Class on 2/23/12

Whole class listened to instructor model pronunciation of Maria Montessori paragraphs. Students practiced reading out loud in pairs the pages on Montessori. Individuals contributed their sentences on Montessori. Whole class practiced a paragraph together.

Whole class took a tour of the Learning Center. They learned about the importance of signing in, how to make an appointment for a tutor (ESL tutors are available for one-on-one help 5 days a week!)

Individuals attempted paragraphs by themselves on Locke.


Homework: Read page 16 on Rouseau. Write 4 sentences (only one can be a quote). If you are ready put your 4 sentences in paragraph form. 

Class on 2/16/12

Students recounted sentences about what they did over the weekend while the instructor placed the verbs they used into two categories: irregular and regular simple past tense verbs. The instructor also pointed out that verbs ending in the letter T and D are pronounced with an extra syllable when the "-ed" is added to the end of the verb. Students then wrote their own simple past tenses and shared example with the whole class.

Instructor passed back corrected autobiographical paragraphs. He demonstrated (two scanned examples) how two paragraphs were edited/corrected and explained typical references that are used. The importance of making mistakes was reinforced and also the importance of rereading and REWRITING corrected work. Students then worked independently to re-write their paragraphs.

Students then wrote a paragraph based of the following questions. "What did you do last Saturday?" The instructor reinforced how to turn the question into a statement and student were asked to use the instructor first sentence example as their own. The instructor circulated to make sure that students understood the assignment, used the assigned first sentence and that they indented the first sentence.

The instructor prepared the students that next week would include a "Field Trip" to the Learning Center.

Homework: Read page 18 and 19 about Montessori. Write 4 sentences about this important educational pioneer. 2 sentences can be quotes (copied from the book but with quote marks) but 2 sentences must be in your own words.

Class on 2/9/12

Students read three paragraphs where the punctuation had been taken out. Students wrote in where they thought the periods should go. The instructor read the paragraphs with emphasis on sentence endings and students read along checking their work.

Professor lectured regarding the rules of writing a paragraph.
1. Three to five sentences on the same topic
2. The first sentence gives an introduction (it is the sign on the door)
3. Sentences have a logical or chronological order
4. First sentences is indented

Students took notes and then wrote their own autobiographical paragraphs. The instructor circulated and corrected/edited some paragraphs. At the end some students volunteered to read their paragraph.

Students worked in groups of three to read one of the first paragraphs of the class's text. Then they reported out what they thought was the best sentence to represent the paragraph. Instructor began a discussion of the difference between quoting and copying.

Homework: read page 15 and 16 about Cornius and Locke only. Students will write out two quotes for each pioneer (4 sentences total). 

Class on 1/26/12

Email homework question (as we discussed only 5 students need to reply): Why did class end early?

Class Summary: Each student interviewed a fellow classmate. Students were given a set of questions (and some sample answers). Then students reported to the whole class about the student they interviewed. Answers were generally in the third person and present tense.

Answers sounded like this: "She hates garlic. One of her favorite foods is enchiladas. On weekends she goes to church. She visits her family. She does laundry."

Whole class reviewed the blog address and the reason for the blog. One students described it as the blog is the "wall" where information about the class is posted. Students saw a demonstration of Gradekeeper where the instructor keeps track of homework and other assignments.

Homework for February 2nd:
Bring your copy of Beginnings and Beyond and your dictionary.

Class on 1/19/12

First Class Assignment:

What did Garth drink in class?

Email the answer to your teacher before Thursday's class.

Lab Hours Information Spring 2012

ESL 880                                                               

Lab Hours

Our class includes 8 lab hours. Here are the first 4 assignments you must complete. This work must be done in the Learning Center (or the Saturday Learning Center in the Library).

These assignments satisfy two goals: increasing your vocabulary/reading skills and requiring that you practice your computer skills.

Assignment #1

1. Sign in at the Learning Center
2. Go to the vocabulary website: http://legacy.lclark.edu/~krauss/toppicks/vocabulary.html
3. Look at the sites and find the Englishpage
4. On English page find                                                                                                                          Advanced Vocabulary Lessons
5. Read “Changing Jobs”
6. Email me the very last thing that Barbara says. (Use Quotes and copy the last sentence)

Assignment #2

1. Sign in a the Leaning Center
2. Buy a print card
3. Click on      http://www.englishclub.com/esl-quizzes/vocabulary-quizzes.htm
4. Find and take Phrasal Verbs Quiz and Phrasal Verbs Quiz 2
5. Retake quizzes until you get 90% or better
6. Print one page showing you’re your score from each quiz (2 pages total).

Assignment #3

1. Sign in at the Leaning Center
2. Get a headset and microphone
3. Find a Computer with the Yellow dot and use the Pronunciation Software
4. Find Instructional aid to certify that you used the Pronunciation software

Assignment #4

1. Attend one workshop or use an ESL Tutor at least one time. 

More information forthcoming regarding current workshops.

Class Syllabus

Instructor: Garth Bunse

Cañada College ESL 880 CC   EZL                                                                    

Spring 2012                                                                                                                                 

CRN:      43161   

ESL 880 Language Skills for Workforce Careers

One Childhood/Two Languages Learning Community Course

Syllabus

Dates: January 19, 2012 through May 24, 2012 (Thursdays)                  Time: 7:05 pm – 10:00 PM

Room: 13-15

Course Description: This is a companion course to the Early Childhood Education Course 210: Early Childhood Education Principles and specifically Mauricio Palma’s ESL 210 Principios de la Educación Infantíl. Through various English and ESL exercises students will strengthen their concurrent studies of the historical perspectives and the exploration of ECE program models themes. Students will develop beginning level English skills, including extensive practice with the correct use of present tense and the conjugations of To Be. In written work students will learn how to write various types of sentences and paragraphs tailored to the child development work force.

Assigned Textbooks:

                              

Beginnings and Beyond, Foundations in Early Childhood Education, 7e; Ann Miles Gordon and Kathyrn Williams Browne (in English)

A Large English Dictionary (Miriam Webster’s Dictionary is recommended)

Materials:

Notebook/Journal, folder, pencils or pens

Course Requirements:

¨        Attendance: Come to class every day on time. Class meets only once a week so if you miss three classes you will be dropped.

¨        Class Participation: Talk in class, ask questions, listen respectfully to classmates and demonstrate your enthusiasm.

¨        Access to a Computer (at home or in the Learning Center) for 8 TBA Hours  (see attached)

¨        Homework: You will have homework after every week including reading and journal writing

¨        Quizzes, Midterm Test, Oral Presentations, Writing Project and Final Exam

The grammar component of instruction will focus on the following:

·     The present tense of BE: affirmative, negative, yes/no questions, short answers, and wh-questions

·     The simple present tense: affirmative, negative, yes/no questions, short answers, wh-questions)

·     Spelling and pronunciation of 3^rd person –s form

·     Irregular verbs (have, go, and do)

·     Verb comparisons: the present tense of BE vs. the simple present tense

·     This, that, these and those

·     Prepositions of location

·     Prepositions of Time (in, on, and at)

·     There is and there are (including questions and short answers)

·     Imperatives

Final Grade Breakdown

Homework                                          30%

TBA                                                       15%

Quizzes and Midterm                     20%

Writing Project                                  10%

Oral Presentation                              10%

Final Exam                                          15%

                                                           100%

Week 2                                                                                                    Introductions, Orientations

                                                                                                                          Writing Samples, Present tense To Be

Week 3                                                                                                   Journal Entries Introduction: First School Memories

                                                                                                                          To Be practice and To Be quiz

Week 4                                                                                                    Chapter 1: Locke, Rousseau, Montessori, Webster’s Dictionary, and Kaiser

                                                                                                                          The Class Tool, Field trip to Learning Center

Week 5                                                                                                    Chapter 2 and Appendix B

                                                                                                                          NAEYC, Body and Emotional States Vocabulary and the accident report    

Week 6                                                                                                    Chapter 3 Reflections / Journal Entries on Defining the Young Child

                                                                                                                          Body/Emotion Vocabulary Quiz,

Week 7                                                                                                    Quiz/Test Theories

                                                                                                                          Answering the Phone and Calling in Sick

                                                                                                                          ASQ and The Vocabulary of Assessment

Week 8                                                                                                    Reflections / Journal Entries on Chapters 4, Appendix C

                                                                                                                          DRDP and The Vocabulary of Observation

                                                                                                                          Action Verbs of the Industry Quiz

Week 9                                                                                                    Reflections / Journal Entries on “Who are the Teachers: Chapter 5”

                                                                                                                          Head Start

                                                                                                                          DRDP and The Vocabulary of Observation

Week 10                                                                                                 Reflections / Journal Entries on Creating Environments

                                                                                                                          ECERS vocabulary

Week 11                                                                                                 Preview Midterm, 1^st

                                                                                                                          Chapters 6 and 7

Week 12                                                                                                 Midterm and Reflections / Journal Entries on Chapters 6 and 7

                                                                                           

Week 13                                                                                                 Chapter 8: Principles of family support, Parent Groups

                                                                                                                         

Week 14                                                                                                 Chapter 9: TBA Folders Due

Week 15                                                                                                 Chapter 10

Week 16                                                                                                  Resume Workshop and Reflections on ECE 210 Group Projects                                                                                         

Week 17                                                                                                 Reflections / Journal Entries on ECE 210 Group Projects

                                                                                                                          Resume Drafts, Children’s Literature Oral Presentations

Week 18                                                                                                 Reflections on Group Projects Resume Drafts, Oral Presentations

Week 19                                                                                                 Final Exam Preview and Final Resumes Due

                                                                                                                          Children’s Literature Oral Presentations

Week 20                                                                                                 Final Exam