DISTRICT COURSE OUTLINE TEMPLATE€¦ · Web viewSAN JOSE/EVERGREEN COMMUNITY COLLEGE DISTRICT. NEW COURSE OR COURSE REVISION PROPOSAL. SIGN-OFF SHEET. 2011-2012 (use tab key not

SAN JOSE/EVERGREEN COMMUNITY COLLEGE DISTRICT

NEW COURSE OR COURSE REVISION PROPOSAL

SIGN-OFF SHEET2011-2012

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Evergreen Valley Only Assigned by Curriculum Specialist San Jose City College Only New Course Proposal # Evergreen Valley and San Jose City Colleges Course Revision Proposal #S12-267/12-

Course No. and Title: ESL 323: Reading and Vocabulary Development Version:

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DATE NAME/INITIALS

03/13/12 Leticia Burke/ Patricia Nguyen/ Margaret Muench

Proposer (Faculty)

Sterling Warner Division Curriculum Committee (EVC only)6/29/12 s/Keiko Kimura SJCC Division Dean William Silver EVC Division Dean 06/07/12 Lauren Mckee EVC Administrative Services Supervisor

(codes and loading)11/18/12 Bunnie Rose SJCC Administrative Services

(codes and loading)6/29/12 s/Sue Hager IPCC Curriculum Specialist 06/07/12 Vicki Brewster ACCC Curriculum Specialist06/07/12 Eric Narveson Chair, ACCC11/13/12 Dorothy Pucay Chair, IPCC11/13/12 IPCC approved Prerequisite Validations (approved by ACCC/IPCC) Keith Aytch EVC Vice President, Academic Affairs11/18/12 Tammeil Gilkerson SJCC Vice President, Academic Affairs06/07/12 Eric Narveson EVC Academic Senate President11/18/12 Charles Heimler SJCC Academic Senate President06/07/12 Marc Sola EVC Articulation Officer11/18/12 Suzanne Gutierrez SJCC Articulation Officer06/07/12 Erlinda Martinez EVC Schedules & Catalog Technician 11/18/12 Jennifer Green SJCC Schedules & Catalog Technician06/07/12 Jovita Valdez EVC Articulation Specialist11/18/12 Laura Garcia SJCC Articulation Specialist11/18/12 Ruth Villasenor District Curriculum Coordinator EVC, President (new courses only) N/A SJCC, President (new courses only) N/A Chancellor (new courses only)

Submit to Governing Board* EVC N/A (Certifying Board Approval)SJCC N/A (Certifying Board Approval)

Form Revised—August 20111

COURSE INFORMATION PACKETSan Jose/Evergreen Community College District

College:San Jose City and Evergreen Valley Colleges Prepared By: Leticia Burke/ Patricia Nguyen/ Margaret Muench

New Course (All new courses require Board approval) Date: Course Approval Date:

Course Revision (Check only items below that are being revised)

Date of Revision:03/13/2012Revision Approval Date:

*These items may vary between campuses

SECTION A:COURSE PROPOSER

SECTION B:PROPOSER/DEAN

SECTION C:DIVISION DEAN/TECH. STAFF

1. Course Discipline 16. Advisory Read & Write Levels 34. District GE

2. Course Number 17. Advisory Math Levels 35. Recommended CSU GE3. Course Title 18. Open Curriculum 36. Recommended UC Articulation4.* Reason for Proposal – EVC 19. Recommended 37. Baccalaureate Status4.* Reason for Proposal – SJCC 20. Method of Instruction 38. Recommended IGETC5a. Fixed Units 21a.* Grading – EVC 39. Articulation Efforts5b. Variable Units 21a.* Grading – SJCC 40.* Course Same As – EVC

6.* Catalog Description – EVC 21b.* Credit By Exam – EVC 40.* Course Same As – SJCC6.* Catalog Description – SJCC 21b.* Credit By Exam – SJCC 41.* Course Replaces – EVC 7.* Short Schedule Descr. – EVC 22. Graduation Requirements 41.* Course Replaces – SJCC7.* Short Schedule Descr. – SJCC 23a. AA/Non AA Status 42.* Department Number– EVC8a*.Course Lecture Content – EVC 23b. Pre-Collegiate College Skills 42.* Department Number – SJCC8a*.Course Lecture Content – SJCC 24. Basic Skills Status 43.* CID/CIP – EVC8b*.Course Lab Content – EVC 25. State Classification Code 43.* CID/CIP – SJCC8b*.Course Lab Content – SJCC 26. Class Size 44.* SAM Code – EVC 9. Student Learning Outcomes 27a. Repeatability Status 44.* SAM Code – SJCC 10.*Methods of Evaluation – EVC 28. Faculty Loading 45.* TOP Code – EVC10.*Methods of Evaluation – SJCC 29. FTE 45.* TOP Code – SJCC11.* Textbook List – EVC 30a. Student Contact Hours 46.* Transfer Status – EVC11.* Textbook List – SJCC 30b. Lab Hours Justification 46.* Transfer Status – SJCC12. College Level Materials 31.* First Offered – EVC 47* Materials Fee – EVC13.* Homework – EVC 31.* First Offered – SJCC 47* Materials Fee – SJCC13.* Homework – SJCC 32.* Program Status - EVC 48* Prereq./Coreq. Validation – EVC14.* Prerequisites – EVC 32.* Program Status - SJCC 48* Prereq./Coreq. Validation – SJCC14.* Prerequisites – SJCC 33.* Recommended for C-ID - EVC15.* Corequisites – EVC 33.* Recommended for C-ID - SJCC15.* Corequisites – SJCC


SECTION A: TO BE COMPLETED BY COURSE PROPOSER

SOME ITEMS CAN VARY BETWEEN CAMPUSES, ITEMS WITH AN EVC , SHOULD BE FILLED IN BY EVC AND ITEMS WITH AN SJCC SHOULD BE FILLED IN BY SJCC.

1. COURSE DISCIPLINE: ESL 2a. COURSE NUMBER: 323

2b. COURSE IDENTIFIER NUMBER [OFFICE USE ONLY]EVC: CCC000210870SJCC: CCC000340454

3a. COURSE TITLE : Reading and Vocabulary Development 3b. SHORT TITLE: Reading/Vocabulary Development

4. EVC JUSTIFICATION FOR PROPOSING NEW COURSE OR REVISION TO COURSE: Periodic Update

4. SJCC JUSTIFICATION FOR PROPOSING NEW COURSE OR REVISION TO COURSE:Update of outline to maintain course currency

5a. UNITS FOR COURSE: 3.0

UNITS: LeCTURE:3.0 LAB:

LeCT. HOURS:3.0 LAB HOURS: [PER WEEK]

5b. TOTAL HOURS: 54

[FOR OFFICE USE ONLY]

5c. VARIABLE UNITS:

(MIN.) To (MAX.)

ENTER UNIT INCREMENT:

5d. TOTAL HOURS: (VARIABLE UNITS)

MIN HRS. MAX. HRS.

[FOR OFFICE USE ONLY]

6. EVC CATALOG DESCRIPTION: (9 LINES/80 CHAR. MAX. PER LINE):This course is designed for non-native speakers at an intermediate level of proficiency in English. Course content and materials focus mainly on reading comprehension and vocabulary development. Integration of discussion and writing activities is also emphasized. Concurrent enrollment in ESL 322, ESL 324, and ESL 320L is recommended.

6. SJCC CATALOG DESCRIPTION: (9 LINES/80 CHAR. MAX. PER LINE):Students acquire reading and vocabulary skills at the intermediate level of proficiency in English. Students will develop reading comprehension and vocabulary development and engage in discussion and writing activities. Concurrent enrollment in (ESL 322 or ESL 324 or ESL 327) and ESL 203 is strongly recommended.

7. EVC SHORT SCHEDULE DESCRIPTION (100 CHAR. MAX.): Expands reading, vocabulary, and reading-based speaking and writing skills at the intermediate level

7. SJCC SHORT SCHEDULE DESCRIPTION (100 CHAR. MAX.): Expands reading, vocabulary, and reading-based speaking and writing skills at the intermediate level

8a. EVC COURSE LECTURE CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]: 1. Pre-reading strategies:

a. Features of a reading textbooki. Cover and title page

ii. Table of contentsiii. Prefaceiv. Appendicesv. Index

b. Organizational features of units or chapters:i. Titles, headings, and subheadings

ii. Tables, charts, graphs, timelines, mapsiii. Pictures and captionsiv. Types of post-reading exercises

c. Skimming and scanning for information such as:i. Topic and main ideas

ii. Kinds of supporting detailsiii. Key words and concepts


iv. Proper nouns, factual data about persons or places, time sequence, and numerical/statistical data

v. Predictions vi. Conclusions

2. Reading comprehension skillsa. Recognition of main ideas, details, and conclusionsb. Identification of types of support such as examples, explanations, reasons or causes, and personal

experiencec. Making inferences and drawing logical conclusionsd. Citing evidence for inferences and conclusionse. Analysis of organizational patterns such as:

i. Narrationii. Cause/effect

iii. Chronological orderiv. Classificationv. Comparison/Contrast

vi. Definitionvii. Enumeration

viii. Generalizationix. Problem/Solutionx. Persuasive writing

f. Context clues to find meaning of new wordsi. Synonyms

ii. Antonymsiii. Example structuresiv. Definitionsv. Experience clues

vi. Punctuation clues such as dash, parentheses, comma, colon

g. Logical organizers and their functions such as:i. Transitions to show logical relationships such as cause/effect, contrast/similarity,

exemplification, explanation, additional idea, enumeration, emphasisii. Coordinators and correlative conjunctions

iii. Subordinators and prepositions showing relationships of time, cause or reason, and concession

iv. Relative pronouns introducing adjective clausesv. Noun clause subordinators introducing embedded statements and questions

h. Recognition of literary elements such as:i. Literal vs. figurative language

ii. Similes and metaphorsiii. Imageryiv. Symbolismv. Personification

vi. Colloquialisms

3. Post-reading strategies such as:a. Dictionary and Internet search skills:

i. Online dictionary and thesaurusii. Online vocabulary sites such as www.Vocabulary

iii. Assigned readings on the Internetb. Graphic organizers such as:

i. KWL chart


http://www.Vocabulary/

ii. Sequence of events chartiii. Time linesiv. Cluster diagramv. Linear outline

vi. Tree diagramvii. Venn diagram

c. Speaking practice such as:i. Group discussion

ii. Debatesiii. Oral summaries and/or reportsiv. Choral reading and reading theaterv. Paraphrasing important information

vi. Stating and supporting an opinionvii. Interpreting charts, tables, graphs, etc.

d. Writing for critical reflectioni. Written predictions and personal reactions

ii. Written responses to literal and critical comprehension questionsiii. Written summariesiv. Reflective logsv. Paragraphs on topics, themes, or issues in readings

8b. EVC COURSE LAB CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]:

8a. SJCC COURSE LECTURE CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]:

Course content may include but is not limited to the following:

1. Pre-reading strategiesa. Identifying features of a reading textbook such as table of contents and appendicesb. Identifying organizational features of units or chapters such as titles and types of textc. Skimming for main ideas vs. supporting details/key words and conceptsd. Scanning for time sequence, names, and numbers and specific informatione. Predicting content of a reading with titles, headings, and graphicsf. Activating schema

2. Reading comprehension skillsa. Identifying main ideas, types of supporting details, and conclusionsb. Citing evidence for making inferences and drawing logical conclusions c. Analyzing paragraph organizational patterns such as cause/effect, comparison/contrast,

definitiond. Finding meaning of new words through context clues such as synonyms, example

structures, definition structures, punctuation, and referentse. Recognizing logical organizers such as transitions, coordinating conjunctions, and

subordinators to show contrast, additional ideas, or cause/effectf. Recognizing literary elements such as similes and symbolismg. Applying interactive reading skills such as note-taking, underlining main ideas, and

highlightingh. Producing graphic organizers such as time lines, outlines, and cluster diagramsi. Distinguishing fact from opinionj. Identifying author’s purpose, audience, and tone

3. Post-reading strategies a. Speaking in group discussions, giving oral summaries, stating an opinion, and paraphrasing

important information related to a readingb. Writing for critical reflection in responses to comprehension questions


c. Writing summaries and journals d. Performing internet searches and completing online assigned readings for further

understanding of topics related to a reading passage4. Vocabulary Development

a. Acquiring new vocabulary i. Completing word family chartsii. Recognizing roots/affixesiii. Recognizing collocationsiv. Using the dictionary and thesaurus v. Using context clues to learn meaning

b. Retaining newly-acquired vocabulary i. Using new vocabulary correctly in vocabulary exercises ii. Using new vocabulary correctly in sentences, paragraphs, and short responses to

comprehension questions

*Second Language Proficiency Descriptors from California Pathways Project, 2000 update, Reading-Intermediate Level:

• Can often read simple texts on familiar topics with some fluency and speed• Sometimes understands the meaning of new words from context• Sometimes distinguishes between main and supporting ideas which are accessible because of familiar

content and/or language• Often understands new information from texts with familiar language• Sometimes uses textual cues such as sentence connectors and transitional devices to comprehend the

meaning and structure of a text• Sometimes understands texts that are grammatically complex or on unfamiliar topics• Sometimes understands common cultural references

8b. SJCC COURSE LAB CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]:

9. STUDENT LEARNING OUTCOMES(SLOS) [USE OUTLINE FORMAT]:

Upon completion of this course, the student will be able to:

1. Predict content using pre-reading strategies.2. Apply reading skills to comprehend, analyze, and interpret a reading passage at the

intermediate level*.3. Use post-reading strategies to respond to a reading at the intermediate level*.4. Use effective strategies to acquire and retain vocabulary at the intermediate level*.

*The descriptors for the intermediate level are listed in 8a of the course outline.

10. EVC METHODS OF EVALUATION AND EXAMINATION: (TITLE 5 REQUIRES THAT A GRADE IS BASED ON DEMONSTRATED PROFICIENCY, AT LEAST IN PART, BY MEANS OF ESSAYS OR PROBLEM SOLVING EXERCISES OR SKILLS DEMONSTRATIONS.) Methods of Evaluation and Examination Used in This Course:

Essays, quizzes, exams, problem-solving exercises, final exam/project

FOR DEGREE APPLICABLE COURSES: LIST CRITICAL THINKING EXAMPLE(S) OF METHODS OF EVALUATION:

10. SJCC METHODS OF EVALUATION AND EXAMINATION: (TITLE 5 REQUIRES THAT A GRADE IS BASED ON DEMONSTRATED PROFICIENCY, AT LEAST IN PART, BY MEANS OF ESSAYS OR PROBLEM SOLVING EXERCISES OR SKILLS DEMONSTRATIONS.) Methods of Evaluation and Examination Used in This Course


Homework assignmentsOral and written responsesSkills or vocabulary tests and/or quizzes Book report/group discussion on supplementary reading

FOR DEGREE APPLICABLE COURSES: LIST CRITICAL THINKING EXAMPLE(S) OF METHODS OF EVALUATION:Draw a cause-effect diagram showing the cause and effect chain of the tsunami waves described in a given article.

Then compare your diagram with two of your classmates and pick the diagram that best reflects the chain of events. Finally, one of you will present this diagram to the class.

11a. EVC TEXTBOOK LIST/LEARNING MATERIALS (Include Author, Title, Publisher, and Year) Primary Texts:Smith, Lorraine. Reading for Today: Concepts for Today. Boston: Heinle & Heinle, 2010. Blanchard, Karen, and Christine Root. American Roots, Readings on U.S. Cultural History. New York: Longman, 2008.Blanchard, Karen, and Christine Root. For Your Information 2, 2nd edition. New York: Longman, 2004.Sokolik, M. E. Rethinking America 1. Boston: Heinle & Heinle, 1999. (Classic)Hartmann, Pamela. Quest 2: Reading and Writing in the Academic World ,2nd edition. New York: McGraw-Hill, 2008.

Supplementary Texts:Draper, C.G. Great American Stories 2. 3rd. ed. New York: Pearson. 2001.Broukal, Milada. What a Life! Intermediate. New York: Longman, 2001.Broukal, Milada, and Janet Milhomme. More About the USA. New York: Pearson, 1999. (Classic)

11b. EVC I have consulted with the Librarian and the Library Sign-off Page is completed and is on file with the Library. 11b. SJCC I have consulted with the Librarian regarding resources for this course.11a. SJCC TEXTBOOK LIST/LEARNING MATERIALS:(Include Author, Title, Publisher, and Year)

Anderson, Neil J. Active Skills for Reading-Book 3. (2nd Ed.) Heinle/Cengage, 2009.Pickett, William P. At Home in Two Lands. (2nd Ed) by Thomson Heinle, 2007.Zwier, Lawrence J. Inside Reading 2. Oxford, 2009.Douglas, Nancy. Reading Explorer 3. Heinle, 2010.Bonesteel, Lynn. Real Reading 3. Pearson Longman, 2011.Gramer, Margot F. and Colin S. Ward. Q: Skills for Success-Reading and Writing 3. Oxford, 2011.Pasternak, Mindy and Elisaveta Wrangell. Well Read 3. Oxford, 2008.Baker-Gonzalez, Joan and Eileen K. Blau. World of Reading 1. Pearson/Longman, 2009.Supplementary novels such as: The Giver by Lois Lowry, The Circuit: Stories from the Life of a Migrant Child by Francisco Jimenez

12. I VERIFY THAT THE TEXTBOOKS/LEARNING MATERIALS LISTED ABOVE ARE COLLEGE LEVEL MATERIALS. Yes No13. EVC HOMEWORK/ASSIGNMENTS [2 hours per lecture unit]: Hours Per Week = 6

Assignments That Will Be Required Outside Of The Classroom:Assignments may include but are not limited to the following:1. Completion of outside readings that may include textbook articles, poems, short stories, a novel and/or articles in ESL appropriate magazines or newspapers.2. Preparation for participation in discussion.3. Analysis and interpretation of reading content4. Completion of comprehension, vocabulary, and related grammar/writing exercises5. Preparation for speaking in groups or individually6. Review of spelling, vocabulary (word forms), and/or pronunciation on an as needed basis7. Outlining or mapping content to show logical connections in reading passages8. Oral and/or written summaries9. Group projects based on outside reading10. Completion of written responses, summaries, reports, and/or compositions on related topics, themes, or issues

For degree applicable courses: List one example of critical thinking homework:


13. SJCC HOMEWORK/ASSIGNMENTS [2 hours per lecture unit]: Hours Per Week = 6

Assignments That Will Be Required Outside Of The Classroom:Reading and/or vocabulary exercisesPreparing book/supplementary reading report/discussion

For degree applicable courses: List one example of critical thinking homework:Write a one paragraph summary of Chapter 5 of the supplementary reading "The Giver" and prepare to read your

summary aloud to the class at the next meeting.

14. EVC COURSE PREREQUISITE (A Grade of “C” Is Implied Unless Otherwise Stated. (Go to item 48 to complete prerequisite validation form): ESL 333 with CR or placement based on assessment

14. SJCC COURSE PREREQUISITE (A Grade of “C” Is Implied Unless Otherwise Stated. (Go to item 48 to complete prerequisite validation form): ESL 333 with P grade or placement based on assessment

15. EVC COURSE COREQUISITE: (Go to item 48 to complete corequisite validation form):

15. SJCC COURSE COREQUISITE: (Go to item 48 to complete corequisite validation form):

16. ADVISORY READING AND WRITING LEVELS: 17. ADVISORY MATH LEVEL: 18. OPEN CURRICULUM: (No Prerequisite, Corequisite, or Advisory Levels)

OPEN CURRICULUM*: (Open Curriculum, but some steps necessary to enroll)*Indicate Necessary Steps To Enroll:

19. EVC RECOMMENDED PREPARATION (prior/concurrent):

19. SJCC RECOMMENDED PREPARATION (prior/concurrent): SJCC: Concurrent enrollment in (ESL 322 or ESL 324 or ESL 327) and ESL 203 is strongly recommended

20. METHOD OF INSTRUCTION: 02=Lecture and/or Discussion

21a. EVC GRADING: M = Mandatory Pass/NoPass21a. SJCC GRADING: M = Mandatory Pass/NoPass

21b. EVC CREDIT BY EXAM ALLOWED:

Yes No

21b. SJCC CREDIT BY EXAM ALLOWED:

Yes No


SECTION B: TO BE COMPLETED BY COURSE PROPOSER AND DIVISION DEAN

22. GRADUATION REQUIREMENTS: THIS COURSE MEETS CULTURAL PLURALISM/ETHNIC STUDIES REQUIREMENTS: Yes No

23a. AA/NON AA STATUS: Non AA/AS Applicable (NAA) [ select from pull-down menu]

CRITERIA (COURSE IS AA AND AS-APPLICABLE IF LETTERS A-F ARE ALL CHECKED):A. Appropriate Prerequisite Level.

B1. A Graded Essay Written At College Level. Or

B2. Essay Not Appropriate - Skills Demonstration Course Or Significant Problem Solving. C1. College Level Vocabulary, Study Skills, Reading Material; Or A Lab Or Activity Class.

Or C2. College Level Reading And Writing (See #12). D. Multiple Measures Of Evaluation Are Employed (See #10). E. Two Hours Of Homework Required For Every Lecture/Theory Hour, Or This Is A Lab, Or

This Is An Activity Class And Does Not Require Homework. F. Coursework Calls For Critical Thinking Exercises.

Check The Following That Apply: G. Course With A Math Content Equal To Math 11A or 11R or 11S or 13, And A-F Above. H. Reading, Writing Or ESL Course No Lower Than One Level Below Engl. 1A, And A-F Above. I. Course Is Part Of A Non-Baccalaureate Occupational Major And Meets A-F Above. J. This Course Has Baccalaureate Status. (See #37.)


23b. COMPLETE THIS ITEM ONLY FOR COURSES THAT ARE NAA (SEE #23A ABOVE):Is this a basic skills course in reading, writing, math or ESL? Yes NoIf Yes, indicate # of levels below transfer and area: level: Four ESL levels below Engl 1AIf No, is this a skill typically needed for an

AA or AS applicable vocation course? Yes No

24. BASIC SKILLS STATUS: B = Basic skills not precollegiate

25. STATE OF CALIFORNIA COURSE CLASSIFICATION: B = Developmental Preparatory

26. [For Office Use Only]FINAL CLASS SIZE: 30

27a. REPEATABILITY: STATUS: A= Non-activity; may not be repeatedIf Repeatable, number Of Times Repeatable: Maximum Units: 3.0

[Per Title 5, Section 55041: Activity courses may be repeated only three times, four experiences total for any given activity, across various levels of courses in that activity, or variations of that activity.]

27b. [For Office Use Only]

RETAKE CODE: 03.0A


28. FACULTY LOADING: FTE Lecture: 20.000FTE Lab:

Variable Loading:FTE Lecture: From To FTE Lab: From To

29. TOTAL FTE FOR COURSE: 20.000 Variable Total FTE For Course:From: To

30a. STUDENT CONTACT HOURS:

Lecture Per Week: 3.0*Lab Hours Per Week: *If hours exceed 3 lab hours to 1.0 unit ratio, justify below (#30b):

V ariable HoursLecture Hours: From To Lab Hours: From To

30b. LAB HOURS JUSTIFICATION:

31. EVC FIRST SEMESTER INTEND TO OFFER: 3=Fall Year:2013

31. SJCC FIRST SEMESTER INTEND TO OFFER: 3 = Fall Year: 2013

32. EVC COURSE PROGRAM STATUS:

Most courses are part of a program listed on the college Program Inventory, or are General Education or Transfer, or Stand Alone.

GE (be sure that GE item is checked consistently on this document) Transfer (be sure that transfer item is checked consistently on this document) Stand Alone (not part of any program; not GE, and not Transfer) Created to be part of a certificate or degree

Which certificate and/or degree?

[For Office Use Only] Program Control Number:

[For Office Use Only]Program Code:

32. SJCC COURSE PROGRAM STATUS:

Most courses are part of a program listed on the college Program Inventory, or are General Education or Transfer, or Stand Alone.

GE (be sure that GE item is checked consistently on this document) Transfer (be sure that transfer item is checked consistently on this document) Stand Alone (not part of any program; not GE, and not Transfer) Created to be part of a certificate or degree

Which certificate and/or degree?

[For Office Use Only] Program Control Number:

33. EVC RECOMMENDED FOR C-ID Yes No

Which course descriptor are you requesting

Course Identification Numbering System website: www.c-id.net

[For Office Use Only] C-ID Number:


33. SJCC RECOMMENDED FOR C-ID Yes No

Which course descriptor are you requesting

Course Identification Numbering System website: www.c-id.net

[For Office Use Only] C-ID Number:


34. DISTRICT GE: 34a. Course has District GE Status: Yes No

34b. Recommended Areas:Area 1 Area 2: Area 3: Default:

35. CSU GE: 35a. Recommended for CSU GE Status:

Yes No

35b.Recommended Areas:Area 1: Area 2: Area 3: Default:

http://www.c-id.net/

http://www.c-id.net/

36. UC TRANSFER/ ARTICULATION:

36a. Recommended for UC Transfer: Yes No Recommended UC campus(es) and course(s):

Campus(es) Course(s)

37. BACCALAUREATE STATUS*:

[*To have Baccalaureate Status 1 must be checked, plus 2 or 3 or 4. Courses with Baccalaureate Status transfer to CSU.]

37a. List of criteria needed to establish Baccalaureate Status: (check all that apply)

1. Meets AA-Applicable standards of rigor

2. Non-Occupational course counting as units in a major

3. There is documentation that the same, similar, or analogous course is taught in the CSU system.

4. Occupational course within a major

5. Apprenticeship course (cannot be transferable)

37b. Recommended for transfer to CSU: Yes No

Recommended CSU campus(es) and course(s):

Campus(es) Course(s)

37c. Recommended for articulation with CSU as a course in a major.

Recommended for articulation with CSU as an elective in a major.

38. IGETC STATUS: 38a. Recommended for IGETC:

Yes No

38b. Recommended IGETC Categories: (1 code is preferable; 2 codes maximum)

Code 1: Code 2: Default Code:

39. DESCRIBE ARTICULATION EFFORTS [BETWEEN EVC AND SJCC]: SECTION C: TO BE COMPLETED BY DIVISION DEAN AND TECHNICAL STAFF

40. EVC THIS COURSE IS THE “SAME AS”: First Semester Good For: Year: 40. SJCC THIS COURSE IS THE “SAME AS” : First Semester Good For: Year: 41. EVC THIS COURSE “REPLACES”: First Semester Good For: Year:

Has the course inactivation form been completed? Yes No

41. SJCC THIS COURSE “REPLACES”: First Semester Good For: Year:

Has the course inactivation form been completed? Yes No

42. EVC DEPT.: 2ESL

42. SJCC DEPT.: 1ESL (Ex: 1ENGL or 2ENGL)

43. EVC CID: 1520 CIP: 32.0109

43. SJCC CID: 1520 CIP: 32.0109

44. EVC SAM: E=Non-Career/Technical

44. SJCC SAM: E=Non-Career/Technical

45. EVC TOP CODE:4930.85

45. SJCC TOP CODE:4930.85

46.TRANSFER STATUS: EVC: C=Not Transferable SJCC: C=Not Transferable

MATERIALS FEE JUSTIFICATION: (TO BE COMPLETED BY PROPOSER AND/OR DIVISION DEAN)

47. EVC WILL THIS COURSE ROUTINELY REQUIRE A MATERIALS FEE? Yes NoIF YES, COMPLETE THE MATERIALS FEE JUSTIFICATION FORM—CLICK ON LINK BELOW :

47. SJCC WILL THIS COURSE ROUTINELY REQUIRE A MATERIALS FEE? Yes NoIF YES, COMPLETE THE MATERIALS FEE JUSTIFICATION FORM—CLICK ON LINK BELOW:

\\Materials Fee Justification Form

[48.] EVC Course Prerequisite/Corequisite Validation Form:[Per Title 5 §55003: "2) ...the prerequisite [corequisite] will assure ... that a student who has not met the prerequisite is highly unlikely to receive a satisfactory grade in the course (or at least one course within the program) for which the prerequisite is being established..."]

If you completed items 14 or 15, you will need to fill out this page. Course & Number ESL 333 Prerequisite Course & Number ESL 323 Course & Number Corequisite Course & Number Fill out a separate form for each prerequisite. OR Cite three CSU and/or UC courses, prerequisites, and catalog year.

Any combination of "at least three of the campuses of the UC or CSU ...reflect in their catalogs that they offer the equivalent courses with the equivalent prerequisite(s) or corequisite(s)." Justification:

Institution Course(s) Prerequisite(s) Catalog Year ESL 333

Column 1Prerequisite/Corequisite

List the major concepts, skills, or kinds of knowledge that a student will learn in the prerequisite or corequisite that are essential to the successful completion of this course.

Column 2Current Course

State why each of the listed items in Column 1 is essential in relationship to content listed in the course outline.

ESL 333

Vocabulary Skills/Objectives: Students completing ESL 333 will have knowledge of common idioms; recognize context clues such as definition,example and contrast; use dictionary skills to select definitions from multiple entries; recognize of parts of speech; distinguish between literal and figurative meanings of words at a low-intermediate level of proficiency.

Reading Skills/Objectives: Students completing ESL 333 will be able to identify main ideas and supporting details, recognize logical inferences, categorize information , differentiate fact from opinion and general from specific terms.

Course reading material and vocabulary for ESL 323 builds upon low-intermediate word knowledge and word usage and expands comprehension of connotative and denotative meanings of words and the ability to find meaning in the contexts of intermediate level texts.

Acquiring basic reading skills at a low-intermediate level enables the student to apply the same skills with higher level texts that are more linguistically dense and cognitively challenging and expand literal and critical comprehension skills.

Other (Ex: audition/tryout requirement):

[48.] SJCC Course Prerequisite/Corequisite Validation Form:[Per Title 5 §55003: "2) ...the prerequisite [corequisite] will assure ... that a student who has not met the prerequisite is highly unlikely to receive a satisfactory grade in the course (or at least one course within the program) for which the prerequisite is being established..."]

If you completed items 14 or 15, you will need to fill out this page. Course & Number ESL 323 Prerequisite Course & Number ): ESL 333 with P grade or placement based on

assessment Course & Number Corequisite Course & Number Fill out a separate form for each prerequisite. OR Cite three CSU and/or UC courses, prerequisites, and catalog year.

Any combination of "at least three of the campuses of the UC or CSU ...reflect in their catalogs that they offer the equivalent courses with the equivalent prerequisite(s) or corequisite(s)." Justification:

Institution Course(s) Prerequisite(s) Catalog Year

Column 1

Prerequisite/Corequisite

List the major concepts, skills, or kinds of knowledge that a student will learn in the prerequisite or corequisite that are essential to the successful completion of this course.

Column 2

Current Course

State why each of the listed items in Column 1 is essential in relationship to content listed in the course outline.

ESL 333 offers instruction in building reading comprehension skills. In this course, students learn intermediate-low strategies for pre-reading (examining the features of a book/text, organizational features of a unit/chapter, skimming and scanning for proper nouns, key words, topic sentences), reading comprehension (looking for main ideas/details/conclusion, using context clues to derive meaning of synonyms/antonyms, recognizing literary elements such as literal and figurative language) and post-reading (dictionary skills, setting up graphic organizers, retelling a story).

ESL 323 offers instruction in building reading comprehension skills at the intermediate level. Reading skills addressed in ESL 333 are reinforced and expanded through the introduction of increasingly sophisticated strategies using texts at an intermediate level of difficulty.

Other (Ex: audition/tryout requirement):

SAN JOSE /EVERGREEN COMMUNITY COLLEGE DISTRICTCOMMENT SHEET

(For Curriculum Staff Use Only)

DATEITEM

NUMBER NAME (Curriculum Staff) COMMENT SJCC EVC

1/4/13 6, 19 Sue Hager Replaced ESL 194 with ESL 203 x02/8/13 31 Vicki Brewster Changed to Fall due to SJCC

approval dateX

3/5/13 6 Ruth Villasenor Checked on pg 2--catalog description updated

3/5/13 19 Ruth Villasenor Checked on pg 2--recommended prep updated

Documents

DISTRICT COURSE OUTLINE TEMPLATE€¦ · Web viewSAN JOSE/EVERGREEN COMMUNITY COLLEGE DISTRICT. NEW COURSE OR COURSE REVISION PROPOSAL. SIGN-OFF SHEET. 2011-2012 (use tab key not