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

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LAAF01: ESLDevM1 (2013-2014)

CURRICULUM PROGRAM: English as a Second Language
COURSE TITLE: ESL-3 Developing M 1hr
CALENDAR YEAR: 2013-2014
GRADE LEVEL: 5-8
CODE: LAAF01
TYPE: MS
CREDITS:
COURSE LENGTH: 36 weeks

Major Concepts/Content: The ESL Developing Communication course is designed for students whose primary language is not English and who are at a level 3 English proficiency. This course is designed to increase English language proficiency, enhance academic language, and develop learning strategies to meet the demands of learning academic content in English. Communication skills (i.e., listening, speaking, viewing, reading and writing) are strengthened through the integrated learning of language and academic content. Content includes, but is not limited to, development of social and academic listening and speaking skills through dialogues, conversations, lectures, 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 mastering content curriculum standards are presented and developed in 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, note-taking, following oral directions, participating in conversations and discussions, oral reading and reporting, pronunciation practice, language games and Reader’s Theater. Activities to 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 will include, but not limited to, sentence and paragraph writing in a variety of types, letter writing, research and report writing, note-taking, use of graphic organizers, and creative writing of dialogues, stories, plays, and poetry. Instructional activities to support the student in mastering general content standards will include, but not limited to, pre-teaching the language or vocabulary, activating prior knowledge, building background content knowledge and explicitly teaching learning strategies

Major Evaluative Techniques: Students will be evaluated on comprehending and creating 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 and oral skills necessary to communicate adequately in social interactions. Use English in socially and culturally appropriate ways. Speak with comprehensible English pronunciation. Understand and verbalize concrete and, with some vocabulary and grammar restrictions, abstract experiences. Use increasingly comprehensive vocabulary in academic conversation and discussion. Apply learning strategies to improve comprehension and fluency and to generate/organize ideas. Comprehend most contextualized grade-level written and oral English material and respond to/evaluate it orally and in writing. Communicate information and ideas in a variety of written forms to accomplish different purposes. Actively participate in the general education content classroom, understanding and using contextualized academic vocabulary