ESOL - Level 1-2, Pre/Beginning Literacy

Course Number: ESOL 10
Transcript Title: non-credit
Created: January 16, 2015
Updated: August 13, 2019
Total Credits: 0
Lecture Hours: 60
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: No
Grading options: P-NP, audit
Repeats available for credit: 0


CASAS reading score of 200 or below

Course Description

Develops basic language skills needed in day-to-day adult situations. Focuses on listening and basic speaking tasks necessary to satisfy routine classroom and social demands and limited work requirements. Introduces reading and writing skills to those with little or no literacy in English. Prerequisite: CASAS reading score of 200 or below.

Intended Outcomes

Upon successful completion of this course, students will be able to:

  1. Speak independently so others can understand using words, phrases, statements, questions, and high frequency commands that are highly relevant at home, work, and school.
  2. Listen actively to understand highly relevant words and phrases in simple questions, statements, and high frequency commands.
  3. Read independently with understanding highly-relevant symbols, numbers, and words in personal and environmental print.
  4. Write independently to express meaning in a few words and simple sentences that include personally relevant words, numbers, and phrases for daily needs.

Outcome Assessment Strategies

Assessments may address the learning outcomes by means of the following:

  1. CASAS Reading Test
  2. Quizzes and informal assessments (as per instructor)
  3. Student presentations and role plays

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content (Themes, Concepts, Issues and Skills)

Include all or most of the following themes:

  • Personal information
  • Introductions and Greetings
  • Numbers 1-100
  • Dates
  • Ordinal Numbers
  • Family
  • Time
  • Jobs
  • Money
  • Food
  • Classroom Instructions
  • Home – rooms, furniture
  • Body – health
  • Leisure Activities – hobbies, chores
  • Weather / Seasons
  • Daily routine
  • Emotions

Include all or most of the following concepts and/or skills: 


  • Read the alphabet
  • Read numbers
  • Understanding the sounds of the alphabet
  • Blending sounds
  • Pre-Reading: looking at pictures
  • Comprehension Checks
  • Using a picture dictionary
  • Pronoun Reference
  • Locating Information in text with visual support
  • Read high frequency, practical survival signs and symbols
  • Read aloud


  • Write the alphabet: lowercase and capital letters
  • Write identifying information (name, address, phone number)
  • Write numbers 1-100
  • Capitalize proper nouns
  • Learn basic punctuation: period, question mark, comma, apostrophe
  • Learn word order (SVO)
  • Use models to learn basic sentence structure: copy from board, write patterned sentence.

Listening /Speaking

  • Say the names of the letters in the English alphabet
  • Spell common words (name)
  • Greetings for the appropriate time of day
  • Introductions: asking name, confirming spelling, asking basic identifying information
  • Understanding and giving basic classroom instructions
  • Ask for and respond to basic personal information
  • Listen for numbers, time, dates, prices
  • Learn and use clarifying questions
  • Give simple directions and warnings
  • Listen and repeat
  • Role play anticipated interactions
  • Express likes, wants, needs
  • Talk about daily routine and schedule
  • Understand and use non-verbal clues
  • Ask for help in emergency situations


  • Subject pronouns
  • BE –verb: negative, yes/no question, wh-question
  • Question words (where, when, who, what)
  • Singular, plural nouns
  • Prepositions of place
  • Prepositions of time (at, from-to, on)
  • Possessive pronouns
  • There is, There are
  • Basic contractions
  • Simple present: negative, yes/no questions, wh questions
  • Third person singular with simple present
  • Adjective + noun word order
  • Verbs:  like, need, have
  • Daily routine verbs
  • Basic word order


  • Phonemes
  • Basic vowel differentiation
  • Distinguish between vowels and consonants
  • Introduction to syllables
  • Stress and intonation of familiar words
  • Distinguish between consonant sounds in minimal pairs and vowel sounds in minimal pairs
  • Pronunciation of plurals
  • Start to address difficult sounds (v, b or th)

Department Notes

It is not expected that an instructor will be able to cover all of the concepts and/or skills in one quarter. Due to the non-credit nature of this course, the instructor assesses the skill level of the class and with the class input chooses which concepts would be appropriate for instruction.  A student may take the course multiple times.