Print Version

Effective: Summer 2014

Advisory: Advisory: Appropriate placement test score and concurrent enrollment in ESLL 226 recommended; intended for students whose native language is not English; not open to students with credit in ESL 157.
Grade Type: Letter Grade, the student may select Pass/No Pass
Not Repeatable.
FHGE: Non-GE Transferable: None
5 hours lecture. (60 hours total per quarter)

Student Learning Outcomes -
  • Identify the main idea of an appropriate text of approximately 500 words.
  • Apply words learned in their given form by using them to write original sentences which demonstrate the studentís comprehension of the target word.
Description -
An upper intermediate-level reading course focusing on higher level comprehension skills and strategies for dealing with pre-college-level reading. Computer and/or workbook activities to reinforce knowledge of material and skills.

Course Objectives -
The student will be able to:
  1. read unedited, authentic prose and nonprose
  2. expand both active and passive vocabulary
  3. apply reading strategies
  4. apply reading skills
  5. use an English-English dictionary
  6. write clear paragraphs about and in response to readings at a high-intermediate level of English
Special Facilities and/or Equipment -
None required.

Course Content (Body of knowledge) -
  1. Read charts, diagrams and graphs, newspaper and magazine articles, excerpts from books āÉž textbooks, tradebooks, fiction and nonfiction
  2. Expand active and passive vocabulary: Do vocabulary building exercises
  3. Apply reading strategies
    1. Do pre-reading and predicting
    2. Use context clues to determine meanings of unfamiliar words
    3. Use appropriate strategies for different reading purposes, e.g. scan or skim
  4. Use reading skills
    1. identify main ideas
    2. distinguish fact from opinion
    3. make inferences
  5. Use an English-English dictionary
    1. Identify parts of speech
    2. Choose the appropriate definition of a word
  6. Write clear paragraphs about and in response to readings at a high-intermediate level of English
    1. Talk and write about readings in the students' own words
    2. Evaluate and analyze ideas in the readings
    3. Write identifiable paragraphs.
    4. Write sentences with capital letters and periods.
    5. Spell key words correctly.
    6. Write sentences using the structures expected of the intermediate level with good accuracy.
Methods of Evaluation -
  1. Class performance
  2. Completion of required outside reading
  3. Exercises
  4. Quizzes
  5. Exams that demonstrate students' ability to apply the newly acquired reading skills to new reading selections comparable to those studied in class.
Representative Text(s) -
Instructors must choose a textbook from the list below. If, however, a faculty member would prefer to use a textbook not on the list, he or she must contact a full-time faculty member who regularly teaches the course to explain how the adoption would serve to achieve the learning outcomes specified in the course outline of record.

Baker-Gonzalez, Joan and Eileen K. Blau. World of Reading: A Thematic Approach to Reading Comprehension 3. White Plains, NY: Pearson Education, 2009.
Barton, Laurie and Dupaquier Sardinas, Carolyn. NorthStar 3 Reading and Writing 3rd Edition. White Plains, NY: Pearson Education, 2009.
Clarke, Mark A., Barbara K. Dobson, and Sandra Silberstein. Choice Readings. Ann Arbor, MI: University of Michigan Press, 1996.
Wegman, Brenda and Miki Prijic Knezevic. Mosaic One: A Reading Skills Book. San Francisco, CA. McGraw-Hill, 2001.
Longman Dictionary of American English. 3rd ed. Essex: Pearson Education Limited, 2004.

Disciplines -
English as a Second Language
Method of Instruction -
Lecture, Discussion, Demonstration.
Lab Content -
Not applicable.
Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Readings from the text and outside readings.
  2. Writing of journal entries, sentence and paragraph responses to readings.