Seattle Central College
ESL 055 College Preparation
Fall, 2014
Classroom: 3118
Dates: Sept 22-Dec 5
Days: M-F
Time: 10:00-10:50
Holidays: Nov 11, 27, 28
Instructor: Chris Conley
Office: 3105
Telephone: 206-934-6347
Email: chris.conley@seattlecolleges.edu
Website:
seattlecentral.edu/faculty/cconley/home.html
Office hours: Tues, Wed, Thurs 11:00-12:00
Welcome to Seattle Central College’s ESL College Preparation class! I am very happy that you are
taking time to learn English in my class. I know you have a busy life and you are willing to share your
time to learn English. I have taught at SCCC for 12 years. Everyone is a teacher. Let’s work hard and
have fun.
What will we study?
We will study the various parts of entering college like programs, financial aid, COMPASS testing. I
would like to ask you 3 questions about college: Are you ready with your English? Are you ready
financially? Is your life ready? We can focus on these questions and do research and study English
speaking, reading, writing, grammar. We will write paragraphs, give presentations and have some
grammar to help us do these tasks. You will also go into the community, do some research and come
back to tell us about it, either in writing or a presentation.
What do you need?
You need a few pencils, paper, a folder. There is no text book. A small English dictionary is
important to have.
Grades
I will give you a grade of 1-4 (1 is low and 4 is high) on your quizzes and tests.
4 = 100-90%
3 = 89-80%
2 = 79-70%
1 = 69-1%
0 = didn’t do it or turn it in
Generally, a 3 or 4 means you understand and can do the English well enough. A 1 or 2 means you
need to practice more.
To register for the next quarter, you must:
1. Attend class 80% of the time or more. You can miss up to 10 hours of class. After 10 hours,
you will need to talk to the dean to register for next quarter. Call me if you are sick or absent.
2. If you leave early or come late, I will mark the number of hours you attended.
3. Do the class work assigned in class and get a grade of 3.0 or better.
4. Take the CASAS tests. If you are absent, there is another test date. Our program receives
money based on students taking CASAS tests. If you miss the test, you will not be allowed to
register for the next quarter.
Completing the Basic ESL Program
5B is the last course in the basic ESL program. After 5B, you can enter transitional or college
classes. If you don’t have a high school diploma, you can take GED classes.
You have completed our basic ESL program by any one of the following:
1. Passing 5B with a 75%..
2. Taking the COMPASS and your score is Transitional or College level.
3. Taking the CASAS and your score is “Exit.”
Repeating
If your total grade is between 0-2, you will need to repeat the class. You may take a class 3 times.
Your teacher may request a meeting with the councilor or dean to discuss your progress.
Remember!
In class, please turn off your cell phones and pagers. There is no eating or drinking in class.
Remember to pay your $25 tuition.
Late
Late means you were not here at the start of class (ex. 8:00). If you are late, your attendance will be:
1-15 minutes late = .7present (not a full hour)
16-25 min late = .5
After 25 min, you are absent.
School closure due to bad weather.
If the weather is very bad and snow is expected, please do one of the following:
 Check the Seattle Central website: www.seattlecentral.edu

Check www.schoolreport.org — click on the “college” tab at the left and then on Seattle
Central Community College.

Call the Seattle Central closure line: 206-934-5464 (934-KING).
College policies.
You are expected to comply with college policies & procedures. For a complete description, see
http://seattlecentral.edu/policy/index.php#sturesp
Seattle Central Community College and the Basic and Transitional Studies Division are committed to
creating and protecting a diverse learning environment that includes everyone who studies or works
here. That means everyone of any race, ethnicity, national origin, religion, age, marital status, gender,
sexual orientation, Vietnam-era or disabled veteran status, political affiliation or belief, or disability.
Students need to respect the rights of others and to refrain from any actions that harm the health,
safety, and welfare or property of others. Discrimination will be not tolerated. This policy is found at
http://seattlecentral.edu/policy/nondisc.php
Americans with Disabilities Act Statement.
Students with documented disabilities requesting class accommodations, requiring special
arrangements in case of building evacuation, or have emergency medical information the instructor
should know about are asked to contact the disability support services office (DSS) in Rm. 1112. Once
the disability is verified with DSS you will be given a letter of accommodation to be handed to your
instructor.
Seattle Central Community College Basic Studies ESL Program
Student Learning Outcomes*: ESL Level 5 Reading and Writing
*Student Learning Outcomes are based upon the mandated Washington State Adult Learning Standards & Indicators
Document Created: 6/9/2006
Standard: Read with Understanding
To read with understanding, Washington ESL students should:
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Determine the reading purpose.
Select reading strategies appropriate to the purpose.
Monitor comprehension and adjust reading strategies.
Analyze the information and reflect on its underlying meaning.
Integrate it with prior knowledge to address reading purpose.
Indicators
By the end of Level 5, every Washington ESL student will know and be able to:
R 5.1 Recognize unfamiliar and some specialized words and abbreviations using word
analysis or inference.
R 5.2 Demonstrate familiarity with everyday and some specialized content knowledge
and vocabulary.
R 5.3 Locate important information in text using a wide range of strategies.
R 5.4 Monitor and enhance comprehension using a wide range of strategies, such as
posing and answering questions, trial and error, and adjusting reading pace.
R 5.5 Organize information using some strategies, such as recall, restatement, simple
sequencing and simple categorization.
R 5.6 Actively apply prior knowledge to assist in understanding information in texts.
Standard: Convey Ideas in Writing
To convey ideas in writing, Washington ESL students should:
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Determine the purpose for communicating.
Organize and present information to serve the purpose.
Pay attention to conventions of English language usage, including grammar, spelling,
and sentence structure, to minimize barriers to reader’s comprehension.
Seek feedback and revise to enhance the effectiveness of the communication.
Indicators
By the end of Level 5, every Washington ESL student will know and be able to:
W 5.1 Determine the purpose and audience for communicating in writing.
W 5.2 Use simple planning strategies to identify and organize a limited number of ideas to
support a single purpose (to convey personal experience, meet a specific need, or respond
to recent learning), and produce a legible and comprehensible draft.
W 5.3 Appropriately use familiar vocabulary (based on personal experience and
learning) and basic text structure of simple steps/instructions/commands or a few short,
well-linked paragraphs to convey ideas with several supporting details/examples
reflecting some attention to audience.
W 5.4 Use simple revision strategies to monitor effectiveness by re-reading and revising during
the writing process and making revisions to a first and final draft based on review and feedback
from others. Demonstrate beginning attention to clarity, descriptiveness, personal voice, and
appropriateness of text for the intended audience.
W 5.5 Make many edits of grammar (verb tense forms), spelling, sentence structure
simple/compound/complex with appropriate capitalization and punctuation), language
usage and text structure often with the help of tools such as simplified dictionaries,
grammar checklists, and graphic organizers.
Seattle Central Community College Basic Studies ESL Program
Student Learning Outcomes*: ESL Level 5 Listening & Speaking
*Student Learning Outcomes are based upon the mandated Washington State Adult Learning Standards & Indicators
Document Created: 6/9/2006
Standard: Listen Actively
To listen actively, Washington ESL students should:
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Attend to oral information
Clarify purpose for listening and use listening strategies appropriate to that purpose
Monitor comprehension, adjusting strategies to overcome barriers to comprehension
Integrate information from listening with prior knowledge to address the listening
purpose
Indicators
By the end of Level 5, every Washington ESL student will know and be able to:
L 5.1 Understand and respond appropriately to extended explanations and narratives,
detailed instructions, and complex conversations requiring adapting one’s response to
varied speakers and contexts when language is not adjusted for English language
learners.
L 5.2 Effectively use a wide range of strategies to repair gaps in understanding and give
feedback, tailoring the response to the purpose of the communication, the audience, the
level of formality of the situation and other socio-cultural factors.
L 5.3 Apply linguistic, socio-cultural, and other background knowledge and strategies
(such as comparing, integrating, and categorizing information for others) to understand
fully the literal and implied intent of the speaker, to respond appropriately, and to meet
the listening purpose.
Standard: Speak So Others Can Understand
To speak so others can understand, Washington ESL students should:
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Determine the purpose for communicating.
Organize and relay information to effectively serve the purpose, context, and listener.
Pay attention to conventions of oral English communication, including grammar,
word choice, register, pace, and gesture in order to minimize barriers to listener’s
comprehension.
Use multiple strategies to monitor the effectiveness of the communication.
Indicators
By the end of Level 5, every Washington ESL student will know and be able to:
S 5.1 Recall and use sufficient oral vocabulary (range of common, vocabulary related to
personal experience and everyday activities, some idioms) as well as control of basic
grammar and a variety of sentence types and registers in a range of familiar to
somewhat unfamiliar or unpredictable communication tasks
S 5.2 Select from a range of strategies (such as elaborating with some detail and
examples; determining most important/right amount of information and content to
convey) to select, organize, and relay information
S 5.3 Apply a range of strategies (including attention to appropriate register, repetition of
information, adjustments in pace, tone, volume, eye contact, body language based on
listener’s response and needs) to monitor and enhance effectiveness of communication
and to meet the speaking purpose