ELL 50 - English Language Learning Level 5
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
Students who successfully complete this class will be able to:
- 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.
- 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.
- 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.
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:
Cite evidence from the text to analyze and draw inferences
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
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
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
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.
- 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.
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