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 academic vocabulary.
  • (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 and discussions.
  • (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) 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.
  • (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.
  • (I) Doing self-evaluations and peer reviews of paragraphs.
  • (I) Identifying and appraising introductory paragraphs with a hook and thesis statement.
  • (I) Identifying and appraising body paragraphs with topic sentences, supporting sentences and a combination of simple and advanced transitions.
  • (I) Identifying and appraising concluding paragraphs that summarize the thesis statement and end with either an opinion or prediction.

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) Previewing
    • (D) Identifying the parts of a passage
    • (D) Scanning
    • (D) Skimming
    • (D) Understanding the gist
    • (D) Identifying the main ideas and details
    • (D) Identifying examples
    • (D) Identifying the purpose of paragraphs and reading passages
    • (D) Evaluating statements for accuracy
    • (D) Inferencing
    • (D) Sequencing events
    • (D) Understanding cause and effect relationships
    • (D) Understanding cohesion
    • (D) Understanding a process
    • (D) Understanding and interpreting infographics
    • (D) Organizing information in a chart
    • (D) Creating concept maps and timelines
    • (D) Paraphrasing with assistance
    • (D) Taking notes
    • (D) Summarizing simple academic texts by using graphic organizers
    • (D) Using context to find meanings of words
    • (D) Understanding pronoun reference
    • (D) Understanding claims
    • (I) Understanding simple academic texts
    • (I) Summarizing simple academic texts
    • (I) Summarizing a writer's point of view

Critical Thinking

  • Increasing students' ability to think critically about reading passages by:
    • (D) Understanding opinions
    • (D) Applying ideas
    • (D) Synthesizing information
    • (D) Evaluating ideas, supporting ideas, advice, arguments, evidence, and sources
    • (D) Justifying opinions and ideas
    • (D) Rating and ranking information
    • (I) Analyzing reasons
    • (D) Categorizing information
    • (D) Evaluating pros and cons
    • (I) Distinguishing facts from speculation
    • (I) Revognizing contrastive relationships
    • (D) Reflecting
    • (D) Personalizing

Vocabulary

  • Consulting a dictionary, both print and digital, to:
    • (D) Define words
    • (D) Determine or clarify the precise meaning of words with mutiple meanings from context
    • (D) Spell words
    • (D) Determine different word forms
    • (D) Determine the part of speech of words
    • (D) Identify the following parts of speech of targeted vocabulary words: nouns, verbs, adjectives, adverbs, and prepositions
    • (D) Identify synonyms and antonmys of words
  • Increasing students' vocabulary for common things by:
    • (D) Matching words to definitions
    • (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) Using vocabulary words to complete sentences, paragraphs, and short passages
    • (D) Use common prefixes and suffixes to: change word forms and identify meanings of words
    • (D) Making collocations with vocabulary words
    • (D) Using conjunctions and subordinators to create compound and complex sentences with target vocabulary words
    • (D) Spelling targeted vocabulary words correctly
    • (D) Using audio files of readings to build phonemic awareness to aid in word recognition, retention, and spelling

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.