Level 3

1. On what basis are students in the Language and Culture Center (LCC) placed in their levels?
Students are given three placement tests when they enter the program. Placement is based on a weighted average of the scores on these three tests, with the Michigan English Placement Test score counting double.

(1) Michigan English Placement Test x 2
(2) LCC Writing Sample x 1
(3) LCC Interview x 1
      = Placement Score

2. How are students evaluated for promotion or for exit from the program?
Students are given two tests and a teacher evaluation score at the end of the term. The student's promotion score is the average of these three measurements.

(1) COMPASS ESL x 1
(2) LCC Writing Sample x 1
(3) LCC Teacher Evaluation x 1
      = Promotion score

The evaluation score ranges, on a 100-point proficiency scale, are listed below.

13/14 Week Course

Placement and Promotion

7 Week Course

Placement Only

Level Placement/Promotion Score Level Placement/Promotion Score Level Placement Score Level Placement Score
1 0-26 4 59-71 1 0-35 4 66-76
2 27-43 5 72-81 2 36-51 5 77-83
3 44-58 6 82-100 3 52-65 6 84-100

3. What are the learning outcomes for a student who successfully completes level 3 (59 weighted average or higher)?

READING OUTCOMES

  • Read and understand simplified academic material.
  • Read and understand simplified periodicals.
  • Answer comprehension questions.
  • Identify topic and main idea.
  • Identify supporting details.
  • Distinguish facts from opinions.
  • Understand simple charts, graphs, and diagrams.
  • Make inferences.
  • Preview and predict content.
  • Scan a passage for specific information.
  • Skim a passage for the main idea.
  • Reproduce text in a graphic organizer, timeline, or outline.
  • Recognize word forms: noun, verb, adjective, and adverb.
  • Identify synonyms and antonyms.
  • Use structural analysis to identify root words, prefixes, and suffixes.
  • Use context clues to guess meanings of words.
  • Use a monolingual English dictionary.
  • Follow simple written directions.

WRITING OUTCOMES

  • Write a paragraph with: a topic sentence containing a controlling idea, supporting details, and a conclusion.
  • Write an essay of 3 or more paragraphs, with an introduction, body, and conclusion.
  • Use descriptive, narrative, comparison/contrast, and other rhetorical modes.
  • Use transitions.
  • Write simple, compound, and complex sentences.
  • Proofread for errors in grammar, spelling, punctuation (including comma splices, run-ons, fragments, and deletions), and capitalization.
  • Avoid plagiarism.

 LISTENING OUTCOMES

  • Identify the main idea of a listening passage.
  • Follow instructions given at a normal rate of speed.
  • Understand questions.
  • Identify details of a listening passage.
  • Listen and make an outline or graphic organizer of a short passage.
  • Understand diverse number forms such as ordinal and cardinal.
  • Understand reductions and stressed words.
  • Differentiate between formal and informal English.
  • Understand meaning through tone of voice.

 speaking outcomes

  • Give information and express opinions.
  • Ask relevant questions and give appropriate answers.
  • Initiate and sustain a conversation on a given topic.
  • Give a simple individual, pair or group presentation.
  • Rephrase statements.
  • Produce contractions, third person singular, and past tense endings.
  • Use stress and intonation correctly.
  • Speak using simple and compound sentences, some complex sentences, mostly accurate intermediate grammar structures and simple word forms.
  • Talk about familiar topics.
  • Demonstrate some familiarity with spoken academic vocabulary.

4. What grammar structures are taught in level 3?

GRAMMAR STRUCTURES

  • regular and irregular verbs
  • subject-verb agreement
  • present tense: simple, continuous, perfect, and perfect continuous
  • past tense: simple and continuous
  • future time verb forms
  • simple modals
  • gerunds/infinitives
  • indicative, imperative mood
  • sentence formation: subject-verb-object
  • question formation: yes/no and wh- questions
  • real conditionals
  • clauses – adjective/adverb
  • nouns – count and non-count
  • pronouns
  • adjectives
  • comparisons: adjectives/adverbs
  • adverbs
  • articles
  • prepositions
  • coordinating conjunctions