| Course # |
SLO |
Rating (of students achieving the SLO as reported by faculty) |
Action Type |
Action |
| ESL 315 |
integrate contextual clues and strategies for building vocabulary and using increased vocabulary in writing. |
1 - All or most students |
|
|
| ESL 315 |
demonstrate comprehension of unabridged and increased length of reading texts. |
2 - More than half of students |
Individual |
It is important for me to stress early on in the semester that reading assignments are an important part of the class and an important part of students' grades. There are several things I need to do to improve student outcomes in my class. In addition t |
| ESL 325 |
develop and apply basic research steps and MLA formatting to effectively incorporate outside sources in their own writing through outlining, quoting, paraphrasing, and/or summarizing new texts. |
1 - All or most students |
|
|
| ESL 350 |
analyze and respond to diverse academic level texts with a variety of cultural, social, historical, ethnic, and philosophical perspectives. |
1 - All or most students |
|
|
| ESL 37 |
produce simple and compound sentences. |
1 - All or most students |
|
|
| ESL 37 |
recognize and use novice-high vocabulary. |
1 - All or most students |
|
|
| ESL 47 |
apply comprehension of the simple present, present progressive, simple past of basic regular and irregular verbs in writing. |
1 - All or most students |
|
|
| ESL 47 |
recognize, examine, and use vocabulary from lists of high-frequency words. |
1 - All or most students |
|
|
| ESL 37 |
write multiple paragraphs of 5-10 sentences each with topic sentences, basic control of English syntax, punctuation, capitalization, and correct formatting, including indentation. |
2 - More than half of students |
Individual |
One of the changes I would like to make is designing and implementing homework assignments that focus on sentence level skills right from the first week of the course. Since I taught at ARC Natomas Campus, my students were not able to take advantage o |
| ESL 55 |
use transitions to connect ideas and paragraphs effectively. |
2 - More than half of students |
Individual |
I will continue emphasizing the use of transitions in paragraphs as I have been doing. |
| ESL 55 |
use basic essay format, including titles and paragraph and margin indentations. |
2 - More than half of students |
Individual |
I plan on creating short PowerPoint focused lesson on this SLO with a slide showing example essays. I will follow this up with reminders before essay drafts are due and a note in my Canvas feedback for students not following guidelines. |
| ESLG 31 |
apply fundamental rules of mechanics and demonstrate skill and accuracy in using basic English handwriting and spelling. |
1 - All or most students |
|
|
| ESLG 41 |
differentiate between singular and plural noun forms and count/non-count nouns. |
1 - All or most students |
Individual |
I am considering more group activities that allow for collaboration and discussion on differentiating among these items within a variety of language contexts. |
| ESLG 41 |
apply fundamental punctuation and capitalization rules, such as periods, commas, and question marks. |
1 - All or most students |
|
|
| ESLL 31 |
demonstrate practical conversation skills in giving and receiving information, asking for repetition and clarification. |
1 - All or most students |
|
|
| ESLL 41 |
produce most English consonants and vowels correctly. |
1 - All or most students |
Individual |
I plan to add more oral presentations, more vowel work, and more vowel combination exercises to my syllabus in the future. |
| ESLLAB 71 |
apply a variety of listening, speaking, and pronunciation strategies at the advanced-low level to comprehend a variety of lecture-length listening passages and complete advanced-low level speaking tasks. |
1 - All or most students |
|
|
| ESLL 41 |
demonstrate knowledge of US academic and cultural expectations. |
1 - All or most students |
|
|
| ESLLAB 30 |
analyze model sentences, paragraphs, and short essay to build academic vocabulary needed to learn about the writing process and produce similar writing. |
1 - All or most students |
|
|
| ESLLAB 41 |
demonstrate the different intonation patterns for requests/clarification as well as statements and answers in academic settings. |
1 - All or most students |
|
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