Level 3 Curriculum

Level 3 Oral Integrated

Course Goal

The goal of this course is to help students with the continued development of their everyday speaking and listening skills as well as with emerging academic listening and speaking skills.

Student Learning Outcomes

The student will be able to:

  • Show general understanding of varied simple academic listening passages.
  • Recognize and use simple academic vocabulary.
  • Initiate, maintain, and close social and simple academic discourse.
  • Voice supported opinions on varied simple academic topics.
  • Generate simple, compound, and complex sentences with grammatical accuracy.
  • Pronounce English sounds and follow intonation and stress patterns more accurately at the end of the course than at the beginning of the course.

Objectives

As teachers support students in their efforts to meet course outcomes, instructional focus is on:

Listening

  • (D) Listening for main ideas.
  • (D) Listening for details.
  • (D) Listening for and interpreting numbers.
  • (D) Listening for and interpreting transitions.
  • (D) Listening for multiple viewpoints.
  • (M) Listening for opinions.
  • (D) Listening for reasons and examples.
  • (I) Listening for problems and solutions.
  • (I) Making inferences.
  • (I) Identifying the speaker's purpose.
  • (D) Making predictions.
  • (D) Recognizing a speaker's tone and feeling.
  • (D) Using visuals to aid in understanding.
  • (I) Taking notes on academic lectures.
  • (I) Identifying, interpreting, and inferring meaning of academicvocabulary.
  • (M) Identifying modals, the simple present, present continuous, simple past, past continuous, and simple future tenses.
  • (I) Identifying the present perfect tense and passive voice for simple tenses.
  • (M) Identifying simple, compound, and complex sentences.

Speaking

  • (I) Rephrasing and summarizing information.
  • (D) Starting, maintaining, and ending conversations anddiscussions.
  • (D) Describing personal experiences.
  • (D) Supporting opinions with reasons and examples.
  • (D) Discussing advantages and disadvantages.
  • (D) Making suggestions.
  • (I) Talking about solutions.
  • (D) Using expressions of gratitude.
  • (D) Using fillers to show interest.
  • (I) Using transitions to organize ideas.
  • (I) Recognizing and using academic vocabulary in context.
  • (I) Producing sentences using academic vocabulary.
  • (I) Giving informative and impromptu presentations.
  • (I) Using descriptive language for visual aids.
  • (D)Producing simple, compound, and complex sentences using modals, the simple present, present continuous, simple past, simple future, and past continuous tenses.
  • (I)Producing affirmative and negative statements and questions using the present perfect and passive voice for simple tenses.

Pronunciation

  • (D) Articulating consonant and vowel sounds correctly.
  • (D) Interpreting phonetic alphabet symbols.
  • (D) Recognizing and producing syllable stress.
  • (D) Identifying and using word stress.
  • (D) Identifying and using appropriate intonation. 
  • (D) Using connected speech.
  • (I) Pausing appropriately during speech.
  • (I) Using appropriate rate of speech.
  • (D) Using reduced speech.

 

Level 3 Written Integrated

Course Goal

The goal of this course is to help students develop intermediate grammatical understanding and to successfully write detailed academic paragraphs.

Student Learning Outcomes

The student will be able to:

  • Correctly use and spell simple academic vocabulary. 
  • Write compound and complex sentences with comprehensible grammatical and mechanical accuracy. 
  • Write well-organized academic paragraphs. 
  • Use editing strategies to self-edit paragraphs.
  • Critically appraise the elements of essay writing.

Objectives

As teachers support students in their efforts to meet course outcomes, instructional focus is on:

  • (I) Spelling simple academic vocabulary correctly.
  • (I) Using academic vocabulary in grammatically correct sentences.
  • (I) Identifying synonyms of simple academic vocabulary and changing sentence structure to paraphrase a single sentence.
  • (D) Identifying and producing compound sentences with correct punctuation and connecting devices.
  • (I) Identifying and producing complex sentences with correct punctuation and connecting devices.
  • (I) Identifying and producing the following grammar points:
    • Present perfect tense
    • Conditionals
    • Adjective clauses
    • Passive 
    • Adjectives with –ed and –ing endings
  • (D) Identifying and producing the following grammar points:
    • Future progressive tense
    • Adverb clauses
    • Comparative adjectives
    • Superlative adjectives
    • Adverbs of manner
    • Articles
    • Count and noncount nouns
    • Prepositions
  • (M)  Identifying and producing the following grammar points:
    • Simple sentences
    • Yes/No questions
    • Wh- questions
    • Simple present
    • Present progressive
    • Simple past
    • Past progressive
    • Simple future
    • Adjectives
    • Adverbs of frequency
  • (D) Writing a topic sentence.
  • (D) Writing supporting sentences with subpoints, adequate details, examples and simple transitions.
  • (D) Writing conclusions that begin with a transition and restate the topic sentence.
  • (D) Writing paragraphs on academic topics in multi-draft, take-home papers and timed in-class papers in the following rhetorical modes:
    • (D) Opinion 
    • (I) Process 
    • (I) Cause-effect 
    • (I) Compare-contrast 
  • (D) Doing editing/error correction activities.

 

Level 3 Intensive Reading & Vocabulary

Course Goal

The goal of this course is to help students build vocabulary, especially academic vocabulary, and to develop academic reading skills and comprehension.

Student Learning Outcomes

The student will be able to:

  • Show general understanding of simple academic texts.
  • Critically appraise the elements of a summary with assistance.
  • Paraphrase single sentences from simple academic texts.
  • Accurately write simple, compound, and complex sentences using simple academic vocabulary.

Objectives

As teachers support students in their efforts to meet course outcomes, instructional focus is on:

Reading

  • Increasing students' ability to read and understand passages by:
    • (D) Inferencing
    • (D) Identifying main ideas and details 
    • (D) Understanding the gist
    • (I) Using a Venn diagramto classify information
    • (D) Understanding transitions
    • (D) Understanding pros and cons
    • (I) Using examples to support claims
    • (D) Understanding conditional relationships
    • (I) Summarizing simple academic texts
    • (I) Summarizing a writer's point of view
    • (I) Labeling details on a map
    • (I) Understanding cause and effect relationships
    • (I) Organizing notes in a T-chart
    • (I) Recognizing metaphors

Vocabulary

  • (D) Using a dictionary to define words.
  • (I) Using a thesaurus. 
  • (D) Guessing meaning of unfamiliar words through word analysis (prefixes and suffixes) and context.
  • (D) Using targeted vocabulary words to create simple, compound, and complex sentences.
  • (D) Identifying the following parts of speech of targeted vocabulary words: nouns, verbs, adjectives, adverbs, and prepositions.

 

Level 3 Extensive Reading

Course Goal

The goal of this course is to help students develop effective, sustained reading habits.

Student Learning Outcomes

The student will be able to:

  • Show detailed understanding of level-appropriate books.
  • Express reactions to and opinions of read books and/or readers.
  • Read at a faster rate at the end of the course than at the beginning of the course.
  • Evaluate the challenges and merits of extensive reading in English.  

Objectives

As teachers support students in their efforts to meet course outcomes, instructional focus is on:

  • (I) Students selecting level-appropriate books for their interests (Lexile® measure, five-finger rule). 
  • (I) Writing book reviews.
  • (I) Summarizing books.
  • (I) Increasing reading speed.
  • (I) Leading discussions of ELI library books and Class Readers.
  • (I) Analyzing the setting, characters, plot, conflict, and resolution of Class Readers.
  • (I) Modeling independent reading by reading silently in each class for 15 minutes.