Level 4 Curriculum

Level 4 Oral Integrated

Course Goal

The goal of this course is to help students develop academic listening and speaking skills needed for successful extended academic discourse. 

Student Learning Outcomes

The student will be able to:

  • Show detailed understanding of varied academic listening passages.
  • Recognize and use complex academic vocabulary.
  • Initiate, maintain, and conclude academic discourse with some degree of automaticity.
  • Voice factual information and supported opinions on varied academic topics.
  • Generate complex academic speech with grammatical accuracy.
  • Consistently speak intelligibly.

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) Interpreting numbers.
  • (M) Interpreting transitions.
  • (I) Listening for rhetorical questions.
  • (D) Listening for multiple viewpoints.
  • (D) Distinguishing facts from opinions.
  • (D) Interpreting reasons.
  • (D) Listening for problems and solutions.
  • (D) Making inferences.
  • (D) Identifying the speaker's purpose.
  • (D) Making predictions.
  • (D) Recognizing a speaker's tone and feeling.
  • (D) Using visuals to aid in understanding.
  • (D) Taking notes on academic lectures.
  • (D) Identifying, interpreting, and inferring meaning of academic vocabulary. 

Speaking

  • (D) Summarizing information.
  • (D) Starting, maintaining, and ending academic discussions. 
  • (D) Supporting opinions with reasons and examples.
  • (D) Discussing advantages and disadvantages.
  • (D) Using fillers to show interest.
  • (D) Using transitions to organize ideas.
  • (D) Recognizing and using academic vocabulary in context.
  • (D) Producing grammatically correct sentences using academic vocabulary.
  • (I) Using hooks in academic presentations.
  • (D) Giving informative, demonstration, and problem/solution speeches.
  • (D) Using visuals effectively in speeches.

Pronunciation

  • (M) Articulating consonant and vowel sounds correctly.
  • (D) Interpreting phonetic alphabet symbols.
  • (D) Recognizing and producing syllable stress.
  • (D) Using stress appropriately.
  • (D) Interpreting and using appropriate intonation.
  • (D) Using connected speech.
  • (D) Using pauses effectively.
  • (D) Using appropriate rate of speech.
  • (D) Using reduced speech.

Level 4 Written Integtated

Course Goal

The goal of this course is to help students develop complex grammatical understanding and to successfully produce academic writing.

Student Learning Outcomes

The student will be able to:

  • Incorporate academic vocabulary into writing to express complex ideas. 
  • Summarize simple academic resources. 
  • Write well-organized essays on academic topics incorporating authentic resources.
  • Produce academic writing that generally incorporates correct spelling, mechanics, and grammar.
  • Use editing strategies to self-edit. 

Objectives

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

  • (D) Using and spelling academic vocabulary in grammatically correct sentences.
  • (I, D) Using synonyms of academic vocabulary to paraphrase academic texts.
  • (I) Summarizing simple academic texts by including APA in-text citations and main ideas with assistance.
  • (I) Using APA in-text citations and basic citation signal phrases, such as according to….and based on…, in essays and summaries.   
  • (D) Writing introductory paragraphs with a hook and thesis statement.
  • (D) Writing body paragraphs with topic sentences, supporting sentences and a combination of simple and advanced transitions.
  • (D) Writing concluding paragraphs that summarize the thesis statement and end with either an opinion or prediction.
  • (I) Writing essays on academic topics in 5-paragraph, multi-draft, take-home papers and 4- to 5-paragraph, timed, in-class papers on the following rhetorical modes:
    • (D) Opinion 
    • (D) Compare-contrast 
    • (D) Cause-effect 
    • (I) Argument 
  • (D) Using correct mechanics:
    • Avoiding fragments and run-ons
    • Commas, periods, question marks, and quotation marks
  • (D) Identifying and producing compound sentences and complex sentences with correct punctuation and connecting devices.
  • (I)  Identifying and producing the following grammar points in academic writing:
    • Past perfect tense
    • Future perfect tense
    • Noun clauses
  • (D)  Identifying and producing the following grammar points:
    • Present perfect tense
    • Conditionals
    • Adjective clauses
    • Adverb clauses
    • Passive
    • Adjectives with –ed and –ing endings
    • Articles 
    • Prepositions
  • (M)  Identifying and producing the following grammar points:
    • Future progressive
    • Comparative adjectives
    • Superlative adjectives
    • Adverbs of manner
    • Count and noncount nouns
  • (D) Doing editing/error correction activities.
  • (D)  Doing self-evaluations and peer reviews of essays.

Level 4 Intensive Reading & Vocabulary

Course Goal

The goal of this course is to help students to acquire academic vocabulary and to comprehend a range of academic texts. 

Student Learning Outcomes

The student will be able to:

  • Show detailed understanding of academic texts. 
  • Critically interpret academic texts.
  • Summarize academic texts with assistance.
  • Paraphrase academic texts with assistance.
  • Recognize and use academic vocabulary.
  • Accurately use multiple word forms of academic vocabulary in compound and complex sentences to express complex ideas.

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

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 using criteria
    • (D) Justifying opinions and ideas
    • (D) Rating and ranking information
    • (D) Analyzing reasons
    • (D) Categorizing information
    • (D) Evaluating pros and cons
    • (D) Distinguishing facts from speculation
    • (D) Recognizing contrastive relationships
    • (D) Interpreting meaning
    • (I) Speculating
    • (D) Reflecting
    • (D) Personalizing

Vocabulary

  • Consulting a dictionary, both print and digital, to:
    • (M) Define words
    • (M) Determine or clarify the precise meaning of words with multiple meanings from context
    • (M) Spell words
    • (D) Determine different word forms
    • (M) Determine the part of speech of words
    • (M) Identify the following parts of speech of targeted vocabulary words: nouns, verbs, adjectives, adverbs, and preposition
    • (D) Use context to determine the meaning of a word or phrase
    • (D) Identify synonyms and antonyms of words
    • (D) Use prefixes and suffixes to: change word forms and identify meanings of words
  • Increasing students' vocabulary for common things by:
    • (D) Matching words to definitions
    • (D) Using a thesaurus
    • (D) Guessing meaning of unfamiliar words through word analysis (prefixes, suffixes, and roots) and context
    • (D) Using targeted vocabulary words to create compound and complex sentences
    • (D) Using vocabulary words to complete sentences, paragraphs, and short passages
    • (D) Making collocations with vocabulary words
    • (D) Using conjunctions and subordinators to create compound and complex sentences with targeted 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 4 Extensive Reading

Course Goal

The goal of this course is to help students strengthen 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:

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