific era.
5. Discuss the importance and relevance of the literature of the Puritan Revolt, the Restoration, and the Neoclassical eras to the modern and the contemporary world (especially as the literature relates to the psychological and spiritual needs of the world today).

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 228 - British Literature III: 19th to 21st Century

1. Discuss the common elements in British literature of the 19th through the 21st centuries.
2. Discuss the characteristics of the Romantic, Modern, and Post-Modern eras as they are found in British literature of these periods.
3. Use the study of literature to develop critical thinking and reading skills by introducing the problems of analysis and interpretation of specific literary periods.
4. Apply critical thinking and reading skills to the study of the literary works of specific eras.
5. Discuss the importance and relevance of the literature of the Romantic, Modern, and Post-Modern eras to the contemporary world (especially as the literature relates to the psychological and spiritual needs of the peoples of the world today).

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 235 - Introduction to Technical Communication

1. Develop a sense of how purposes, audiences, situations, technologies, and methods affect writers’ and users’ perceptions of written documents.
2. Implement and demonstrate theories of document design (e.g. format, layout, graphics) in course projects.
3. Exhibit the recursive nature of writing process in terms of researching, drafting, reviewing/testing, editing, and revising.
4. Develop strategies for written and/or oral communication with peers, instructors, users, and/or clients that foster mutual respect and responsibility, including peer review and usability testing.
5. Implement and evaluate a range of research methods and information resources to develop and produce ethically responsible professional documents.
6. Create effective arguments in professional documents using discursive and visual information.
7. Demonstrate awareness of how various media genres and technologies affect and are affected by users and readers and, thus, are integral to the writing process.
8. Use and adapt various technologies, including MS Word, to produce attractive, persuasive, professional documents.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL& 236 - Creative Writing I

1. Create original written work in multiple genres-such as poetry, fiction, nonfiction, and/or others-that achieves its expressive purpose and engages its reader.  
2. Employ a variety of creative devices, including plot, characterization, setting, sound, imagery, and figurative language as the genre demands. 
3. Analyze contemporary literature from diverse cultural and aesthetic contexts for concerns of craft, genre expectations, and creative expression.  

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL& 237 - Creative Writing II

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 239 - Espial Workshop

1. Produce a formal collection of students’ creative works, including fiction, poetry, drawings, and photographs.
2. Solicit, review, edit, select and format student submissions of literature and art.
3. Organize, edit, evaluate, and select submissions to create the journal.
4. Develop teamwork skills in the production of a journal, including the division of tasks and the learning of new skills (e.g. specialized technology, fundraising and marketing, cover design and aesthetic appeal).

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 244 - American Literature I: American Literature to 1860

1. Discuss selected American writers from early Native American storytellers through Melville.
2. Apply questions and problems posed by earlier American writers to contemporary American life.
3. Discuss how earlier American writers offer universal insights into the human condition.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 245 - American Literature II: Civil War to WWI

1. Discuss selected American writers from the Civil War to World War I.
2. Apply questions and problems of earlier American writers to contemporary American life.
3. Discuss how earlier American writers offer universal insights into the human condition.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 246 - American Literature III: WWI to Present

1. Discuss texts by American writers in the twentieth and twenty-first centuries.
2. Apply questions and problems raised by modern American writers to contemporary American life.
3. Discuss how contemporary American writers offer universal insights into the human condition.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 247 - American Ethnic Literature

1. Gain familiarity with various literary genres within American ethnic literature, including fiction, drama, poetry and memoir, along with related literary criticism.
2. Investigate the historical, cultural and political contexts within which literary works emerge and function.
3. Understand the evolving definitions, functions and struggles around race and ethnicity as expressed in the literature.
4. Explore the intersections of race, gender, class, and sexuality as these inform the literature.
5. Engage in close reading and critical thinking in relation to texts and contexts.
6. Develop a comparative understanding of the literature and experiences of different ethnic groups, including the relationship between ethnic literature and the traditional American canon.
7. Improve writing skills and gain greater confidence in producing literary criticism.
8. Demonstrate student responsibility by fulfilling requirements in a timely, engaged and serious manner.
9. Successfully complete written responses to literature.
10. Participate effectively, demonstrating critical reflection.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 248 - African-American Literature

Credits: 5
A survey of African-American literature from its colonial origins through the 21st century. Course requires close reading and written interpretation from among the following genres: African-American fiction, poetry, drama, essays, songs, and film. Focuses on such historical periods/movements as abolitionism and the slave narrative, Reconstruction, the Harlem Renaissance, the Black Arts Movement, and postmodernism.

Enrollment Requirement: Eligible for ENGL 99  or instructor consent.

Satisfies Requirement: Humanities/Fine Arts/English and Diversity
Course Fee: $2.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Identify and evaluate key African American writers of literature, applying an African-American approach to this study.
2. Examine the intersection of economics, history, culture, region, politics, religion, gender, and sexuality to African-American literature.
3. Compare the historical relationships of African-American lived experience and current African-American lived experiences.
4. Assess how African-American literature relates to society as a whole and/or how it relates to other literature of the dominant culture.
5. Investigate African-American motifs, forms, and genres.
6. Improve writing and critical thinking as one works to communicate understanding of African-American literature.

 
Program Outcomes
Students will demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.

College-wide Outcomes

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 249 - U.S. Latinx Literature

1. Comprehend significant political, historical, and geographical contexts that generate Latinx literary works.
2. Distinguish the relevance and importance between genres such as fiction, drama, poetry, essay and the role that crossing genres plays in this literature.
3. Contextualize the nexus that emerges between sexuality, class, gender, and ethnicity/complexion within a broader U.S. culture.
4. Articulate the transforming circumstances, definitions, and debates that surround the construction of Latinx identities as informed by the literature and scholarly discourse.
5. Incorporate close reading, critical analysis, and writing projects as tools for synthesizing Latinx literature.
6. Successfully complete written responses to literature.
7. Participate effectively, demonstrating critical reflection.
    

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 250 - U.S. Indigenous Literatures

1. Comprehend significant political, historical, and geographical contexts that generate Native American works. Understand how the written literature has been shaped by colonial contact and by external cultural and political forces while understanding how Native American writers have continued to incorporate elements from their traditional cultures into their work as a way of resisting assimilation and/or cultural extermination.
2. Distinguish the relevance and importance between genres such as autobiography, non/fiction, drama, poetry, songs/chants/music, dance narratives, critical essays, epistolary works and/or the role that crossing these genres plays in this literature.
3. Contextualize the nexus that emerges between sexualities, disabilities, class, genders, blood quantum laws/practices within the broader North American cultures.
4. Articulate the transforming circumstances, definitions, and debates that surround the construction of varied Native American identities and nations as informed by the scholarly discourse, and external influences such as colonial narratives/depictions, the media, and state/government decrees and practices (i.e., federal recognition of tribes in the U.S., anti-miscegenation laws, etc.). Develop a critical eye toward Native American literature as depicted by non-Native Americans.
5. Participate in one or more of the following: engagement in service learning and collaborations with neighboring native communities (i.e., Muckleshoot, Puyallup, Snoqualmie, Nisqually) and more broadly throughout Pacific Northwest, mythic archetypes/narratives (i.e., the trickster, hero quests, creation stories), religious beliefs (i.e., role of ceremonial practice in healing and identity formation, the Ghost Dance), adaptation of the oral tradition (i.e., reflected in contemporary poetry), the built and natural environments, language and orally, stereotyping and prejudice, folktales and the role of the storyteller and the oral tradition, the sacred and secular, assimilation and appropriation, political and social activism, the Native American Renaissance, among others.
6. Incorporate close reading, critical analysis, and writing projects as tools for synthesizing Native American literature and discourse.
7. Cultivate an awareness and appreciation of the complex interplay between social and political forces, the traditions and customs of particular Native American nations, and the imaginations of individual writers.
8. Successfully complete written responses to the assigned literature and readings.
9. Participate effectively, demonstrating critical reflection.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 251 - Asian American Literatures

1. Analyze various literary genres within Asian American literature, including fiction, drama, poetry, spoken word, and memoir, along with related literary criticism.
2. Perform close reading and critical thinking in relation to texts and contexts.
3. Produce written responses to the literature, employing literary critical frameworks.
4. Identify the role of stereotypes, especially gendered ones, and the ways in which Asian Americans have responded through literature, popular culture, and activism.
5. Recognize the wide diversity within Asian America, including countries of origin, immigration histories (economic migrants, refugees, undocumented, students, etc.}, income and educational levels, among other crucial intersections of gender, sexuality, language, age/generation, religion, disability, multiracialism, etc., as these inform the literature.
6. Investigate the historical, cultural and political contexts within which literary works emerge and function, including various immigration acts, Japanese internment during WWII , the Korean and Vietnamese wars, the growth of Asian immigration after 1965, and the rise of China and India as global economic powers.
7. Discuss the rise of “Asian American” as a category and the various literatures and experiences it denotes, including relationships between and within Asian American communities. the experiences of other communities·of color, the traditional American canon, and dominant culture.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 252 - Muslim American Literature

1. Engage in close reading, critical thinking, discussion, and writing in response to various genres within Muslim American literature, including fiction, drama, poetry, spoken word, and/or memoir, along with related literary criticism.
2. Recognize the wide diversity within Muslim America, including culture, race, gender, sexuality, class/income, disability, immigration history, and/or language, as these inform the literature, including how Muslim Americans have responded to oppression through literature, popular culture, and/or activism.  
3. Investigate the historical, cultural, and political contexts within which literary works emerge and function, including Islamic and Arabic literature, U.S. slavery, European colonialism, Black Muslims, 9/11, Islamophobia, Islam and feminism, and/or the Israel-Palestine conflict.  
4. Situate Muslim American literature in relation to US history, the traditional American literary canon, and/or the (ethnic) literatures of other communities of color. 

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 255 - World Literature II: 7th to 18th Century

1. Discuss the common elements in literature of the Middle Ages and the Renaissance to achieve an understanding of those elements.
2. Discuss the characteristics of the Medieval and Renaissance eras as they are found in the literature of these periods.
3. Develop critical thinking and reading skills by analyzing, interpreting, and evaluating in response to works of a specific literary period.
4. Apply critical thinking and reading skills to the study of the literary works of the Medieval and Renaissance eras.
5. Discuss the importance and relevance of the literature of the Medieval and Renaissance eras to the modem and the contemporary world (especially as the literature relates to the psychological and spiritual needs of peoples of the world today).
6. Write responses to literature.
7. Demonstrate critical reflection in participation.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 256 - World Literature III: 19th to 21st Century

1. Compare the importance between the various genres of world literature, such as the novel, short story, drama, poetry, and/or memoir, along with related literary criticism.
2. Investigate and comprehend the historical, cultural, and political contexts within which works of world literature emerge and function.
3. Develop a comparative understanding of evolving definitions, functions, and struggles around identity, community, culture, nationalism, transnationalism, sense of place, power relations, globalization (among others) from various dominant and marginalized groups as expressed in the literature.
4. Write projects/essays that respond to the literature.
5. Engage in close reading, interpretation, critical analysis, and class discussions as tools for understanding, evaluating, and comparing world literature and discourses from various periods.
6. Evaluate how different world cultures transform, and are transformed by, key global forces through examining works of world literature.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 264 - Shakespeare on Film

1. Discuss Shakespeare’s themes and messages, the historical and cultural contexts of the plays, and literary techniques within the plays (themes, characterization. poetic language, symbolism, for example).
2. Evaluate the film adaptations of certain plays including analysis of the directors· choices within those subjective adaptations of the original plays such as close or loose adaptations, changes made, comparisons of the same scene by different directors, settings, character depictions and casting, time line and choices to change the time in history for which a play is set. historical context and social issues from Shakespeare’s time translated to modern times, and other choices that affect the differences among adaptations of the same plays.
3. Apply various forms of literary criticism approaches to their analyses of the plays and films. (For example, feminist criticism. social and historical criticism. racial and cultural bias criticism, Marxist criticism, post-modern criticism, psychological criticism, and film methodology criticism including application of specific film terms and analysis and critique of decisions by the directors. etc.)

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 335 - Advanced Technical Writing

1. Develop a sense of how purposes, audiences, situations, technologies, and methods affect writers’ and users’ perceptions of written and digital communication.
2. Implement and demonstrate theories of document design (e.g. format, layout, graphics) in course projects.
3. Exhibit the recursive nature of writing and design process in terms of researching, drafting, reviewing/testing, editing, and revising.
4. Develop strategies synchronous and asynchronous communication with peers, instructors, users, and/or clients that foster mutual respect and responsibility, including different varieties of testing and assessing written and digital communications. 
5. Implement and evaluate a range of research methods and information resources to develop and produce ethically responsible professional documents.
6. Create effective arguments in professional documents using discursive and visual information.
7. Demonstrate awareness of how various media genres and technologies affect and are effected by users and readers and, thus, are integral to the communication and design process.
8. Use and adapt various technologies to produce attractive, persuasive, professional documents and distribute them electronically to fulfill the purpose and need of various audiences and purposes. 

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 1 - ELL Community-Based Level 1

Credits: 1-12
Beginning level community-based English class for ELL students. Students study reading, writing, speaking and listening. This is a pass/no credit course.

Enrollment Requirement: ELL 8 , 9 ; placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and comprehend learned words in a few simple phrases and basic personal information slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings.
2. Write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings.
3. Speak learned and rehearsed words and phrases with hesitation and some inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.
4. Comprehend the gist of short, simple conversations and explanations on familiar, learned topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.

 
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 2 - ELL Community-Based Level 2

Credits: 1-12
High-beginning level community-based English class for ELL students. Students study reading, writing, speaking and listening. This is a pass/no credit course.

Enrollment Requirement: ELL 1  or 10 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and comprehend words in simple sentences, slowly with some repetition and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.
2. Write simple sentences on familiar topics with some effort and errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.
3. Sometimes speak learned and rehearsed words, phrases, and simple sentences fluently and accurately but other times speak with hesitation and inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.
4. Comprehend the gist of simple conversations and explanations on familiar topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who usually require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 3 - ELL Community-Based Level 3

Credits: 1-12
Low Intermediate level community-based English class for ELL students. Students study reading, writing, speaking and listening. This is a pass/no credit course.

Enrollment Requirement: ELL 2 , 20 , 21  or 28 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and comprehend words in small blocks of simple text, slowly but easily and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.
2. Write several simple sentences on familiar topics with some effort and errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.
3. Speak mostly short utterances (sometimes inaccurate, incomplete sentences and sometimes fluent and accurate sentences that may be expansions of learned materials and stock phrases) in familiar settings with a familiar audience (usually face-to-face with one person) when provided with a high level of support (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or non-standard and speech may be difficult to understand even by a skilled, supportive listener.
4. Listen for structured and well-defined purposes related to maintaining personal conversations, acquiring information, or completing basic transactions, either face-to-face or in a brief telephone conversation when language is somewhat simplified and frequent opportunities for repetition, rewording and clarification are provided. For English language learners, level of ease using English is growing but varies depending on the level of familiarity with the audience and purpose and the stressfulness of the context.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 7 - ELL Reading Support for Literacy Level

Credits: 1-10
This is a reading class for literacy level ELL students. Students will learn basic reading skills including letter sound recognition, basic vocabulary, fluency and comprehension.

Enrollment Requirement: Placement test and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Improve phonemic awareness and decoding skills.
2. Build basic vocabulary.
3. Read and comprehend learned words in a few simple phrases and basic personal information slowly and with some effort and some errors to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings. 
4. Identify the main topic and retell key details of a text.
5. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
6. Use the illustrations and details in a text to describe its key ideas.                                                                 

The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in reading.
Program Outcomes
We are using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading

1. Cite evidence from the text to analyze and draw inferences
2. Summarize
3. Use context to determine meaning
4. Analyze how texts are organized
5. Determine points of view
6. Understand graphs, charts, diagrams, maps
7. Delineate and evaluate arguments
8. Compare and contrast texts
9. Be familiar with affixes and roots
10. Understand similes and metaphors

In Writing

1. Produce clear and coherent writing in which the development,organization, and style are appropriate to the task and audience
2. Write to inform, explain, examine and convey ideas
3. Write arguments with reasons and evidence
4. Write narratives
5. Introduce and develop a topic
6. Create cohesion and clarify relationships between ideas
7. Revise, edit, rewrite
8. Do short research project drawing on several cited sources

In Speaking & Listening

1. Actively participate in conversations
2. Analyze arguments
3. Build on the ideas of others
4. Express opinions clearly and persuasively
5. Work in groups to discuss, pose, and answer questions
6. Contribute relevant comments and observations
7. Evaluate soundness of speakers’ reasoning and sufficiency of evidence
8. Adapt speech to formal/informal circumstances
9. Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of
grammar:
punctuation, present, past, future, continuous, present perfect, past
perfect , modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice,
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 8 - ELL Community-Based Literacy Level

Credits: 1-12
Literacy level community-based English class for ELL students. Students study reading, writing, speaking and listening. This is a pass/no credit course.

Enrollment Requirement: Placement test and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and comprehend learned words in a few simple phrases and basic personal information slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings.
2. Write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings.
3. Speak learned and rehearsed words and phrases with hesitation and some inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.
4. Comprehend the gist of short, simple conversations and explanations on familiar, learned topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 9 - ELL Literacy Level

Credits: 1-15
Literacy level English class for ELL students. Students study reading, writing, speaking and listening. This is a pass/no credit course.

Enrollment Requirement: Placement test and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and comprehend learned words in a few simple phrases and basic personal information slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings.
2. Write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings.
3. Speak learned and rehearsed words and phrases with hesitation and some inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.
4. Comprehend the gist of short, simple conversations and explanations on familiar, learned topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

 

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 10 - English Language Learning Level 1

Credits: 1-15
Beginning level of ELL. Students prepare for academic or work readiness with contextualized study of content. Students work on all language skills and technology skills. This is a pass/no credit course.

Enrollment Requirement: ELL 8  or 9 ; and placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Ask and answer questions about key details in a text. Identify the main topic and retell key details of a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
2. Know and use various text features to locate key facts or information in a text. Use the illustrations and details in a text to describe its key ideas.
3. Write informative/explanatory texts in which they name a topic, supply some facts about the topic.
4. With guidance and support, use a variety of digital tools to produce and publish writing.
5. Participate in collaborative conversations with diverse partners in small and larger groups.
6. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
7. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details.
8. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
9. Describe people, places, things, and events with some details.
10. Speak audibly and try to express thoughts, feelings, and ideas clearly.
11. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

 

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 16 - ELL Summer Institute Conversation Level 1

Credits: 1-5
Provides beginning ELL students with conversation and pronunciation language practice. This is a pass/no credit course.

Enrollment Requirement: Placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Begin to participate in collaborative conversations with diverse partners in small and larger groups.
2. Begin to follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics under discussion.)
3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
4. Describe people, places, things, and events with some relevant details, start to express ideas and feelings clearly. 
5. Speak audibly and start to express thoughts, feelings, and ideas clearly.
6. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking and listening. 
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading 
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing 
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences 

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 17 - ELL Technology Support Level 1

Credits: 1-5
Provides ELL 1 , 8 , 9 , 10  students with opportunities to learn, improve, and use English through technology. Students will discover new ways to enhance their language-learning skills, which will add to their overall success in other ELL classes and beyond.  This is a pass/no credit course.

Enrollment Requirement: Placement test and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Accomplish and/or collaborate to complete English language-learning activities and project-based assignments through technology with additional support from instructor and peers.
2. Know the major parts of a computer and express an understanding of their basic functions.
3. Use keys and functions common to most programs, such as save, open, delete, and close. 
4. Use the Internet, Canvas, email, and programs such as Microsoft Word and PowerPoint. 

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 20 - English Language Learning Level 2

Credits: 1-15
High-beginning level of ELL. Students prepare for academic or work readiness with contextualized study of content. Students work on all language skills plus information literacy, tech skills, and project-based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 1  or 10 ; and placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Participate in collaborative conversations with diverse partners in small and larger groups.
2. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask questions to clear up any confusion about the topics and texts under discussion.
5. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
6. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
7. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly. 
8. Speak audibly and start to express thoughts, feelings, and ideas clearly.
9. Produce complete sentences when appropriate to task and situation.
10. Ask and answer questions about key details in a text.
11. Identify the main topic and retell key details of a text.
12. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
13. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
14. Know and use various text features to locate key facts or information in a text.
15. Use the illustrations and details in a text to describe its key ideas.
16. Identify the reasons an author gives to support points in a text.
17. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
18. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
19. With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
20. With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
21. Participate in shared research and writing projects. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 21 - English Language Learning Intensive Writing L2

Credits: 1-15
High-beginning level of ELL for students who are permanent residents of Washington state.  Students prepare for academic or work readiness with contextualized study of content.  Students work on all language skills with an emphasis on reading and writing.  Students will also work on information literacy skills, tech skills and project based learning. This is a pass/no credit course.

Enrollment Requirement: Placement test and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Participate in collaborative conversations with diverse partners in small and larger groups.
2. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask questions to clear up any confusion about the topics and texts under discussion.
5. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
6. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
7. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly.  
8. Speak audibly and start to express thoughts, feelings, and ideas clearly.
9. Produce complete sentences when appropriate to task and situation.
10. Ask and answer questions about key details in a text.
11. Identify the main topic and retell key details of a text.
12. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
13. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
14. Know and use various text features to locate key facts or information in a text.
15. Use the illustrations and details in a text to describe its key ideas.
16. Identify the reasons an author gives to support points in a text.
17. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
18. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
19. With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
20. With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
21. Participate in shared research and writing projects. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 22 - ELL Summer Institute Conversation Level 2

Credits: 5
Provides high-beginning ELL students with conversation and pronunciation language practice. This is a pass/no credit course.

Enrollment Requirement: ELL 1  or 10 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Begin to participate in collaborative conversations with diverse partners in small and larger groups.
2. Begin to follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Try to build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
5. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly.
6. Speak audibly and start to express thoughts, feelings, and ideas clearly.
7. Produce complete sentences when appropriate to task and situation.
8. Begin to recognize and improve pronunciation of English phonemes, stress, rhythm, intonation and reductions.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 23 - ELL Summer Institute Writing Level 2

Credits: 5
High-beginning ELL students who want to focus on their fluency and accuracy in writing through project-based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 1  or 10 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Begin to write with increased fluency.
2. Use feedback to rewrite.
3. Edit your own writing with instructor and peer support.
4. Use correct spelling and punctuation.
5. Control verb tenses, subject-verb agreement, word order, pronouns.
6. Use details.
7. Understand the function of an introduction, a conclusion, and an organizing principle in your paragraph. 
8. Have a positive attitude toward writing and increased confidence in your writing.
9. Be a self-motivated, independent learner.
10. Use writing as a tool for critical thinking.
11. Use written English to explore what you have to say.

In Reading 
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing 
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences 

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 24 - ELL Conversation Support Level 2

Credits: 1-5
Provides high-beginning ELL students with language practice opportunities. Students become active participants in conversations and improve their ability to manage conversations. This is a pass/no credit course.

Enrollment Requirement: ELL 1  or 10 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Begin to participate in collaborative conversations with diverse partners in small and larger groups.
2. Begin to follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Try to build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
5. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly.  
6. Speak audibly and start to express thoughts, feelings, and ideas clearly.
7. Produce complete sentences when appropriate to task and situation

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 26 - ELL Writing Support Level 2

Credits: 1-5
For current students in ELL 2 , 20 , 21 , 28  who want to improve their writing skills, and especially for students who have stronger speaking/listening skills than reading/writing skills for their level. This is a pass/no credit course.

Enrollment Requirement: ELL 1  or 10 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding
statement or section.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.

3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
4. With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
5. With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
6. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
7. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 27 - ELL Technology Support Level 2

Credits: 1-5
Provides ELL 2 , 20 , 21  and 28  students with opportunities to learn, improve, and use English through technology. Students will discover new ways to enhance their language-learning skills, which will add to their overall success in other ELL classes and beyond.  This is a pass/no credit course.

Enrollment Requirement: ELL 1 , 8 , 9  or 10 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Independently accomplish and/or collaborate to complete English language-learning activities and project-based assignments through technology.
2. Know the major parts of a computer and express an understanding of their basic functions.
3. Use keys and functions common to most programs, such as save, open, delete, and close. 
4. Use the Internet, Canvas, email, and programs such as Microsoft Word and PowerPoint.  

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 28 - English Language Learning Pathways to Work L2

Credits: 1-15
Provides an introduction for students interested in entering the workforce or participating in an I-BEST. Gives students the necessary information to research a career or choose an I-BEST program. Teaches the students study skills, employability skills, and improves reading, writing, listening, and speaking skills. This is a pass/no credit course.

Enrollment Requirement: ELL 1 , 10 ; placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Reading: Students will ask and answer questions about key details in a text related to employment as well as identify the main topic and retell those key details. With a lot of support, they will describe the connection between two events, ideas, or pieces of information in a text. They will ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  They will use various text features, illustrations and details to locate and describe key facts or information in a text.  
2. Writing: Students, with a lot of support and scaffolding, will write informative/explanatory texts in which they name a topic related to employment, supply some facts about the topic, and provide some sense of closure.  They will also write short narratives in which they include some details about their work history, education and future goals, and they will use a variety of digital tools to produce and publish writing, including in collaboration with peers.
3. Speaking and Listening:  Students will ask and answer questions in order to seek help, get information, or clarify something that is not understood.  They will describe people, places, things, and events related to employment with relevant details, expressing ideas and feelings clearly. They will speak audibly and express thoughts, feelings, and ideas with increasing clarity. Students will follow oral directions and ask for clarification.
4. Employability skills: Students will use self-awareness and workplace skills to make decisions, work in teams, problem solve and present information.  
5. Technology and Math Skills: Students will begin to use Microsoft Word and PowerPoint to compose and edit a document and create a presentation with a lot of assistance. Students will learn how to use the internet to research a topic.  Students will learn the meaning of math symbols and use addition, subtraction, multiplication, division, and measurement.

In Writing
•    Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
•    Write to inform, explain, examine and convey ideas
•    Write arguments with reasons and evidence
•    Write narratives
•    Introduce and develop a topic
•    Create cohesion and clarify relationships between ideas
•    Revise, edit, rewrite
•    Do short research project drawing on several cited sources

In Speaking & Listening
•    Actively participate in conversations
•    Analyze arguments
•    Build on the ideas of others
•    Express opinions clearly and persuasively
•    Work in groups to discuss, pose, and answer questions
•    Contribute relevant comments and observations
•    Evaluate soundness of speakers’ reasoning and sufficiency of evidence
•    Adapt speech to formal/informal circumstances
•    Give clear, effective presentations integrating multi-media

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 29 - ELL Summer Institute Cmty Exploration Level 2

Credits: 2
This is a multi-level class offered every summer quarter. Students will explore and become familiar with their community through field trips, volunteer experiences, and other hands-on project based learning. Students will use and strengthen their communicative language skills through authentic English immersion. Students will have the opportunity to explore the campus at large and off-campus sites. This is a pass/no credit course.

Enrollment Requirement: ELL 1  or 10 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Participate in collaborative conversations with diverse partners in small and larger groups.
2. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask questions to clear up any confusion about the topics under discussion.
5. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
6. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly. 
7. Speak audibly and start to express thoughts, feelings, and ideas clearly.
8. Participate in a shared project. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 30 - English Language Learning Level 3

Credits: 1-15
Low-intermediate level of ELL. Students prepare for academic or work readiness with contextualized study of content.  Students work on all language skills plus information literacy, tech skills, and project-based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 2 , 20 , 21  or 28 ; and placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Ask and answer questions about key details in a text.
2. Identify the main topic and retell key details of a text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
5. Know and use various text features to locate key facts or information in a text.
6. Use the illustrations and details in a text to describe its key ideas.
7. Identify the reasons an author gives to support points in a text.
8. Identify basic similarities in and differences between two texts on the same topic.
9. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
10. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
11. With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.   
12. With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
13. Participate in shared research and writing projects.
14. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
15. Participate in collaborative conversations with diverse partners in small and larger groups.
16. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion, and gaining the floor in respectful ways).
17. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
18. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
19. Ask questions to check understanding of information presented, and stay on topic.
20. Explain their own ideas and understanding in light of the discussion.
21. Describe people, places, things, and events with relevant details.
22. Speak audibly and start to express thoughts, feelings, and ideas clearly.
23. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 31 - English Language Learning Intensive Writing L3

Credits: 1-15
Low-intermediate level of ELL for students who are permanent residents of Washington state.  Students prepare for academic or work readiness with contextualized study of content.  Students work on all language skills with an emphasis on reading and writing. Students will also work on information literacy, tech skills, and project-based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 20 , 21 , 22  or 28 ; and placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Ask and answer questions about key details in a text.
2. Identify the main topic and retell key details of a text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
5. Know and use various text features to locate key facts or information in a text.
6. Use the illustrations and details in a text to describe its key ideas.
7. Identify the reasons an author gives to support points in a text.
8. Identify basic similarities in and differences between two texts on the same topic.
9. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
10. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
11. With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.   
12. With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
13. Participate in shared research and writing projects.
14. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
15. Participate in collaborative conversations with diverse partners in small and larger groups.
16. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion, and gaining the floor in respectful ways).
17. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
18. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
19. Ask questions to check understanding of information presented, and stay on topic.
20. Explain their own ideas and understanding in light of the discussion.
21. Describe people, places, things, and events with relevant details.
22. Speak audibly and start to express thoughts, feelings, and ideas clearly.
23. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 32 - ELL Summer Institute Conversation Level 3

Credits: 5
Provides low-intermediate ELL students with conversation and pronunciation practice. This is a pass/no credit course.

Enrollment Requirement: ELL 20 , 21 , 22  or 28 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
4. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly. 
5. Speak audibly and start to express thoughts, feelings, and ideas clearly.
6. Produce complete sentences when appropriate to task and situation.
7. Recognize and improve pronunciation of English phonemes, stress, rhythm, intonation and reductions.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 33 - ELL Summer Institute Writing Level 3

Credits: 5
Low-intermediate ELL students who want to focus on their fluency and accuracy in writing through project-based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 2 , 20 , 21 , 22  or 28 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
2. Produce writing in which the development and organization are appropriate to task and purpose.
3. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
4. With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
5. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
6. Participate in shared research and writing projects.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 34 - ELL Conversation Support Level 3

Credits: 1-5
Provides low-intermediate ELL students with language practice opportunities to share ideas, opinions and experiences. Students become active participants in conversations and improve their ability to manage conversations. This is a pass/no credit course.

Enrollment Requirement: ELL 2 , 20 , 21  or 28 ; placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Participate in collaborative conversations with diverse partners in small and larger groups.
2. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
5. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly.  
6. Speak audibly and start to express thoughts, feelings, and ideas clearly.
7. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 36 - ELL Writing Support Level 3

Credits: 1-5
For current students in ELL 3 , 30 , 31  or 38  who want to improve their writing skills, and especially for students who have stronger speaking/listening skills than reading/writing skills for their level. This is a pass/no credit course.

Enrollment Requirement: ELL 20 , 21  or 28 ; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.

3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.)
6. With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply Reading standards from this level to literature (e.g., “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text”).
b. Apply Reading standards from this level to informational text (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)”)

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 37 - ELL Technology Support Level 3

Credits: 1-5
Provides ELL 3 , 30 , 38  students with opportunities to learn, improve, and use English through technology. Students will discover new ways to enhance their language-learning skills, which will add to their overall success in other ELL classes and beyond. This is a pass/no credit course.

Enrollment Requirement: ELL 2 , 20 , 21  or 28 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Independently accomplish and/or collaborate to complete English language-learning activities and project-based assignments through technology.
2. Know the major parts of a computer and express an understanding of their basic functions.
3. Use keys and functions common to most programs, such as save, open, delete, and close. 
4. Use the Internet, Canvas, email, and programs such as Microsoft Word and PowerPoint.  

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 38 - English Language Learning Pathways to Work L3

Credits: 1-15
Provides an introduction for students interested in entering the workforce or participating in an I-BEST. Gives students the necessary information to research a career or choose an I-BEST program. Teaches the students study skills, employability skills, and improves reading, writing, listening, and speaking skills. This is a pass/no credit course.

Enrollment Requirement: ELL 2 , 20 , 21 , 22 , 28 ; placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Reading: Students will ask and answer questions about key details in a text related to workplace as well as identify the main topic and retell those key details. With a lot of support, they will describe the connection between two events, ideas, or pieces of information in a text. They will ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  They will use various text features, illustrations and details to locate and describe key facts or information in a text.
2. Writing: Students, with a lot of support and scaffolding, will write informative/explanatory texts in which they name a topic related to workplace, supply some facts about the topic, and provide some sense of closure.  They will also write short narratives in which they include some details about their work history, education and future goals, and they will use a variety of digital tools to produce and publish writing, including in collaboration with peers.
3. Speaking and Listening:  Students will ask and answer questions in order to seek help, get information, or clarify something that is not understood.  They will describe people, places, things, and events related to workplace with relevant details, expressing ideas and feelings clearly. They will speak audibly and express thoughts, feelings, and ideas with increasing clarity. Students will follow oral directions and ask for clarification.
4. Employability skills: Students will use self-awareness and workplace skills to make decisions, work in teams, problem solve and present information.
5. Technology and Math Skills: Students will use Microsoft Word and PowerPoint to compose and edit a document and create a presentation with some assistance. Students will learn how to use the internet to research a topic.  Students will learn the meaning of math symbols and use addition, subtraction, multiplication, division, and measurement.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 39 - ELL Summer Institute Cmty Exploration Level 3

Credits: 2
This is a multi-level class offered every summer quarter. Students will explore and become familiar with their community through field trips, volunteer experiences, and other hands-on project based learning. Students will use and strengthen their communicative language skills through authentic English immersion. Students will have the opportunity to explore the campus at large and off-campus sites. This is a pass/no credit course.

Enrollment Requirement: ELL 2 , 20 , 21 , 22  or 28 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Participate in a shared project.
2. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
3. Participate in collaborative conversations with diverse partners in small and larger groups.
4. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion, and gaining the floor in respectful ways).
5. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
6. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
7. Ask questions to check understanding of information presented, and stay on topic.
8. Explain their own ideas and understanding in light of the discussion.
9. Describe people, places, things, and events with relevant details.
10. Speak audibly and start to express thoughts, feelings, and ideas clearly.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 40 - English Language Learning Level 4

Credits: 1-15
Intermediate level of ELL. Students prepare for academic or work readiness with contextualized study of content. Students work on all language skills plus information literacy, tech skills, and project-based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 3 , 30 , 31  or 38 ; and placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area.
5. Know and use various text features to locate key facts or information in a text efficiently.
6. Use text features and search tools to locate information relevant to a given topic efficiently.
7. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
8. Distinguish their own point of view from that of the author of a text.
9. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
10. Describe how reasons support specific points the author makes in a text.
11. Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases to connect opinion and reasons.
d. Provide a concluding statement or section.

12. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases to connect ideas within categories of information.
d. Provide a concluding statement or section.

13. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
14. Produce writing in which the development and organization are appropriate to task and purpose.
15. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
16. With guidance and support, use technology to produce and publish writing as well as to interact and collaborate with others.
17. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
18. Know the differences between formal and informal speech.
19. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
20. Enhance your active listening skills.
21. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 41 - English Language Learning Intensive Writing L4

Credits: 1-15
Intermediate level of ELL for students who are permanent residents of Washington state. This class is intended for students who have much stronger speaking/listening skills than reading/writing skills for their level. It is for students who want to improve their writing skills. This is a pass/no credit course.

Enrollment Requirement: ELL 3 , 30 , 31  or 38 ; and placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area.
5. Know and use various text features to locate key facts or information in a text efficiently.
6. Use text features and search tools to locate information relevant to a given topic efficiently.
7. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
8. Distinguish their own point of view from that of the author of a text.
9. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
10. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
11. Describe how reasons support specific points the author makes in a text.
12. Compare and contrast the most important points and key details presented in two texts on the same topic.
13. Write opinion pieces on topics or texts, supporting a point of view with reasons.

    a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
    b. Provide reasons that support the opinion.
    c. Use linking words and phrases to connect opinion and reasons.
    d. Provide a concluding statement or section.

14. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
    b. Develop the topic with facts, definitions, and details.
    c. Use linking words and phrases to connect ideas within categories of information.
    d. Provide a concluding statement or section.

15. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
16. Produce writing in which the development and organization are appropriate to task and purpose.
17. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
18. With guidance and support, use technology to produce and publish writing as well as to interact and collaborate with others.
19. Conduct short research projects that build knowledge about a topic.
20. Recall information from experiences or gather information from print and digital. sources; take brief notes on sources and sort evidence into provided categories.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 42 - ELL Summer Institute Conversation Level 4

Credits: 5
Provides intermediate ELL students with conversation and pronunciation language practice. This is a pass/no credit course.

Enrollment Requirement: ELL 3 , 30 , 31  or 38 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech.
3. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
4. Enhance your active listening skills.
5. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 43 - ELL Summer Institute Writing Level 4

Credits: 5
Intermediate ELL students who want to focus on their fluency and accuracy in writing through project-based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 3 , 30 , 31  or 38 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write with increased fluency.
2. Use feedback to rewrite.
3. Edit your own writing.
4. Use correct spelling and punctuation.
5. Control verb tenses, subject-verb agreement, word order, pronouns.
6. Use details.
7. Understand the function of an introduction, a conclusion, and an organizing principle in your writing of a narrative essay.
8. Have a positive attitude toward writing and increased confidence in your writing.
9. Be a self-motivated, independent learner.
10. Use writing as a tool for critical thinking.
11. Use written English to explore what you have to say.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 44 - ELL Conversation Support Level 4

Credits: 1-10
Provides additional support for current students in ELL 40  and 48  who need to improve their conversational skills. This is a pass/no credit course.

Enrollment Requirement: ELL 3 , 30 , 31  or 38 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech.
3. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
4. Enhance your active listening skills.
5. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 45 - ELL Pronunciation Support Level 4

Credits: 1-5
Provides additional support for current students in ELL 40  who need to improve their pronunciation skills. This is a pass/no credit course.

Enrollment Requirement: ELL 3 , 30 , 31  or 38 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Recognize and improve articulation of English segmentals (vowels and consonants).
2. Recognize and improve production of English suprasegmentals (stress, rhythm, intonation, reductions) at the word, phrase and sentence level.
3. Identify and self-monitor key points of interference between students’ first language and American English.
4. Effectively use online resources and phonemic alphabets to verify correct pronunciation.
5. Become aware of differences between spelling and pronunciation in American English.
    

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 46 - ELL Writing Support Level 4

Credits: 1-5
For current students in ELL 40  who want to improve their writing skills, and especially for students who have stronger speaking/listening skills than reading/writing skills for their level. This is a pass/no credit course.

Enrollment Requirement: ELL 3 , 30 , 31 , 38 ; placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write with increased fluency.
2. Use feedback to rewrite.
3. Edit their own writing.
4. Use correct spelling and punctuation.
5. Control verb tenses, subject-verb agreement, word order, pronouns.
6. Use details.
7. Understand the function of an introduction, a conclusion, an organizing principle in their writing of a narrative essay.
8. Have a positive attitude toward writing and increased confidence in their writing.
9. Be self-motivated, independent learners.
10. Use writing as a tool for critical thinking.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 47 - ELL Technology Support Level 4

Credits: 1-5
Provides ELL 40 , 41  and 48  students with opportunities to learn, improve, and use English through technology. Students will discover new ways to enhance their language-learning skills, which will add to their overall success in other ELL classes and beyond. This is a pass/no credit course.

Enrollment Requirement: ELL 3 , 30 , 31  or 38 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Independently accomplish and/or collaborate to complete English language-learning activities and project-based assignments through technology.
2. Know the major parts of a computer and express an understanding of their basic functions.
3. Use technology vocabulary appropriately and effectively.
4. Use keys and functions common to most programs, such as save, open, delete, and close.
5. Gain access and learn how to use resources, such as spell check, thesaurus, and dictionaries.
6. Increase ability in using a variety of other forms of technology, such as a digital camera, scanner, etc.
7. Use the Internet, Canvas, online databases, email, and programs such as Microsoft Word and PowerPoint.  

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 48 - English Language Learning Pathways to Work L4

Credits: 1-15
Provides an introduction for students interested in participating in an I-BEST. Allows students to learn about each I-BEST program and its’ requirements. Gives students the necessary information to choose a program, while teaching the students study skills, employability skills, and improve their English in reading, writing, listening, and speaking. This is a pass/no credit course.

Enrollment Requirement: ELL 3 , 30 , 31  or 38 ; and placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Reading: Students will ask and answer questions about key details in a text related to the workplace as well as identify the main topic and retell those key details. With a lot of support, they will describe the connection between two events, ideas, or pieces of information in a text. They will ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  They will use various text features, illustrations and details to locate and describe key facts or information in a text.
2. Writing: Students, with a lot of support and scaffolding, will write informative/explanatory texts in which they name a topic related to the workplace, supply some facts about the topic, and provide some sense of closure.  They will also write short narratives in which they include some details about their work history, education and future goals, and they will use a variety of digital tools to produce and publish writing, including in collaboration with peers.
3. Speaking and Listening:  Students will ask and answer questions in order to seek help, get information, or clarify something that is not understood.  They will describe people, places, things, and events related to the workplace with relevant details, expressing ideas and feelings clearly. They will speak audibly and express thoughts, feelings, and ideas with increasing clarity. Students will follow oral directions and ask for clarification.
4. Employability skills: Students will use self-awareness and workplace skills to make decisions, work in teams, problem solve and present information.  
5. Technology and Math Skills: Students will use Microsoft Word and PowerPoint to compose and edit a document and create a presentation. Students will learn how to use the internet to research a topic.  Students will learn the meaning of math symbols and use addition, subtraction, multiplication, division, and measurement.

In Writing
•    Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
•    Write to inform, explain, examine and convey ideas
•    Write arguments with reasons and evidence
•    Write narratives
•    Introduce and develop a topic
•    Create cohesion and clarify relationships between ideas
•    Revise, edit, rewrite
•    Do short research project drawing on several cited sources

In Speaking & Listening
•    Actively participate in conversations
•    Analyze arguments
•    Build on the ideas of others
•    Express opinions clearly and persuasively
•    Work in groups to discuss, pose, and answer questions
•    Contribute relevant comments and observations
•    Evaluate soundness of speakers’ reasoning and sufficiency of evidence
•    Adapt speech to formal/informal circumstances
•    Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 49 - ELL Summer Institute Cmty Exploration Level 4

Credits: 2
This is a multi-level class offered every summer quarter. Students will explore and become familiar with their community through field trips, volunteer experiences, and other hands-on project based learning. Students will use and strengthen their communicative language skills through authentic English immersion. Students will have the opportunity to explore the campus at large and off-campus sites. This is a pass/no credit course.

Enrollment Requirement: ELL 3 , 30 , 31  or 38 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech.
3. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
4. Enhance your active listening skills.
   Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 50 - English Language Learning Level 5

Credits: 1-15
High-Intermediate level of ELL. Students prepare for academic or work readiness with contextualized study of content. Students work on all language skills plus information literacy, tech skills, and project based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 40 , 41  or 48 ; and placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. In Reading

a. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
c. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
d. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
e. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
f. Integrate information presented in different media or formats (e.g., in charts, graphs, photographs, videos, or maps) as well as in words to develop a coherent understanding of a topic or issue.

2. In Writing

a. Write arguments to support claims with clear reasons and relevant evidence.
b. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
c. With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
d. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
e. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
f. Draw evidence from literary or informational texts to support analysis, reflection, and research.    
g. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
h. Demonstrate command of the conventions of standard English grammar and usage when writing.

3. In Speaking and Listening

a. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
b. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation
c. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
d. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
e. Demonstrate command of the conventions of standard English grammar and usage when speaking.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice, compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 52 - ELL Summer Institute Conversation Level 5

Credits: 5
Provides high-intermediate ELL students with conversation and pronunciation language practice. This is a pass/no credit course.

Enrollment Requirement: ELL 40 , 41  or 48 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech.
3. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
4. Enhance your active listening skills. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 53 - ELL Summer Institute Writing Level 5

Credits: 5
High-intermediate ELL students who want to focus on their fluency and accuracy in writing through project-based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 40 , 41  or 48 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write with increased fluency.
2. Use feedback to rewrite.
3. Edit your own writing.
4. Use correct spelling and punctuation.
5. Control verb tenses, subject-verb agreement, word order, pronouns.
6. Use details.
7. Understand the function of an introduction, a conclusion, and an organizing principle in your writing of a narrative essay.
8. Have a positive attitude toward writing and increased confidence in your writing.
9. Be a self-motivated, independent learner.
10. Use writing as a tool for critical thinking.
11. Use written English to explore what you have to say.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 54 - ELL Conversation Support Level 5

Credits: 1-5
Provides additional conversation support for current students in ELL 50  who need to improve their conversational skills. This is a pass/no credit course.

Enrollment Requirement: ELL 40 , 41  or 48 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech.
3. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
4. Enhance your active listening skills.
5. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 55 - ELL Pronunciation Support Level 5

Credits: 1-5
Provides additional support for current students in ELL 50  who need to improve their pronunciation skills. This is a pass/no credit course.

Enrollment Requirement: ELL 40 , 41  or 48 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Recognize and improve articulation of English segmentals (vowels and consonants).

2. Recognize and improve production of English suprasegmentals (stress, rhythm, intonation, reductions) at the word, phrase and sentence level.

3. Identify and self-monitor key points of interference between students’ first language and American English.

4. Effectively use online resources and phonemic alphabets to verify correct pronunciation.

5. Become aware of differences between spelling and pronunciation in American English.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 56 - ELL Writing Support Level 5

Credits: 1-5
For current students in ELL 50  who want to improve their writing skills, and especially for students who have stronger speaking/listening skills than reading/writing skills for their level. This is a pass/no credit course.

Enrollment Requirement: ELL 40 , 41  or 48 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write with increased fluency.
2. Use feedback to rewrite.
3. Edit their own writing.
4. Use correct spelling and punctuation.
5. Control verb tenses, subject-verb agreement, word order, pronouns.
6. Use details.
7. Understand the function of an introduction, a conclusion, an organizing principle in their writing of a narrative essay.
8. Have a positive attitude toward writing and increased confidence in their writing.
9. Be self-motivated, independent learners.
10. Use writing as a tool for critical thinking.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 57 - ELL Technology Support Level 5

Credits: 1-5
Provides ELL 50  students with opportunities to learn, improve, and use English through technology. Students will discover new ways to enhance their language-learning skills, which will add to their overall success in other ELL classes and beyond.  This is a pass/no credit course.

Enrollment Requirement: ELL 40 , 41  or 48 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Independently accomplish and/or collaborate to complete English language-learning activities and project-based assignments through technology.
2. Know the major parts of a computer and express an understanding of their basic functions.
3. Use technology vocabulary appropriately and effectively.
4. Use keys and functions common to most programs, such as save, open, delete, and close.
5. Gain access and learn how to use resources, such as spell check, thesaurus, and dictionaries. Increase ability in using a variety of other forms of technology, such as a digital camera, scanner, etc.
6. Use the Internet, Canvas, online databases, email, and programs such as Microsoft Word and PowerPoint.  

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 59 - ELL Summer Institute Cmty Exploration Level 5

Credits: 2
This is a multi-level class offered every summer quarter. Students will explore and become familiar with their community through field trips, volunteer experiences, and other hands-on project based learning. Students will use and strengthen their communicative language skills through authentic English immersion. Students will have the opportunity to explore the campus at large and off-campus sites. This is a pass/no credit course.

Enrollment Requirement: ELL 40 , 41  or 48 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
2. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 60 - English Language Learning Level 6

Credits: 1-15
Advanced level of ELL. Students prepare for academic or work readiness with contextualized study of content. Students work on all language skills plus information literacy, tech skills, and project based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 50 ; placement test; and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

In Reading

1. Cite evidence from the text to analyze and draw inferences
2. Summarize
3. Use context to determine meaning
4. Analyze how texts are organized
5. Determine points of view
6. Understand graphs, charts, diagrams, maps
7. Delineate and evaluate arguments
8. Compare and contrast texts
9. Be familiar with affixes and roots
10. Understand similes and metaphors

In Writing

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
2. Write to inform, explain, examine and convey ideas
3. Write arguments with reasons and evidence
4. Write narratives
5. Introduce and develop a topic
6. Create cohesion and clarify relationships between ideas
7. Revise, edit, rewrite
8. Do short research project drawing on several cited sources

In Speaking & Listening

1. Actively participate in conversations
2. Analyze arguments
3. Build on the ideas of others
4. Express opinions clearly and persuasively
5. Work in groups to discuss, pose, and answer questions
6. Contribute relevant comments and observations
7. Evaluate soundness of speakers’ reasoning and sufficiency of evidence
8. Adapt speech to formal/informal circumstances
9. Give clear, effective presentations integrating multi-media

Grammar:

1. Punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
2. Compound and complex sentences

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice, compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 62 - ELL Summer Institute Conversation Level 6

Credits: 5
Provides advanced ELL students with conversation and pronunciation language practice. This is a pass/no credit course.

Enrollment Requirement: ELL 50 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
3. Enhance your active listening skills. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 63 - ELL Summer Institute Writing Level 6

Credits: 5
Advanced ELL students who want to focus on their fluency and accuracy in writing through project-based learning. This is a pass/no credit course.

Enrollment Requirement: ELL 50 ; placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write with increased fluency.
2. Use feedback to rewrite.
3. Edit your own writing.
4. Use correct spelling and punctuation.
5. Control verb tenses, subject-verb agreement, word order, pronouns.
6. Use details.
7. Understand the function of an introduction, a conclusion, and an organizing principle in your writing of a narrative essay.
8. Have a positive attitude toward writing and increased confidence in your writing.
9. Be a self-motivated, independent learner.
10. Use writing as a tool for critical thinking.
11. Use written English to explore what you have to say.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 64 - ELL Conversation Support Level 6

Credits: 1-5
Provides additional conversation support for current students in ELL 60  who need to improve their conversational skills. This is a pass/no credit course.

Enrollment Requirement: ELL 50 ; placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech.
3. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
4. Enhance your active listening skills.
5. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 65 - ELL Pronunciation Support Level 6

Credits: 1-5
Provides additional support for current students in ELL 60  who need to improve their pronunciation skills. This is a pass/no credit course.

Enrollment Requirement: ELL 50 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Recognize and improve articulation of English segmentals (vowels and consonants).
2. Recognize and improve production of English suprasegmentals (stress, rhythm, intonation, reductions) at the word, phrase and sentence level.
3. Identify and self-monitor key points of interference between students’ first language and American English.
4. Effectively use online resources and phonemic alphabets to verify correct pronunciation.
5. Become aware of differences between spelling and pronunciation in American English.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.

 
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 66 - ELL Writing Support Level 6

Credits: 1-5
For current students in ELL 60  who want to improve their writing skills, and especially for students who have stronger speaking/listening skills than reading/writing skills for their level. This is a pass/no credit course.

Enrollment Requirement: ELL 50 ; placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write with increased fluency.
2. Use feedback to rewrite.
3. Edit their own writing.
4. Use correct spelling and punctuation.
5. Control verb tenses, subject-verb agreement, word order, pronouns.
6. Use details.
7. Understand the function of an introduction, a conclusion, an organizing principle in their writing of a narrative essay.
8. Have a positive attitude toward writing and increased confidence in their writing.
9. Be self-motivated, independent learners.
10. Use writing as a tool for critical thinking.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 67 - ELL Technology Support Level 6

Credits: 1-5
Provides ELL 60  students with opportunities to learn, improve, and use English through technology. Students will discover new ways to enhance their language-learning skills, which will add to their overall success in other ELL classes and beyond. This is a pass/no credit course.

Enrollment Requirement: ELL 50 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Independently accomplish and/or collaborate to complete English language-learning activities and project-based assignments through technology. In order to do so successfully, students need to know the major parts of a computer and express an understanding of their basic functions.
2. Use technology vocabulary appropriately and effectively.
3. Use keys and functions common to most programs, such as save, open, delete, and close.
4. Gain access and learn how to use resources, such as spell check, thesaurus, and dictionaries. Increase ability in using a variety of other forms of technology, such as a digital camera, scanner, etc.
5. Use the Internet, Canvas, online databases, email, and programs such as Microsoft Word and PowerPoint.  

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.

 
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 69 - ELL Summer Institute Cmty Exploration Level 6

Credits: 2
This is a multi-level class offered every summer quarter. Students will explore and become familiar with their community through field trips, volunteer experiences, and other hands-on project based learning. Students will use and strengthen their communicative language skills through authentic English immersion. Students will have the opportunity to explore the campus at large and off-campus sites. This is a pass/no credit course.

Enrollment Requirement: ELL 50 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

In Speaking & Listening

• Actively participate in conversations
• Analyze arguments
• Build on the ideas of others
• Express opinions clearly and persuasively
• Work in groups to discuss, pose, and answer questions
• Contribute relevant comments and observations
• Evaluate soundness of speakers’ reasoning and sufficiency of evidence
• Adapt speech to formal/informal circumstances
• Give clear, effective presentations integrating multi-media

In grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice, compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 71 - Reading Support for Level 1

Credits: 1-5
Reading class for beginning ELL students. Students will improve their basic reading skills including letter sound recognition, basic vocabulary, fluency and comprehension.  This is a pass/no credit course.

Enrollment Requirement: Placement test and instructor consent.

Course Fee: $10.00

Course Outcomes:
Students who successfully complete this class will be able to:

1. Improve phonemic awareness and decoding skills.
2. Build basic vocabulary.
3. Read and comprehend learned words in a few simple phrases and basic personal information slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings. 
4. Identify the main topic and retell key details of a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
5. Know and use various text features to locate key facts or information in a text. Use the illustrations and details in a text to describe its key ideas.   

The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in reading. 
Program Outcomes

We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 72 - Reading Support for Level 2

1. Improve phonemic awareness and decoding skills.
2. Build vocabulary.
3. Ask and answer questions about key details in a text. Identify the main topic and retell key details of a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
4. Know and use various text features to locate key facts or information in a text. Use the illustrations and details in a text to describe its key ideas.   

The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in reading.
Program Outcomes

We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 76 - ELL Summer Institute Conversation Literacy Level

Credits: 1-10
Provides literacy level ELL students with conversation and pronunciation language practice.

Enrollment Requirement: Placement test and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Begin to participate in collaborative conversations with diverse partners in small and larger groups.
2. Begin to follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics under discussion.)
3. Begin to ask and answer questions in order to seek help, get information, or clarify something that is not understood. 
4. Speak audibly, and begin to describe people, places, things, and events with some errors.  
5. Start to express ideas and feelings.
6. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking and listening
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:
In Reading

• Cite evidence from the text to analyze and draw inferences
• Summarize
• Use context to determine meaning
• Analyze how texts are organized
• Determine points of view
• Understand graphs, charts, diagrams, maps
• Delineate and evaluate arguments
• Compare and contrast texts
• Be familiar with affixes and roots
• Understand similes and metaphors

In Writing 

• Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
• Write to inform, explain, examine and convey ideas
• Write arguments with reasons and evidence
• Write narratives
• Introduce and develop a topic
• Create cohesion and clarify relationships between ideas
• Revise, edit, rewrite
• Do short research project drawing on several cited sources

In Speaking & Listening

• Actively participate in conversations
• Analyze arguments
• Build on the ideas of others
• Express opinions clearly and persuasively
• Work in groups to discuss, pose, and answer questions
• Contribute relevant comments and observations
• Evaluate soundness of speakers’ reasoning and sufficiency of evidence
• Adapt speech to formal/informal circumstances
• Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect,
modals, gerunds, infinitives, questions and negative statements, pronouns and
prepositions, active and passive voice compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 82 - English for Women’s Health Level 2

Credits: 1-5
Provides high-beginning ELL students with opportunity to practice and improve speaking, listening, reading and writing skills in the context of women’s health.  This is a pass/no credit course.

Enrollment Requirement: ELL 1  or 10 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Begin to express basic concerns with level appropriate vocabulary in a women’s health context.
2. Begin to describe symptoms with level appropriate vocabulary that occur in a women’s health context. 
3. Begin to share experiences with level appropriate vocabulary that relate to a women’s health context.
4. Begin to ask and answer questions to seek help about women’s health issues.
5. Respond to basic written questions in a women’s health context.
6. Use basic reading strategies to understand important information in a text.
7. Begin to improve communication skills to interact with health professionals and advocate for oneself.
8. Begin to learn to navigate community resources regarding women’s health.

 
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

  
  

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 83 - English for Women’s Health Level 3

Credits: 1-5
Provides low-intermediate ELL students with opportunity to practice and improve speaking, listening, reading and writing skills in the context of women’s health. This is a pass/no credit course.

Enrollment Requirement: ELL 2 , 20 , 21  or 28 ; and placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Express basic concerns with level appropriate vocabulary in a women’s health context.
2. Describe symptoms with level appropriate vocabulary that occur in a women’s health context. 
3. Share experiences with appropriate vocabulary and relevant details that relate to a  women’s health context.
4. Ask and answer basic questions to seek help about women’s health issues.
5. Respond to written questions in a women’s health context.
6. Use reading strategies to understand important information in a text.
7. Improve communication skills to speak with health professionals and advocate for oneself.
8. Learn how to navigate community resources regarding women’s health.

1. Cite evidence from the text to analyze and draw inferences
2. Summarize texts
3. Use context to determine meaning
4. Analyze how texts are organized
5. Determine points of view
6. Comprehend graphs, charts, diagrams, maps
7. Delineate and evaluate arguments
8. Compare and contrast texts
9. Identify affixes and roots
10. Use similes and metaphors
11. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
12. Write to inform, explain, examine and convey ideas
13. Write arguments with reasons and evidence
14. Write narratives
15. Introduce and develop a topic
16. Create cohesion and clarify relationships between ideas
17. Revise, edit, rewrite
18. Complete short research project drawing on several cited sources
19. Actively participate in conversations
20. Analyze arguments
21. Build on the ideas of others
22. Express opinions clearly and persuasively
23. Work in groups to discuss, pose, and answer questions
24. Contribute relevant comments and observations
25. Evaluate soundness of speakers’ reasoning and sufficiency of evidence
26. Adapt speech to formal/informal circumstances
27. Give clear, effective presentations integrating multi-media
28. Demonstrate control over these parts of grammar: punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
29. Compound and complex sentences.

 

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 84 - English for Women’s Health Level 4

1. Express concerns with level appropriate vocabulary in a women’s health context.
2. Describe symptoms with level appropriate vocabulary that occur in women’s health
3. Share experiences with appropriate vocabulary and relevant details that relate to a women’s health context. 
4. Ask and answer questions to seek help about women’s health issues. 
5. Respond to written questions in a women’s health context with appropriate detail.
6. Use reading strategies to understand important information in a text.
7. Improve communication skills when interacting with health professionals and advocating for oneself.
8. Learn how to navigate community resources regarding women’s health.

1. Cite evidence from the text to analyze and draw inferences
2. Summarize texts
3. Use context to determine meaning
4. Analyze how texts are organized
5. Determine points of view
6. Comprehend graphs, charts, diagrams, maps
7. Delineate and evaluate arguments
8. Compare and contrast texts
9. Identify affixes and roots
10. Use similes and metaphors
11. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
12. Write to inform, explain, examine and convey ideas
13. Write arguments with reasons and evidence
14. Write narratives
15. Introduce and develop a topic
16. Create cohesion and clarify relationships between ideas
17. Revise, edit, rewrite
18. Complete short research project drawing on several cited sources
19. Actively participate in conversations
20. Analyze arguments
21. Build on the ideas of others
22. Express opinions clearly and persuasively
23. Work in groups to discuss, pose, and answer questions
24. Contribute relevant comments and observations
25. Evaluate soundness of speakers’ reasoning and sufficiency of evidence
26. Adapt speech to formal/informal circumstances
27. Give clear, effective presentations integrating multi-media
28. Demonstrate control over these parts of grammar: punctuation, present, past, future, continuous, present perfect, past perfect, modals,  gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
29. Compound and complex sentences.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 85 - English For Women’s Health Level 5

1. Use level appropriate vocabulary to express concerns, describe symptoms and share experiences related to women’s health.
2. Ask and answer questions to seek help about women’s health issues.
3. Respond to written questions in a women’s health context with appropriate detail.
4. Use reading strategies to understand important information in a text.
5. Improve communication skills when interacting with health professionals and advocating for oneself.
6. Demonstrate ability to navigate community resources regarding women’s health.
7. Practice level appropriate listening strategies while interacting with women’s health guest speakers.

1. Cite evidence from the text to analyze and draw inferences
2. Summarize texts
3. Use context to determine meaning
4. Analyze how texts are organized
5. Determine points of view
6. Comprehend graphs, charts, diagrams, maps
7. Delineate and evaluate arguments
8. Compare and contrast texts
9. Identify affixes and roots
10. Use similes and metaphors
11. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
12. Write to inform, explain, examine and convey ideas
13. Write arguments with reasons and evidence
14. Write narratives
15. Introduce and develop a topic
16. Create cohesion and clarify relationships between ideas
17. Revise, edit, rewrite
18. Complete short research project drawing on several cited sources
19. Actively participate in conversations
20. Analyze arguments
21. Build on the ideas of others
22. Express opinions clearly and persuasively
23. Work in groups to discuss, pose, and answer questions
24. Contribute relevant comments and observations
25. Evaluate soundness of speakers’ reasoning and sufficiency of evidence
26. Adapt speech to formal/informal circumstances
27. Give clear, effective presentations integrating multi-media
28. Demonstrate control over these parts of grammar: punctuation, present, past, future, continuous, present perfect, past perfect, modals,  gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice, compound and complex sentences.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 86 - English for Women’s Health Level 6

1. Use level appropriate vocabulary to express concerns, describe symptoms, and share experiences related to women’s health. 
2. Ask and answer questions to seek help about a broader range of women’s health issues.
3. Respond to written questions in a women’s health context with appropriate detail.
4. Use reading strategies to understand important information in a text.
5. Improve communication skills using more comprehensive vocabulary when interacting with health professionals and advocating for oneself.
6. Demons rate ability to navigate community resources regarding women’s health.
7. Practice level appropriate listening strategies while interacting with women’s health guest speakers.

1. Cite evidence from the text to analyze and draw inferences
2. Summarize texts
3. Use context to determine meaning
4. Analyze how texts are organized
5. Determine points of view
6. Comprehend graphs, charts, diagrams, maps
7. Delineate and evaluate arguments
8. Compare and contrast texts
9. Identify affixes and roots
10. Use similes and metaphors
11. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
12. Write to inform, explain, examine and convey ideas
13. Write arguments with reasons and evidence
14. Write narratives
15. Introduce and develop a topic
16. Create cohesion and clarify relationships between ideas
17. Revise, edit, rewrite
18. Complete short research project drawing on several cited sources
19. Actively participate in conversations
20. Analyze arguments
21. Build on the ideas of others
22. Express opinions clearly and persuasively
23. Work in groups to discuss, pose, and answer questions
24. Contribute relevant comments and observations
25. Evaluate soundness of speakers’ reasoning and sufficiency of evidence
26. Adapt speech to formal/informal circumstances
27. Give clear, effective presentations integrating multi-media
28. Demonstrate control over these parts of grammar: punctuation, present, past, future, continuous, present perfect, past perfect, modals,  gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice, compound and complex sentences.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL-O 9 - English Language Learning Online Literacy Level

Credits: 12
Online literacy level of ELL. Students study contextualized content to improve fluency.

  This is a pass/no credit course.

Enrollment Requirement: Instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Recognize and reproduce

• letter names and sounds
• short vowel sounds and a variety of long vowel sounds
• consonant blends (ch, sh, th, etc.
• Digraphs ph, ey, etc., in basic sight words (they, phone)

2. Demonstrate ability to sound out short and some long vowel words, reading from left to right within a word.
3. Read short vowel sound and sight word passages with some fluency.
4. Recognize beginnings and endings of sentences.
5. Confirm understanding of a text by answering questions about key details. 
6. Begin to use capitals and periods when writing complete sentences and start to write short answers to basic personal information questions. 
7. Spell short vowel words and simple sight words, such as go, to, it, she with few errors, and write numbers 1-100 in numerals and numbers 1-10 in words.
8. Participate in guided discussions with diverse partners with instructor support. 
9. Speak learned and rehearsed words and phrases with hesitation and some inaccuracy, using a high level of support.
10. Communicate some basic needs to instructor and other students in English.
11. Comprehend the gist of short, simple conversations with highly structured supports.
12. Use video conferencing tools such as mute/unmute buttons to participate in class discussions. 
13. Start to use the digital tools in Canvas to complete online classwork.
14. Use messaging applications to ask for help from instructors.

1. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
4. Use linking words and phrases to connect ideas within categories of information.
5. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

1. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
2. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.
5. Write arguments to support claims with clear reasons and relevant evidence.

Speaking/Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Ask and answer such questions as who, what, where, when, why.
3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.
4. Demonstrate command of the conventions of standard English grammar and usage when speaking.
5. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
6. Build on the ideas of others.
7. Express opinions clearly and persuasively.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.
2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.
3. Log in to and use multiple applications or computer programs simultaneously.
4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL-O 10 - English Language Learning Online Level 1

Credits: 12
Online beginning level of English Language Learning.  Students study contextualized content to improve fluency.   This is a pass/no credit course.

Enrollment Requirement: ELL-O 9 ; or ELL 8  or 9 ; or placement test; and instructor consent.

Course Outcomes:

Students who successfully complete this class will be able to:

1. Recognize and reproduce letter names and sounds.
2. Read basic sight words and short and long vowel words with some fluency.
3. Identify the main topic, read and comprehend short passages on familiar topics.
4. Use the illustrations and information in a text to understand its key details.
5. Understand and respond to verbal and written questions on reading passages.
6. Produce complete sentences when appropriate to task and situation, and use capitals and periods with few errors. 
7. Write and spell basic sight words and simple short and long vowel words with minimal errors.
8. Create simple verbal statements concerning personal information without prompting, and produce complete sentences when appropriate to task and situation.
9. Participate in guided discussions with diverse partners, following agreed upon rules, such as listening to others with care, speaking one at a time, etc.
10. Communicate basic needs to instructor and other students in English.
11. Answer basic personal information questions and respond to questions with limited guidance or repetition.
12. Comprehend the gist of simple conversations with aid from some visual cues and  pre-learned vocabulary and phrases.
13. Use video conferencing tools such as mute/unmute buttons, and chat to participate in class discussions.
14. Use the digital tools in Canvas to complete online classwork.
15. Use email, and messaging applications to ask for help from instructors.

1. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
4. Use linking words and phrases to connect ideas within categories of information.
5. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

1. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
2. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.
5. Write arguments to support claims with clear reasons and relevant evidence.

Speaking/Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Ask and answer such questions as who, what, where, when, why.
3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.
4. Demonstrate command of the conventions of standard English grammar and usage when speaking.
5. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
6. Build on the ideas of others.
7. Express opinions clearly and persuasively.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.
2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.
3. Log in to and use multiple applications or computer programs simultaneously.
4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL-O 20 - English Language Learning Online Level 2

Credits: 12
Online high-beginning level of ELL. Students study contextualized content to improve fluency. This is a pass/no credit course.

Enrollment Requirement: ELL-O 10 ; or ELL 10 ; or placement test; or instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

Reading

1. Identify the main topic and retell key details of a text.
2. Ask and answer questions about key details in a text.
3. Use context clues and instructor provided resources to help determine or clarify the meaning of words and phrases in a text.
4. Know and use various text features to locate key facts or information in a text.
5. Confirm understanding of a text by asking and answering questions about key details and requesting clarification if something is not understood.
6. Describe the connection between individuals, events, ideas, or pieces of information in a text.

Writing

1. Write short compositions which sequence events, include some details, use temporal words to signal event order, and provide some sense of closure.
2. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly.
3. Produce complete sentences when appropriate to task and situation.

Speaking and Listening

1. Participate in guided discussions with diverse partners in small and larger groups.
2. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.
2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.
3. Log in to and use multiple applications or computer programs simultaneously.
4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

1. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
4. Use linking words and phrases to connect ideas within categories of information.
5. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

1. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
2. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.
5. Write arguments to support claims with clear reasons and relevant evidence.

Speaking and Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Ask and answer such questions as who, what, where, when, why.
3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.
4. Demonstrate command of the conventions of standard English grammar and usage when speaking.
5. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
6. Build on the ideas of others.
7. Express opinions clearly and persuasively.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.
2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.
3. Log in to and use multiple applications or computer programs simultaneously.
4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL-O 30 - English Language Learning Online Level 3

Credits: 12
Online Low-intermediate level of ELL. Students study contextualized content to improve fluency.  This is a pass/no credit course.

Enrollment Requirement: ELL-O 20 ; or ELL 20 , 21  or 28 ; or placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

Reading

1. Ask and answer questions about key details in a text.

2. Identify the main topic and retell key details of a text.

3. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

4. Know and use various text features to locate key facts or information in a text.

5. Use the illustrations and details in a text to describe its key ideas.

6. Identify the reasons an author gives to support points in a text.

Writing

1. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Speaking and Listening

1. With guidance and support, recall information from experiences.

2. Participate in collaborative conversations with diverse partners in small and larger groups.

3. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion, and gaining the floor in respectful ways).

4. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

5. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

6. Ask questions to check understanding of information presented and stay on topic.

7. Describe people, places, things, and events with relevant details.

8. Speak audibly and start to express thoughts, feelings, and ideas clearly.

9. Produce complete sentences when appropriate to task and situation.

​​​​​​​Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screensharing, and breakout rooms to participate in class discussions.

2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.

3. Log in to and use multiple applications or computer programs simultaneously.

4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

1. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
4. Use linking words and phrases to connect ideas within categories of information.
5. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

1. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
2. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.
5. Write arguments to support claims with clear reasons and relevant evidence.

Speaking/Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Ask and answer such questions as who, what, where, when, why.
3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.
4. Demonstrate command of the conventions of standard English grammar and usage when speaking.
5. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
6. Build on the ideas of others.
7. Express opinions clearly and persuasively.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.

2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.

3. Log in to and use multiple applications or computer programs simultaneously.

4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL-O 40 - English Language Learning Online Level 4

Credits: 12
Online intermediate level of ELL. Students study contextualized content to improve fluency. This is a pass/no credit course.

Enrollment Requirement: ELL-O 30 ; or ELL 30 ; or placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

Reading

1. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
4. Use linking words and phrases to connect ideas within categories of information.

Writing

1. Write one to two paragraph narratives.

2. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.

3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.

Speaking/Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.

2. Ask and answer such questions as who, what, where, when, why.

3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.

4. Demonstrate command of the conventions of standard English grammar and usage when speaking.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.

2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.

3. Log in to and use multiple applications or computer programs simultaneously.

4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

1. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
4. Use linking words and phrases to connect ideas within categories of information.
5. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

1. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
2. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.
5. Write arguments to support claims with clear reasons and relevant evidence.

Speaking/Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.

2. Ask and answer such questions as who, what, where, when, why.

3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.

4. Demonstrate command of the conventions of standard English grammar and usage when speaking.

5. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.

6. Build on the ideas of others.

7. Express opinions clearly and persuasively.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.

2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.

3. Log in to and use multiple applications or computer programs simultaneously.

4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL-O 50 - English Language Learning Online Level 5

Credits: 12
Online high-intermediate level of ELL. Students study contextualized content to improve fluency. This is a pass/no credit course.

Enrollment Requirement: ELL-O 40 ; or ELL 40 ; or placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

Reading

• Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
• Determine the main idea of a text; recount the key details and explain how they support the main idea.
• Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
• Use linking words and phrases to connect ideas within categories of information.
• Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Writing

• Write multi-paragraph narratives.
• With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.
• Write arguments to support claims with clear reasons and relevant evidence.

Speaking/Listening

• Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
• Ask and answer such questions as who, what, where, when, why.
• Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.
• Demonstrate command of the conventions of standard English grammar and usage when speaking.
• Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.

Technology

• Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.
• Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.
• Log in to and use multiple applications or computer programs simultaneously.
• Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

• Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
• Determine the main idea of a text; recount the key details and explain how they support the main idea.
• Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
• Use linking words and phrases to connect ideas within categories of information.
• Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
• Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

• Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
• With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.
• Write arguments to support claims with clear reasons and relevant evidence.

Speaking/Listening

• Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
• Ask and answer such questions as who, what, where, when, why.
• Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.
• Demonstrate command of the conventions of standard English grammar and usage when speaking.
• Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
• Build on the ideas of others.
• Express opinions clearly and persuasively.

Technology

• Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.
• Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.
• Log in to and use multiple applications or computer programs simultaneously.
• Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL-O 60 - English Language Learning Online Level 6

Credits: 12
Online advanced level of ELL. Students study contextualized content to improve fluency. This is a pass/no credit course.

Enrollment Requirement: ELL-O 50 ; or ELL 50 ; or placement test; and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

Reading

1. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
4. Use linking words and phrases to connect ideas within categories of information.
5. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

1. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
2. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.
5. Write arguments to support claims with clear reasons and relevant evidence.

Speaking/Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Ask and answer such questions as who, what, where, when, why.
3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.
4. Demonstrate command of the conventions of standard English grammar and usage when speaking.
5. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
6. Build on the ideas of others.
7. Express opinions clearly and persuasively.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.
2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.
3. Log in to and use multiple applications or computer programs simultaneously.
4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

1. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
4. Use linking words and phrases to connect ideas within categories of information.
5. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

1. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
2. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.
5. Write arguments to support claims with clear reasons and relevant evidence.

Speaking/Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Ask and answer such questions as who, what, where, when, why.
3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.
4. Demonstrate command of the conventions of standard English grammar and usage when speaking.
5. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
6. Build on the ideas of others.
7. Express opinions clearly and persuasively.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.
2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.
3. Log in to and use multiple applications or computer programs simultaneously.
4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL-O 70 - English Language Learning Online Low-level

Credits: 1-6
Online low-level of ELL. Students study contextualized content to improve fluency. This course has managed enrollment. This is a pass/no credit course.

Enrollment Requirement: Guided self-placement and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

Reading

1. Identify the main topic and retell key details of a text.
2. Ask and answer questions about key details in a text.
3. Know and use various text features to locate key facts or information in a text.

Writing

1. Produce complete sentences when appropriate to task and situation.

Speaking and Listening

1. Participate in collaborative conversations with diverse partners in small and larger groups.
2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
4. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly. 

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.
2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.
3. Log in to and use multiple applications or computer programs simultaneously.

1. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
4. Use linking words and phrases to connect ideas within categories of information.
5. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

1. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
2. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.
5. Write arguments to support claims with clear reasons and relevant evidence.

Speaking/Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Ask and answer such questions as who, what, where, when, why.
3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.
4. Demonstrate command of the conventions of standard English grammar and usage when speaking.
5. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
6. Build on the ideas of others.
7. Express opinions clearly and persuasively.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.
2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.
3. Log in to and use multiple applications or computer programs simultaneously.
4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL-O 80 - English Language Learning Online High Level

Credits: 1-6
Online high-level of ELL. Students study contextualized content to improve fluency. This course has managed enrollment. This is a pass/no credit course.

Enrollment Requirement: Guided self-placement and instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

Reading

1. Determine the main idea of a text; recount the key details and explain how they support the main idea.

Writing

1. Write one to two paragraph narratives.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.

Speaking/Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.

2. Ask and answer such questions as who, what, where, when, why.

3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.

4. Demonstrate command of the conventions of standard English grammar and usage when speaking.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.

2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.

3. Log in to and use multiple applications or computer programs simultaneously.

4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

1. Determine the main idea of a text; recount the key details and explain how they support the main idea.

Writing

1. Write one to two paragraph narratives.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, spelling and standard English grammar when writing.

Speaking/Listening

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.

2. Ask and answer such questions as who, what, where, when, why.

3. Improve ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification.

4. Demonstrate command of the conventions of standard English grammar and usage when speaking.

Technology

1. Use video conferencing tools such as mute/unmute buttons, chat, screen sharing, and breakout rooms to participate in class discussions.

2. Use the digital tools in Canvas to complete online classwork and participate in written and recorded discussions.

3. Log in to and use multiple applications or computer programs simultaneously.

4. Use email, discussion, and messaging applications to ask for help from instructors, classmates, and college staff.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENV S 194 - Special Topics-Environmental Science

1. Identify and evaluate important environmental issues that face us today.
2. Recognize how we directly and indirectly affect the environment.
3. Develops concepts describing a sustainable society.
4. Interpret statements made about the environment in the media.
5. Work effectively with peers in finding solutions to environmental problems.

1. Recognize how scientists use the Scientific Method to guide their inquiry, generate hypotheses, experimental design, reasoning, and draw conclusions based on empirical data.
2. Students will learn the steps of the scientific Method and be able to use the steps to design an experiment, collect data, and analyze the data.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENV S 204 - Natural Science and the Environment

1. Identify and evaluate important environmental issues that face us today.
2. Recognize how we directly and indirectly affect the environment.
3. Develop concepts describing a sustainable society.
4. Interpret statements made about the environment in the media.
5. Work effectively with peers in finding solutions to environmental problems.

1. Students will learn the scientific method to recognize how scientists use this method to guide their inquiry, generate hypotheses, experimental design, reasoning, and draw conclusions based on empirical data.
2. Students will learn the steps of the scientific Method and be able to use the steps to design an experiment, collect data, and analyze the data.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

FILM 101 - Introduction to Film Studies

1. Explain important critical tools currently in use in film studies.
2. Break down what film can be in a broader sense beyond its entertainment factor.
3. Evaluate film in a critical fashion to better understand how film influences our understanding of diverse populations (ethnic, religious, sexual, gender, class, etc.)
4. Explain their comprehension of the social, political, and/or economic contexts of film.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

FILM 120 - The Art of the Film

1. Demonstrate an understanding of the techniques in film-making–such as mise-en-scène, cinematography, editing, sound, sources for films, and types of films.
2. Examine diversity in our culture, as expressed in current films.
3. Demonstrate an understanding of creativity in cinematic production, with respect to style, cinematic technique, genre, and theme.
4. Demonstrate proficiency in the ability to respond to and evaluate film production using reasoned judgment.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

FILM 121 - Contemporary American Film

1. Gain an enhanced awareness of, and appreciation for, the cinematic qualities of contemporary American movies.
2. Examine diversity in our culture, as expressed in current films.
3. Identify and examine prevailing themes and images in contemporary American films.
4. Engage interactively with contemporary cultural issues through discussions and analysis of course concepts.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

FILM 122 - Introduction to Film: Genres

1. Identify and describe the characteristics and qualities of various film genres.
2. Apply and analyze the theoretical elements of film genre to specific films.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

FILM 151 - Asian Film Studies

1. Analyze a representative selection of Asian film for cultural contexts.
2. Analyze a representative selection of Asian film in historical contexts.
3. Apply literary/film criticism methodologies to Asian film.
4. Evaluate Asian films using film studies techniques.
5. Evaluate the narrative structure of Asian films.
6. Evaluate the composition of Asian films.

1. Create message appropriate to the audience, purpose, and context.
2. Use, synthesize, or produce needed information ethnically.
3. Form, analyze, and assess beliefs while demonstrating intellectual humility and respect towards the beliefs of others.
4. Analyze cultural perspectives and values of a multicultural world.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

FILM 162 - Gender in Film

1. Analyze a representative selection of films related to gender issues and identity for women, women of color, and the LBGTQ community.
2. Examine the cultural contexts of these films.   
3. Analyze films for key aspects related to the representations of gender (for constructions of gender and codes of masculinity/femininity, for women, and for those who identify as LBGTQ+) in areas such as identity, roles, codes, race, discrimination, inequity, laws, class/economics, and other power inequities and intersections among these.
4. Evaluate the construction of the films’ storylines through a gender perspective.
5. Apply various critical approaches (e.g. Feminist Criticism, Queer Theory, and Marxist, postcolonial, and critical race approaches) to their analyses of the films.

1. Create messages appropriate to the audience, purpose, and context. 
2. Use, synthesize, or produce needed information ethically. 
3. Form, analyze, and assess beliefs while demonstrating intellectual humility and respect towards the beliefs of others 
4. Analyze cultural perspectives and values of a multicultural world. 

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

FILM 191 - Latin America in Film

1. Interpret and discuss art movies that deal with cultural and historical issues relating to multiple identities, histories cultures, perspectives, contributions, knowledge, struggles and strategies of historically excluded groups in Latin America.
2. Acquire a general knowledge of Latin American history and culture.
3. Identify the stereotypes with which Latin America has been portrayed in main stream US movies and will be able to discuss their own preconceptions and/or experiences.
4. Use movies as a tool for understanding complex social realities.
5. Connect theoretical reading with movies.

FRCH& 121 - French I

1. Distinguish between formal (F) and informal (I) greetings, introductions and questions.
2. Use major regular and irregular verbs to communicate preference, origin, adjectives, personal belongings, family, work, and climate.
3. Use three verb groups -ER, -IR, -RE present tense regular & irregular verbs in written and oral.
4. Differentiate between present and immediate future in written and oral.
5. Use language and intercultural skills to communicate with native speakers of French.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.