ALP Landing Page for: Spanish HiSET ABE
Instructor: Isabel Gonzalez
Email: isabel@jpadulted.org
Meeting Times:
TTH 6:00–8:30 PM
Class Notes:
This class is designed for adult learners, whose primary language is Spanish, interested in achieving the ELA competencies outlined in the CCRSAE and preparing to take (and pass) the ELA HiSet exam.
Course Syllabus:
Basic Spanish HiSet Syllabus 2024-25
1. Greetings: Who are we? Where do we come from? How can we become a community of learners? How do we establish habits that will lead to academic success?
2. American Foundations: How did America (The United States) begin? Who was already in the Americas? What impacts did those who founded what became the United States have on the area and the people in it?
3. Culture and Legacies: What do we value? How do we create legacies? How can we learn from the legacies of the past?
4. Self reflection: How do we define success? How can we work towards our definitions of success and/or our goals? What barriers to success do we face? How do we respond to barriers?
5. Overcoming: What lessons can we learn from periods of historical struggle in the United States? How can we use those lessons to develop our own resilience?
6. Media Awareness: How can we create and consume media responsibly? How can we distinguish information from misinformation?
7. Contemporary Societal issues: What are some of the issues that affect modern American society? How do societal issues affect us? Why should we care? How should we respond when others disagree with us on an issue?
Course Rubric:
Basic ESOL Class Rubric
Criteria
Excellent (3)
Proficient (2)
Needs
Improvement (1)
Not Evident (0)
Creation of Arguments and Use of Evidence
Student generates text-based argument(s) and establishes a purpose that is connected to the prompt. Student cites relevant and specific evidence from source text(s) to support argument (may include few irrelevant pieces of evidence or unsupported claims). Student analyzes the issue and/or evaluates the validity of the argumentation within the source texts (e.g., distinguishes between supported and unsupported claims, makes reasonable inferences about underlying premises or assumptions, identifies fallacious reasoning, evaluates the credibility of sources, etc.).
Student generates an argument and demonstrates some connection to the prompt. Student cites some evidence from source text(s) to support argument (may include a mix of relevant and irrelevant citations or a mix of textual and non-textual references) partially analyzes the issue and/or evaluates the validity of the argumentation within the source texts; may be simplistic, limited, or inaccurate
Student may attempt to create an argument OR lacks purpose or connection to the prompt OR does neither. Student cites minimal or no evidence from source text(s) (sections of text may be copied from source). Student minimally analyzes the issue and/or evaluates the validity of the argumentation within the source texts; may completely lack analysis or demonstrate minimal or no understanding of the given argument(s).
Response exclusively contains text copied from source text(s) or prompt. Response shows no evidence that the student has read the prompt or is off-topic. Response is incomprehensible. Response has not been attempted (blank).
Development of Ideas and Organizational Structure
Response contains ideas that are well developed and generally logical; most ideas are elaborated upon. Response contains a sensible progression of ideas with clear connections between details and main points. Response establishes an organizational structure that conveys the message and purpose of the response; applies transitional devices appropriately. Response establishes and maintains a formal style and appropriate tone that demonstrate awareness of the audience and purpose of the task. Student chooses specific words to express ideas clearly.
Response contains ideas that are inconsistently developed and/or may reflect simplistic or vague reasoning; some ideas are elaborated upon. Response demonstrates some evidence of a progression of ideas, but details may be disjointed or lacking connection to main ideas. Response establishes an organization structure that may inconsistently group ideas or is partially effective at conveying the message of the task; uses transitional devices inconsistently. Student may inconsistently maintain a formal style and appropriate tone to demonstrate an awareness of the audience and purpose of the task may occasionally misuse words and/or choose words that express ideas in vague terms.
Response contains ideas that are insufficiently or illogically developed, with minimal or no elaboration on main ideas. Response contains an unclear or no progression of ideas; details may be absent or irrelevant to the main ideas establishes an ineffective or no discernable organizational structure; does not apply transitional devices, or does so inappropriately uses an informal style and/or inappropriate tone that demonstrates limited or no awareness of audience and purpose. Student may frequently misuse words, overuse slang or express ideas in a vague or repetitious manner.
Response exclusively contains text copied from source text(s) or prompt. Response shows no evidence that the student has read the prompt or is off-topic. Response is incomprehensible. Response has not been attempted (blank).
Clarity and Command of Standard Spanish Conventions
Response demonstrates largely correct sentence structure and a general fluency that enhances clarity.
Response demonstrates inconsistent sentence structure; may contain some repetitive, choppy, rambling, or awkward sentences that may detract from clarity. Response may contain frequent errors in mechanics and conventions that occasionally interfere with comprehension; standard usage is at a minimally acceptable level of appropriateness for on demand draft writing
Response demonstrates consistently flawed sentence structure such that meaning may be obscured. Response contains severe and frequent errors in mechanics and conventions that interfere with comprehension; overall, standard usage is at an unacceptable level for on-demand draft writing. OR response is insufficient to demonstrate level of mastery over conventions and usage
Response exclusively contains text copied from source text(s) or prompt. Response shows no evidence that the student has read the prompt or is off-topic. Response is incomprehensible. Response has not been attempted (blank).