Code Type:

  • NC = No Credit
  • EL = Elective
  • G = Grad. Requirement
  • GC = Computer
  • GD = Second Language
  • GE = Social Studies
  • GF = Fine Arts
  • GG = US Government
  • GH = Health
  • GL = Language Arts
  • GM = Mathematics
  • GP = Physical Education
  • GS = Science
  • GU = US History
  • GV = Careers
  • MS = Middle School
  • SE = Special Education
  • AP = Advanced Placement
  • G-CTE = Career
  • G-CTE/c = Career (c)
  • NC = No Credit
  • RP = Repeat COurse
  • REG = Regular Course/Credit
  • W = Weighted
  • MC2 = Multiple Credit 2
  • MC3 = Multiple Credit 3
  • MS = Middle School
  • ES = Elementary School

Back to Previous Page  | Curriculum Home

LAA402: ESL Emer 2 (2014-2015)

CURRICULUM PROGRAM: English as a Second Language
COURSE TITLE: ESL 2 Emerging -2hr
CALENDAR YEAR: 2014-2015
GRADE LEVEL: 9-12
CODE: LAA402
TYPE: MC2
CREDITS: 1.00
COURSE LENGTH: 36 weeks

Major Concepts/Content: The ESL Emerging Communication course is designed to increase English language proficiency and to enhance emerging academic language for students whose primary language is not English and who are at a level 2 English proficiency. All areas of communication skills (i.e., listening, speaking, viewing, reading and writing) are strengthened through the integrated learning of language and academic content. The content includes, but not limited to, development of both social and academic listening and speaking skills through dialogues, conversations, chants, role-playing, and oral reporting; development of reading strategies (fiction and nonfiction), such as previewing, determining main idea and details, inferring, analyzing, and evaluating written material; and the development of writing (factual and creative) at all stages of the writing process, including prewriting, drafting, responding to peer writing, revising, editing, and publishing. Vocabulary, grammar and verbal skills necessary for the world of work and/or for mastering content curriculum standards are presented and developed in context and authentic situations. The development of critical thinking skills, learning strategies, and socio-cultural knowledge is emphasized throughout the learning process.

Major Instructional Activities: Instructional activities will be provided in individual, small group and whole class settings. Student activities will include, but not limited to, improving speaking and listening skills through listening to material for information and response, following oral directions, participating in conversations and discussions, responding to information, oral reading and reporting, pronunciation practice, language games, and Reader’s Theater. Activities to develop and improve comprehension of written English (fiction and nonfiction) will include, but not limited to, previewing reading selections, decoding vocabulary from context, determining main idea and details, restating or summarizing materials, using reference materials, and recognizing plot elements. Writing activities include sentence, paragraph, and letter writing; note-taking; and creative writing of dialogues, stories, plays, and poetry. Instructional activities to support the student in mastering the general content standards will include, but not limited to, pre-teaching the language or vocabulary, activating prior knowledge, building background knowledge of the content class material, and explicitly teaching learning strategies.

Major Evaluative Techniques: Students will be evaluated on comprehending and creating of spoken and written English. Evaluation instruments include both summative and formative assessments, such as interdisciplinary activities, projects, diagnostic testing, content-based tests, teacher- and textbook-created assessments, and student self-assessments

Course Objectives: Demonstrate confidence in most social interactions. Understand and function in the American school culture. Communicate (with some restrictions in vocabulary) in most social and academic environments.  Understand and verbalize, with restricted vocabulary and grammar, concrete and abstract experiences. Speak with comprehensible English pronunciation. Generate and organize ideas using a variety of learning strategies. Apply learning strategies to improve comprehension and fluency. Construct meaning from basic texts and respond to/evaluate the texts orally and in writing. Write English sentences and paragraphs in a variety of forms (errors that occur do not hinder communication). Write both factually and creatively in English for most social and academic purposes, with errors that do not impede comprehension. Actively participate in the general education content classroom, understanding and using some specialized academic vocabulary.

Course Notes: Two years of ESL may be substituted for ELA for English Language Learners.