merged_document

Syllabus Snapshot

ESOL Reading I

Course Information Faculty Information
Course Title: ESOL Reading I Name: Par
vin Der Antonian
Course Number: ENGL 0361 E-mail:[email protected]
Course Section: 6001
Credit Hours: 3 Office hours: by appointment
Prerequisite: Placement by exam Classroom: 13.421
Class Days and Times: MW, 12 – 1:50 PM

COURSE MATERIALS (Required):
Reading Adventures1, Carmella Lieske, Scott Menking
A notebook
Index cards

COURSE DESCRIPTION: In this course beginning English-language students develop basic reading and vocabulary skills.
Materials are vocabulary-controlled and based on concrete topics. Students practice reading and comprehending simple short
stories and articles, writing related sentences, and developing basic library skills. Focus is on literal comprehension and
developing a personally relevant vocabulary base. Students who enroll in this course should have basic literacy skills in
their native language and be familiar with Roman script. This course carries institutional credit but will not transfer and
may not be used to meet degree requirements. (3201085612)

STUDENT LEARNING OUTCOMES: Upon successful completion of this course, students will be able to:

1. Identify the stated main idea of a short passage on a familiar topic.
2. Distinguish between general ideas and specific information
3. Extract basic information from simple illustrations such as graphs and charts.
4. Determine the meaning of unfamiliar vocabulary from context.
5. Use a monolingual ESOL learner’s or picture dictionary to develop basic dictionary skills and build basic vocabulary.

Instructor guidelines and policies

Attendance:
The first two absences are 5 points off your participation grade each. The next two – 10 points off each. If you have
more than four absences, you will receive a zero (0) for participation, which is 20% of your final grade. Class
attendance is absolutely necessary for your success in this course, so you must attend class. It is the responsibility of
each student to attend class. If you miss a class, it is your responsibility to find a classmate from whom you can get
notes, handouts, and assignments. A lot of important events (discussions, class assignments, tests, etc.) occur at the
beginning of class, so arrive on time!

Assignments:
All assignments are due at the beginning of class. Work that is submitted after class on the due date will be accepted
with a 15 point penalty; late work submitted on the day after the due date will be accepted with a 20-30 pt. penalty Late
Assignment – Any assignment that is not received by the instructor before the instructor has completed checking
attendance at the beginning of the class in which the assignment is due. If you are absent, always contact a classmate to
find out what assignments were made.

Class Participation:
All students deserve a classroom environment that is free of interruptions. Any student who arrives unprepared, sleeps
in class, or is disruptive will be asked to leave class and will be counted absent.

Exams:
Exams must be taken on or before the scheduled time and date. Students with special needs or circumstances must
contact the instructor BEFORE the scheduled exam in order to make different arrangements. A student who misses one
exam and who has no other zeros on projects or lab grades may be allowed to take a make up exam during the last week
of the semester.

Make-up exams and tests:
Students should contact the instructor prior to missing a scheduled examination or test by phone, in-person, by e-mail,
or by voice mail. All make-up exams and tests will be administered in the LSC-UP Assessment Center.

Electronics and Cell Phone Policy :

Please silence cell phones and electronic devices during class and keep them out of sight - in your bag or pocket. You
can answer and make calls during your break. Students should not leave the class to make or answer a call. If
either of these items is violated, you may be asked to not bring the device into class again.
Use of recording devices, including camera phones and tape recorders, is prohibited.

Department/Division Contact:
Department Chair: Brian L. Reeves, 281-290-3749
Dean of Instruction: Mark Curtis-Chavez, 281-290-2862

Grading Policy:
Final grades are determined by averaging the total of each area listed below:

Assignment Percentage
Homework, out of class reading 20
Class Participation 20
Tests and quizzes 30
Vocabulary cards 10
Final exam 20

Grading Scale:

90-100 A
80-89 B
70-79 C
60-69 D
Below 59 F

Withdrawal Policy
Withdrawal from the course after the official day of record and prior to “W” Day, (see current catalog for this date) will
result in a final grade of “W” on your transcript. Instructor approval is necessary if you want to withdraw after official
day. No credit will be awarded for a course earning a “W.” If you stop attending class, you must withdraw at the

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registration office prior to “W” day. If you stop attending class and do not officially withdraw, you will receive an “F” for
the course.

Student Resources

Lone Star College-University Park is committed to your success!!
Your success is our primary concern! If you are experiencing challenges achieving your academic goals, please contact
your instructor or an advisor. We can provide assistance with academic needs, ADA accommodations, classroom
difficulties, financial concerns, and other issues.

Tutoring:
For all disciplines, please call 281.401.5388 for information on hours and location. The tutoring lab, reading/writing
lab, and math lab can be found within the Learning Center in building 12, 8th floor.

Counseling Services:
Counseling services are available to students who are experiencing difficulty with academic issues, selection of college
major, career planning, disability accommodations, or personal issues. Students may contact Counseling, Career, and
Disability Services at 281.401.5311, or in building 13 Suite 260.

The Assistive Technology Lab:
The Assistive Technology Lab is available for students who benefit from its various technologies to convert text to
speech, magnify items, convert text to Braille, etc. For further information, please contact the Learning Center in
building 12, 8th floor.

Writing Lab: Having strong writing skills helps students become successful not only in their academic lives, but also in
their professional and personal lives. With this goal in mind, the University Park Writing Lab, located in the Student
Learning Center, provides tutoring and additional services to help students strengthen their writing skills. Students
enrolled in any course that requires any type of writing can get individualized help at the Writing Center.

Library:
The Lone Star College-University Park Library is located in building 12, 8th floor and contains information resources for
both college students and community members. Librarians are available to assist with research. To contact a reference
librarian, [email protected]. For library hours and contact information, please visit
http://www.lonestar.edu/library .

ADDITIONAL CREDIT OPTIONS:
Students MAY receive extra credit for attendance and participation in one or more of the Student Success Seminars.
Students desiring to earn extra credit must provide the instructor with proof of attendance and participation

IMPORTANT: This document doesn't constitute the entirety of the official syllabus. You can find the official
document on D2L.

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Student Preparation Strategy

Goal: Read material before and come to class prepared
Text: Reading Adventure 1; Carmella Lieske; Scott Menking
Chapter 2
To encourage my students to read and come to class prepared, I introduce the title and
show them a picture about the text and I ask them to explain what they see on the
picture. To awake their curiosity, I write a question about the text on the board:
How are animals’ and people’s families the same? How are they different?
Then I mention that we will have a debate on this subject in the next class.

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BOPPPS LESSON PLAN

COURSE: Reading 1
Lesson Title: Animal Families, A sister’s love

Bridge: How will you gain learner interest and set the stage for the lesson?
Show them pictures of animal families and post question on the board for students to answer.
How are animals’ and people’s families the same? How are they different? Students talk with a partner and share with
class.

Estimated time: 10 min
Course Student Learning Outcome:

 Identify the stated main idea of a short passage
 Determine the meaning of unfamiliar vocabulary from context.

Learning Objectives: By the end of this lesson, students will be able to

1- Be able to restate the story with his own words.( comprehension, application)
2- Be able to recognize and use correctly the new vocabulary in a sentence. ( comprehension, application)

Pre-Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the student
preparation strategy you developed.

Present the new vocabulary on the board and give a matching exercise. Students try to match the words to their
meaning. They compare their answer with a partner. Class correction

Estimated time: 10 min
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

5 min Show pictures with captions about the Students look at pictures and read the Pictures/ book
text and ask questions about pictures captions and try to answer to the Text/book
questions about pictures. They try to figure
10 min Write a what/how & why question out and guess what the story is about.
Students read the text very quickly and

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about the text on the board and ask find the answer
students to skim the text and find the
10 min answer: Students read and listen to the audio Book/ CD
What happened to the cub?
Put the CD and ask student to read and version of the text. If they need the CD can
listen at the same time to the audio

be repeated a second time.

10 min Give students the comprehension Students find the answers in the text and Book / Hand out
questions: identify the main idea and specific
Questions after reading a text: information. They can work in pair and
1- What is the definition for “look after”? compare their answer. Class correction
(Knowledge)
2- What are the main events?
(Comprehension)
3- How could you best summarize the
sequence of events? (Analysis)
4- What generalization can you make
from this information? (Synthetizes)

Vocabulary, Word in context. Give Students have to answer question by using Book /Hand out
Index cards
10 min students questions with new vocabulary. new vocabulary.

Verify the correctness of their sentence. Students show their sentence to each

other. For each word present some

examples in class.

15 min Make group of 3 or 4 students. Verify Students work in group with index cards.

activity of each group Each student shows a word and asks for

the definition and an example, or, read the

definition and asks for the word.

Post-assessment: How will you assess if objectives have been met?

Students’ questions are addressed. Students write a brief summary about the text that they have read in their own
words. They exchange papers and compare their summary.

Estimated time: 10 min
Summary: How will you close the lesson?
Set the home work: send a vocabulary game to the students’ mobile device. They can review the new words and
categorize them in four different groups.
Give students the URL of an online story book where they can read and listen to the story. They have to prepare a
summary and find out the purpose of the story.
etimated time:10 min

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

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CAT

Assessment for reading 1, after reading a text with new vocabulary.
1- Grab has the same meaning as (knowledge, application)
a) Feel
b) Hold
c) Kill
2- Why couldn't the cub catch fish? (comprehension, analysis)
a) His mother was dead
b) He couldn't find fish
c) His leg was hurt
3- What is the purpose of the passage? (Analysis, Synthesis)
a) Bears are not very dangerous
b) Hunting is a bad thing to do
c) Animals can feel love like people do
4- Have you ever (worried, stayed, looked after) a baby? (Knowledge, Application)

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Rubric

Book Report

Meeting Standard Approaching Standard Below standard
3 pts
2 pts 1 pts

Format of the report

Report contains title, The report covers all of the The report covers most of The report does not cover all of the
author’s name, and number necessary content in detail (5 the necessary content in necessary material.
of pages. Times New of the required parts). detail: (at least 4 of the
required parts).
Roman 12 pts, 1 inch
margins, Titles for each
section, and paragraphs
indented.

Organization of Report The summary includes a title The report follows a The report jumps around a lot and is hard
and a topic sentence. logical path. It jumps to follow. The summary is hard to
The report is written in a Transitions are used to move around a little bit, though. understand and doesn't clearly explain the
logical sequence and gives reader through the plot The plot and main events plot or main events of the book.
an easy to understand sequenced events. The main of the story are
summary of the book's plot events of the story are clearly summarized.
and main events. explained and give a clear
understanding of the plot of
the book.

Neatness and The summary and literature The summary and The report and or literature response
Conventions of Report response activity are typed literature response activity are not typed and have many errors
and have no noticeable errors activity are typed, but in grammar, punctuation, and/or spelling.
in grammar, punctuation, or have a few minor errors
spelling. in grammar, punctuation,
or spelling.

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Technology

The objectives for my lesson are:
1- Be able to restate the story with his own words.( comprehension, application)
2- Be able to recognize and use correctly the new vocabulary in a sentence. ( comprehension, application)
I created two games. The first game is a vocabulary game which helps students to review the new words they studied
and classified each word in the correct groups. This game can be sent to students’ cell phone or mobile device.
http://www.classtools.net/connect/201511_Y8WESc
The second technology I prepared is an online story book that contains sounds and images. Students have to read the
story and write a summary in their own words and find and explain the purpose of the story.
http://www.starfall.com/n/folk-tales/little-rooster/load.htm?f

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Reflective Essay

ESOL Adjunct Certification Program

What brought me to ACP is my constant desire to learn and improve my teaching. When I heard about
this program, I grasped the opportunity without any hesitation! I am very happy to participate in this program,
because it gave me the opportunity to benefit from the experience of other teachers. The in-class and online
discussions gave us the opportunity to share problems and solutions as well as the new teaching strategies.
The way this program is presented, itself, is an example of the new way of teaching. I really liked the way the
materials and content were submitted. With only one click we could have access to many valuable documents,
articles, videos, demonstrations and just about an ocean of information. However, incorporating and
managing all this information is not easy. This process definitely needs more time and training.
This program introduced us to new technology that can be used in today’s education. The information
technology revolutionized our world; the new generation of students is embracing it and feels very
comfortable to use it. Teachers need to keep up with this pace. I liked the tech part of this program because
that is the part that I had least knowledge about. It was very interesting and I hope to have more assisted
training for integrating technology in my teaching.
In fact, for me, ACP was an occasion to reflect on my teaching and on the ways to make it better. It was a big
opportunity to have a highly experienced teacher shares her knowledge with us. I thoroughly enjoyed being a
part of it.

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ESOL Adjunct Certification Program

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ACP Showca

Name: Parvin
Discpline:
Date: No

ase Portfolio

Der Antonian
Reading 1
ov. 2015

Table of C

• Student Preparation Strategy
• BOPPPS lesson

• CAT
• Questions
• Technology

• Reflection

Contents

Describe student pr

Goal: Read material before and come
• Text: Reading Adventure 1; Carmella
• Chapter 2
• To encourage my students to read an

the title and show them a picture ab
what they see on the picture. To awa
about the text on the board:
• How are animals’ and people’s famili
• Then I mention that we will have a d

reparation strategy

e to class prepared
a Lieske; Scott Menking

nd come to class prepared, I introduce
bout the text and I ask them to explain
ake their curiosity, I write a question
ies the same? How are they different?
debate on this subject in the next class.

BOPPPS – BRIDGE

• Show them pictures of animal families
and post question on the board for
students to answer.

• How are animals’ and people’s families
the same? How are they different?
Students talk with a partner
and share with class.



BOPPPS – O

• Learning Objectives: By the e
be able to:

• Be able to restate the story with
application)

• Be able to recognize and use co
sentence. ( comprehension, ap

OBJECTIVES

end of this lesson, students will

h his own words.( comprehension,

orrectly the new vocabulary in a
pplication)

BOPPPS- PRE-ASSESSM

• Present the new vocabulary on the board a
try to match the words to their meaning. Th
partner. Class correction

• Definitions. Match the words with their me

1 . alone 2. catch 3. kil

5. look after 6. stay 7. tro

____a. Not with other people ______e. to
____b. problems ______ f. rea
____c. To find and hold ______ g. to
____d. to make something die ______ h. to

• Estimated time: 10 min

MENT

and give a matching exercise. Students
hey compare their answer with a

eanings

ll 4. love
ouble 8. worry

not go
ally, really like
o take care of
o think about bad things

BOPPPS- PARTICIPATORY LESSO

ON

BOPPPS- PARTICIPATORY LESS

SON

BOPPPS- PARTICI

Reading Comprehension

Circle the correct answer
1. What is the main idea of this passage?
a) Grizzly bears are not very dangerou
b) Animals can feel love like people do
c) Hunting is a bad thing to do.
2. Why couldn’t the cub catch fish?
a) His mother was dead.
b) His leg was hurt.
c) He couldn’t find fish.
3. Grab (line 6) has the same meaning as __
a) Hold
b) Kill
c) Feel
4. On line 9, who is he?
a) The hunter
b) Stacy Corbin
c) The cub

IPATORY LESSON

us.
o.

____.

Identifying C

Match the causes and effects to make sentences

1. A hunter shot a cub’s mother, and
2. The bear’s foot was hurt, so
3. The cub couldn’t catch fish, so
4. The cub’s sister helped it, so

Cause and Effect

s.

a. it couldn’t catch fish.
b. it didn’t die.
c. Stacy thought it was in trouble.
d. she died.

BOPPPS- PARTICIPATOR

Vocabulary: Words in context
Answer the questions below so they are t

1. What Things do you love?________
2. Have you ever caught a fish? ______
3. What is something you are worried
4. Do you prefer to go places or stay ho
5. Do you enjoy being alone? _______
6. Do you know anyone in trouble? Wh
7. Do you feel bad if you kill an insect?
8. Have you ever looked after a baby?

RY LESSON

true for you. Then tell a partner

____________________
___________________
about now? ________
ome? ______________
____________________
ho? ________________
? __________________
___________________

BOPPPS- PARTICIPATOR

Odd word out. One word in each group is different
words.

1. Beautiful / happy / terrible / trouble
2. Leave / catch / whole / kill
3. Many / inside / near / outside
4. Climb / deep /study / imagine
5. Alone /sister / father / brother
6. Air / river / salmon / suddenly
7. Friend / mother / safe / family
8. Look after / a lot of / be worried / ta

RY LESSON

t part of speech to the others. Circle the different
e

ake pictures

BOPPPS- PARTICIP

Group activity: Voca

Students work in group with ind
word and asks for the definition

definition and ask

PATORY LESSON

abulary Index Card

dex cards. Each student shows a
n and an example, or, read the
ks for the word.

BOPPPS- POST

• Students’ questions are addressed. S
• Students write a brief summary abo
• They exchange papers and compare

• Estimated time: 10 min

T-ASSESSMENT

Set homework
out the story in their own words.
their summary.

BOPPPS- S

Home work:
• Ask student to use the new vocabulary to
• Students prepare a summary of the story i

• Estimated time:10 min

SUMMARY

make two sentences with each word.
in their own words

Techn

• Students read an online story boo
• Students have to write a summary

explain the purpose of the story.

• http://www.starfall.com/n/folk-ta

nology

ok that contains sounds and images.
y in their own words and find and

ales/little-rooster/load.htm?f