The student will be able to:

1. Respond to and initiate short conversations related to day-to-day child care topics.
2. Demonstrate the ability to comprehend appropriate basic-level reading materials and related vocabulary.
3. Produce simple oral and written messages in the context of day-to-day child care with increased control of specific grammatical structures.

1. Respond to and initiate short conversations related to day-to-day child care topics (speaking and listening)
   1. Understand English used in the child care centers as spoken by clients, parents, caretakers, or co-workers and respond appropriately (listening comprehension)
      1. Identify items and themes common in the context of child care
   2. Use language functions helpful for communicating with and about children regarding day-to-day care (speaking)
      1. Describe children's preferences and activities
      2. Describe and ask about children's schedules
2. Comprehend appropriate basic-level reading materials and related vocabulary (reading and vocabulary)
   1. Understand level-appropriate readings related to day-to-day child care topics
      1. Written messages in the context of day-to-day child care
      2. Children's literature in English
   2. Recognize, understand and use vocabulary from the child care context
3. Produce simple oral and written messages in the context of day-to-day child care with increased control of specific grammatical structures (grammar)
   1. Simple present
      1. Be + noun
      2. Have
      3. Infinitives (after like, want, need, love, and hate)
      4. Gerunds (after enjoy, spend time, and have fun)
   2. Yes/no questions and short answers
      1. Be
      2. Do/does
   3. Asking questions and answering questions with who, what, whose and how old...?
   4. Parts of speech
      1. Subject, verb, object
      2. Nouns
         1. Singular
         2. Plural
            1. -s
            2. Irregular plural nouns
         3. Subject pronouns
         4. Object pronouns
      3. Verbs
         1. Simple present
         2. Present progressive
      4. Prepositions (of location)
      5. Adjectives

Not applicable.

Working in a group, role-plays, phone messages
Complete quizzes, answering questions about the readings from the book, using targeted vocabulary in sentences and/or completing dictation

Lecture
Discussion
Cooperative learning exercises
Oral presentations

Brems, Chan, and Rosner. English for Child Care: Language Skills for Parents and Providers, chapters 1-2. 2010.

Although this text is older than the suggested "5 years or newer" standard, it is a seminal text, the only text that currently exists, in ESL for for parenting and child development.

Supplemental textbooks used in the CHLD courses, such as:
1. Berger, Kathleen Stassen. The Developing Person through the Lifespan. 2017.
2. Feeney, Stephanie, et al. Who Am I in the Lives of Children?: an Introduction to Early Childhood Education. 2019.
3. Gonzalez-Mena, Janet. The Young Child in the Family and the Community. 2006.

Textbooks used for ESL instruction:
1. Brems, Marianne, et al. English for Child Care: Language Skills for Parents and Providers. 2018.

1. Interview a teacher and write a paper discussing how they began their career and what you learned from them
2. Reading: Child development articles, parenting articles
3. Writing: book reports