Dublin City Schools Graded Course of Study Grades 9-12 ESL 908/ English Advanced

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1 Overall Secondary Philosophy for English Language Learners Many students who enroll in the Dublin City Schools arrive with diverse levels of English Proficiency. Our English Language Learning program exists to help these students develop and strengthen academic and social English language skills. We believe that academic success hinges on the acquisition of speaking, listening, reading, and writing proficiency in English. English Language Learners become critical thinkers and independent learners in English through a variety of learning experiences in an environment that increases self-confidence and promotes risk-taking. Acquiring American cultural competence while respecting the student s native culture is key. The English Language Learning courses stress listening, informal and formal speaking, reading comprehension/strategies, writing, vocabulary development, and research skills aligned with the Ohio Academic Content Standards and will eventually align with the Common Core Standards for Language Arts. Grammar and spelling are taught through the writing process in addition to explicit instruction. English Language Learners are given equal access to standards and content area learning as their peers. English Language Learners acquire both English language proficiency and content area knowledge concurrently, so some students will require additional time, and all will require appropriate instructional, comprehensible input, and aligned assessments. We believe all students in the English Language Learning Program can achieve the literacy demands required in the 21 st Century and we are committed to ing them in this endeavor. Course Goals ESL English 908 focuses on speaking, listening, reading and writing in English for the English Language Learner. Emphasis is on developing a student s English proficiency using language arts content. This course is aligned to Ohio s Academic Content Standards for ESL and Language Arts. ESL Advanced further develops the students English proficiencies as assessed and focuses on student need. As students work through the learning objectives outlined in the graded course of study for English Language Learners, this course will also offer opportunities for learning from adopted language arts graded courses of study as necessary in order to assist students in bridging back to the language arts classroom as soon as possible. Major Categories of Study Reading Informational texts Literature Writing Production (writing process) Application (argument (opinion), narrative, informative/explanatory) Speaking and Listening Comprehension and collaboration Presentation Language Vocabulary acquisition and use Conventions (grammar and usage, spelling, mechanics) May

2 Reading 3. LEP students will develop the English reading skills required both for academic achievement and for Standard Standard 3.1 Demonstrate reading strategies Benchmark Recognize different forms and conventions of print in relation to the function and meaning of texts, with limited Demonstrate the higher-level reading strategies of previewing, predicting and reviewing texts, with limited Use organizers and/or outlines to assist with comprehension, with limited Develop, discuss and apply background knowledge to gain meaning from texts, with limited Use a variety of cues to help identify the purpose and meaning of texts, with Read aloud with increasing accuracy from familiar and unfamiliar texts, with limited Use a dictionary, picture dictionary and/or glossary (bilingual or English) to determine the meanings of words, with limited Use patterns and other cues in a variety of texts to draw inferences and conclusions, with limited Demonstrate the higher-level reading strategies of skimming and scanning texts, with limited Standard 3.2 Identify the meaning of written vocabulary Use context clues to determine the meaning of new content area vocabulary, with limited Classify words used in content areas, with Use synonyms and antonyms to determine the meaning of new subject area vocabulary, with Apply knowledge of roots and affixes to determine word meanings of content area vocabulary, with Read homographs aloud, correctly adjusting sounds to fit meanings (e.g., read present tense; read past tense), and use homonyms in context, with Use text structures to determine the meaning of new vocabulary, with limited Apply knowledge of connotation and denotation to learn the meanings of new words, with limited Determine the meaning of vocabulary in figurative language, with May

3 Standard 3.2 Identify the meaning of written vocabulary Interpret metaphors and similes to understand new uses of words and phrases in texts, with Use analogies to determine the meaning of new subject area vocabulary, with Standard 3.3 Read with comprehension Follow written directions, with Recall, retell and sequence information from fictional and non-fictional texts, with limited Answer literal and evaluative questions about ageappropriate subject area texts, with limited Predict content, events and outcomes in ageappropriate subject area texts, using illustrations, previous information from texts and prior experiences, with limited Demonstrate comprehension of age-appropriate content-area texts by using pictures and/or graphic organizers, with Make comparisons within and across content-area texts, using prior knowledge and experience, with limited Summarize the content of age-appropriate subject area texts by identifying main ideas and some ing details Monitor oral and silent reading comprehension of grade-level texts by identifying pronunciation errors and self-correcting, or by rereading and using context cues, with limited Accurately recall and summarize main ideas and ing details of texts, with limited State the purpose of age-appropriate grade-level texts in students own words, with limited Establish and adjust purposes for reading, with limited Answer inferential questions about age-appropriate subject area texts, with limited Monitor reading comprehension by summarizing, note taking, making lists or using graphic organizers to construct meaning, with limited Standard 3.4 Read for varied purposes Apply criteria to choose independent reading material for various purposes Use the table of contents, glossary, captions and illustrations in age-appropriate grade-level texts to identify basic information, independently Identify and explain defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction, with limited May

4 Standard 3.4 Read for varied purposes Draw conclusions from information found in gradelevel texts, with limited Read for varied purposes; use text features to aid comprehension, with limited Analyze, compare and contrast characters, setting, theme, point of view and plot of text, with limited Distinguish between fact and opinion, cause and effect in content areas, with limited Locate and use a variety of texts: books, magazines, newspapers and online resources, to research information on a given topic, with limited Recognize and discuss plagiarism and its effects, with limited Writing 4. LEP students will develop the English writing skills required both for academic achievement and for Standard Standard 4.1 Write using appropriate conventions and grammar Benchmark Write simple sentences independently, with correct capitalization, punctuation, spelling and control of grammar Write a variety of sentence structures independently, with correct capitalization, punctuation, spelling and moderate control of grammar Standard 4.2 Write for varied purposes and audiences, with appropriate tone and voice, using various media Note: Implicit in this standard is that students will use technology as a writing tool Write personal and reflective journal entries, with limited Write notes and letters, with limited Write narratives and poems, with limited Write as a learning strategy, with limited Write to demonstrate learning, share ideas and present new information, with limited Standard 4.3 Write using the writing process Develop topics for writing, and apply pre-writing strategies to organize ideas, with limited Organize and draft a composition based on prewriting activities, with limited Review and revise draft compositions for content, organization and vocabulary, with limited Edit written work for mechanics and structure to May

5 Standard 4.3 Write using the writing process improve fluency, with limited Judge the quality of writing, with limited Publish for display and/or sharing using available technology, with limited Standard 4.4 Write using a range of vocabulary, sentence structures and verb tenses Use more extensive vocabulary, common idioms and a variety of structures to express a wider range of ideas Express ideas using a wider range of verb tenses Speaking and Listening 1. LEP students will develop the English listening skills required both for academic achievement and for 2. LEP students will develop the English speaking skills required both for academic achievement and for Standard Standard 1.1 Comprehend spoken instructions Benchmark Follow simple and familiar oral directions Follow oral directions in media presentations, with limited Follow multi-step oral directions, with limited repetition or rephrasing, within a familiar context Standard 1.2 Identify main ideas and ing details of spoken English Identify the main idea of extended, routine messages in familiar contexts, which may be ed by visuals Identify details of extended, routine messages in familiar contexts, which may be ed by visuals Identify the main idea and details of ageappropriate fiction read aloud, with limited Identify the main idea of expository information presented orally, with limited Identify the main idea and significant, relevant details of extended oral presentations via radio, video, television and other media, with limited Standard 1.3 Determine speaker attitude and point of view Identify and/or describe a range of speakers attitudes, moods or emotions in extended oral messages by reading body language and/or tone and voice quality, with limited Interpret multiple speakers range of attitudes, May

6 Standard 1.3 Determine speaker attitude and point of view moods, emotions, innuendos and/or biases in extended oral messages by reading body language and/or tone and voice quality Standard 1.4 Comprehend the meaning of academic and/or specialized vocabulary when spoken Recognize and comprehend grade-level spoken academic vocabulary, with little or no Comprehend specialized vocabulary spoken in a variety of contexts, with little or no Identify the literal meanings of words, with limited Identify figurative meanings of words and idiomatic phrases, with limited Use knowledge of cognates to comprehend new vocabulary, with limited Standard 1.5 Make inferences and predictions when listening to speakers Make predictions based on unfamiliar, extended spoken material, with Make inferences and predictions based on unfamiliar, extended spoken material, with little Standard 2.1 Speak fluently, using clear pronunciation and with appropriate intonation and stress Produce a wider range of words, phrases and sentences that can be understood Produce sustained speech with appropriate intonation and stress Standard 2.2 Speak using appropriate grammar and vocabulary Speak with few non-native errors in a variety of social and academic settings Frequently use new content and technical vocabulary when communicating in academic settings Standard 2.3 Speak for varied purposes, both informal and formal, with focus, relevance and cohesion Give directions or information, using extended language Engage in telephone conversations, recording messages when necessary Narrate or tell original stories, with or without visual Interact independently with adults and peers in various settings Make formal and informal presentations on familiar topics Make formal introductions Orally relay complex messages to other individuals Ask and answer multi-step questions about a variety of topics in classroom settings May

7 Standard 2.3 Speak for varied purposes, both informal and formal, with focus, relevance and cohesion Restate, summarize and clarify information Present ideas, ed by evidence Language The learning objectives included in major Categories of Study under language are embedded throughout the Reading, Writing, Listening and Speaking standards. English Language Learning Ohio State Standard Language Domain Major Categories of Study Reading Reading Writing Writing Listening Speaking Listening and Speaking Language May