WEST COVINA UNIFIED SCHOOL DISTRICT. English Language Development Level 1. A. Course Title: English Language Development Level 1

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1 WEST COVINA UNIFIED SCHOOL DISTRICT English Language Development Level 1 I. Course Information A. Course Title: English Language Development Level 1 B. Course Code Number: 1ENL01 C. Course Length: 1 year D. Grade Level: 9 th - 12 th E. Prerequisites: CELDT beginning level F. Type of Course: Required for ELLs/Elective II. Course Description ELD 1 is the study of basic listening, speaking, reading, and writing skills in the English language, specifically designed for learners of English as a secondary language. In Level 1, emphasis is on oral skills and basic vocabulary development. Core subject support and test preparation (CELDT, CST-ELA, CAHSEE) are also part of the ELD curriculum. (Revised: April 2010) Page 1

2 III. Course Content Defined in Goals, Objectives and Performance Indicators (Aligned to ELD Standards) A. LISTENING & SPEAKING Strategies and Application - Comprehension, Organization and Delivery of oral Communication 1. Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases) 2. Ask and answer questions using simple sentences or phrases 3. Demonstrate comprehension of oral presentations and instructions through non-verbal responses. 4. Respond with simple words or phrases to questions about simple written texts. 5. Identify orally types of media by name (e.g., magazine, documentary film, news report). B. READING Word analysis Phonemic Awareness 1. Recognize and correctly pronounce most English phonemes while reading aloud. 2. Recognize most common English morphemes in phrases and simple sentences (e.g., basic syllabication rules, phonics, regular and irregular plurals). C. Reading Fluency and Systematic vocabulary Development- Decoding & Word Recognition, Vocabulary & Concept Development 1. Recognize simple affixes (educate, education), prefixes (dislike), synonyms (big, large), and antonyms (hot, cold). 2. Read aloud simple word presented in literature and texts in content areas; demonstrate comprehension by using 1-2 words or simple sentence response. 3. Respond with appropriate short phrases or sentences in a variety of social and academic settings (e.g.; answer simple questions) 4. Use a dictionary to derive meaning of a simple known vocabulary. 5. Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic setting (e.g.; locations, greetings, and classroom objects) D. Reading Comprehension- Comprehension, Analysis of Grade Appropriate Texts & Expository Critique. 1. Understand and follow simple multi-step oral directions of classroom or work related activities. 2. Recognize a few specific facts in familiar expository texts such as consumer and workplace documents and content area text. 3. Identify orally main ideas and some details of familiar literature and informational materials/public documents ( e.g.; newspaper, brochures, etc) using key words or phrases. 4. Point out text features such as title, table of contents and chapter headings. 5. Use pictures, list, chart and table to identify the vocabulary, syntax, and grammar used in public and workplace documents (e.g.; speeches, debates, manuals and contracts) (Revised: April 2010) Page 2

3 E. WRITING Strategies and Applications Penmanship, Organization, & Focus, Research, Revision & Evaluation 1. Organize and record expository information on pictures, lists, charts, and tables for literature and content areas. 2. Create simple sentences or phrases with some assistance. 3. Write a brief narrative using a few simple sentences that include setting and some details. 4. Use the writing process to write brief narratives and stories with a few standards grammatical forms. 5. Write simple compositions such as descriptions and compare/contrast that have a main idea and some detail. 6. Complete a job application form by providing basic personal information such as name, age, address and education. F. WRITING Conventions Capitalization, Punctuation, Sentence Structure, Grammar, Spelling 1. Edit their own work and correct punctuation. 2. Identify basic vocabulary, mechanics and structures in a piece of writing. 3. Revise writing for proper use of final punctuation, capitals and correct spelling. G. READING Literacy Response and Analysis Narrative Analysis of Grade Level Appropriate Texts and Literacy Criticism, Structural Features of Literature. 1. Identify orally the beginning, middle and end of a familiar literacy text. 2. Read and orally identify the speaker or narrator in a simple selection. 3. Role-play a character from a familiar piece of literature using words and phrases. 4. Use pictures, lists, charts and tables to identify the sequence of events from simple literacy texts. 5. Recognize the difference between first and third person using phrases or simple sentences. 6. Recite simple poems. IV. Assessment Student progress toward mastery of the content will be measured by: 1. Informal Assessments Including: 1.1 Quizzes 1.2 Observation 1.3 Oral presentations 1.4 Daily assignments including homework 2. Formal Assessments Including: 1.1 Writing samples 1.2 Exams 1.3 Performance tests 1.4 Projects (Revised: April 2010) Page 3

4 WEST COVINA UNIFIED SCHOOL DISTRICT English Language Development Level 2 I. Course Information A. Course Title: English Language Development Level 2 B. Course Code Number: 1ENL02 C. Course Length: 1 year D. Grade Level: 9 th - 12 th E. Prerequisites: CELDT Early Intermediate level F. Type of Course: Required for ELLs/Elective II. Course Description ELD Level 2 is a continuing (or intermediate) study of oral and written English, with an emphasis on reading and writing fundamentals specifically designed for learners of English as a secondary language. Focus is on sentence structure, paragraph development and essential vocabulary acquisition. Core subject support and test preparation (CELDT, CST-ELA, CAHSEE) are also part of the ELD curriculum. (Revised: April 2010) Page 1

5 III. Course Content Defined in Goals, Objectives and Performance Indicators (Aligned to ELD Standards) A. LISTENING & SPEAKING Strategies and Applications Comprehension, organization and Delivery of oral Communication 1. Begin to be understood when speaking, but with inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns [he/she] 2. Ask and answer questions using phrases or simple sentences 3. Restate and execute multi-step oral directions. 4. Restate in simple sentences the main idea of oral presentations of subject matter content. 5. Communicate orally basic personal needs and desires (e.g., do we have to?). 6. Prepare and deliver short oral presentations. B. READING Word analysis Phonemic Awareness 1. Produce English morphemes that correspond to phonemes students already hear and produce, including long And short vowels and initial and final consonants. 2. Produce English morphemes that do not correspond to sounds students hear and produce (e.g. a in cat: and final consonants.) C. Reading Fluency and Systematic vocabulary Development- Decoding & Word Recognition, Vocabulary & Concept Development 1. Begin to use knowledge of simple affixes, prefixes, synonyms and antonyms, to interpret the meaning of unknown words. 2. Recognize simple idioms, analogies, figures of speech in literature and texts in content areas (e. g, the last word ) 3. Read simple paragraphs and passage independently. 4. Recognize that words sometimes have multiple meanings and apply this knowledge to literature and texts in content areas. 5. Demonstrate internalization of English grammar, usage and word choice by recognizing and correcting some errors when speaking or reading aloud. * 6. Read their own writing of narrative and expository text aloud with appropriate pacing, intonation and expression. 7. Use a standard dictionary to find the meaning of known vocabulary. 8. Identify and use connectors to appropriate sequence written text (e.g.; first, then, after that, finally ) (Revised: April 2010) Page 2

6 D. Reading Comprehension- Comprehension, Analysis of Grade Appropriate Texts & Expository Critique. 1. Read and orally respond to simple literary, text and text in content areas by answering factual comprehensions questions using simple sentences. 2. Identify and follow some multi-step directions of simple mechanical devices and basic forms. 3. Identify orally the features of simple excerpts of public documents using key words or phrases. 4. Read and orally identify a few specific facts in simple expository text such as consumer and workplace documents and content area text. 5. Use simple sentences to orally identify the structure and format of workplace documents (e.g.; format, graphics and headers. 6. Present a brief oral report demonstrating three to four simple steps necessary to achieve a specific goal or product from a consumer or workplace document after a group activity. E. WRITING Strategies and Applications Penmanship, Organization, & Focus, Research, Revision & Evaluation 1. Use simple sentences to write responses to selected literature that exhibit factual understanding of the text and connect the students own experience to specific parts of the text. 2. Use common verbs, nouns, and high frequency modifiers in simple sentences. 3. Use simple sentences to follow an outline and create a draft of a short essay. 4. Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g. math, science, history/social science). 5. Write expository compositions such as descriptions and compare and contrast and problem/solution that include a main idea and some details using simple sentences. 6. Collect information and take notes on a given topic from a variety of sources (e.g., dictionary, library books, research materials). 7. Use the writing process to write sentences and short paragraphs using supporting details from a given topic. There may be some inconsistent use of standard grammatical forms. 8. Complete simple informational documents related to career development (e.g., bank forms and job applications). F. WRITING Conventions Capitalization, Punctuation, Sentence Structure, Grammar, Spelling 1. Create coherent paragraphs through advanced effective transition. 2. Revise writing for appropriate word choice, organization, consistent point of view and transition, with some variation in grammatical forms and spelling. 3. Edit writing for grammatical structures and conventions of writing. 4. Edit writing for basic conventions (e.g., Intermediate punctuation, capitalization and spelling). 5. Revise writing with teacher assistance to clarify meaning and improve conventions and organization. 6. Use clauses, phrases and mechanics with consistent variations in grammatical forms. (Revised: April 2010) Page 3

7 G. READING Literacy Response and Analysis Narrative Analysis of Grade Level Appropriate Texts and Literacy Criticism, Structural Features of Literature. 1. Respond orally to factual comprehension questions taken from two forms of literature (brief, familiar excerpts from comedy and tragedy) using simple sentences. 2. Read and orally identify the main events of the plot using simple sentences. 3. Identify orally literacy elements of theme, plot, setting and characters using simple sentences. 4. Distinguish the characteristics of different forms of dramatic literature using simple sentences, pictures, lists, charts and table (e.g., comedy and tragedy). 5. Describe briefly what a character is like by what he/she does in a familiar narration, dialogue or drama, using simple sentences. 6. Use expanded vocabulary, descriptive words and paraphrasing for oral and written responses to texts. IV. Assessment Student progress toward mastery of the content will be measured by: 1. Informal Assessments Including: 1.1 Quizzes 1.2 Observation 1.3 Oral presentations 1.4 Daily assignments including homework 2. Formal Assessments Including: 1.1 Writing samples 1.2 Exams I.4 Performance tests 1.4 Projects (Revised: April 2010) Page 4

8 WEST COVINA UNIFIED SCHOOL DISTRICT English Language Development Level 3 I. Course Information A. Course Title: English Language Development Level 3 B. Course Code Number: 1ENL03 C. Course Length: 1 year D. Grade Level: 9 th - 12 th E. Prerequisites: CELDT Intermediate level (and above) F. Type of Course: Required for ELLs/Elective II. Course Description Meets UC/CSU entrance b requirement ELD 3 is an advancement into higher levels of language study, including specialized academic structures and terminology. In ELD 3 there is an increasing concentration on literary analysis, paragraph and essay development, and transitional devices. Core subject support and test preparation (CELDT, CST-ELA, CAHSEE) are also part of the ELD curriculum. (Revised: April 2010) Page 1

9 III. Course Content Defined in Goals, Objectives and Performance Indicators (Aligned to ELD Standards) A. LISTENING & SPEAKING Strategies and Applications Comprehension, Organization and Delivery of oral Communication Intermediate #1 1. Respond to massages by asking simple questions or by a brief restatement of the messages. 2. Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses. 3. Be understood when speaking, using consistent standard English grammatical forms and sounds: however, some rules may not be in evidence (e.g., third person singular, male and female pronouns) 4. Participate actively in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. 5. Identify the main idea and some supporting details of oral presentations, familiar literature pieces, and key concepts of subject matter content. 6. Identify a variety of media massages and give come supporting details (e.g., radio, television, movies). 7. Prepare and deliver short presentations on ideas, premises, or images obtain from a variety of common sources. 8. Prepare, ask, and respond to basic interview questions. Early Advanced #1 1. Summarize literary pieces in greater detail, including character setting, plot and analysis. 2. Be understood when speaking, using consistent Standard English grammatical forms, sounds, intonation, pitch and modulation, but may have random errors. 3. Participate actively and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information. 4. Recognize appropriate ways of speaking that vary based on purpose, audience and subject matter 5. Respond to massages by asking question challenging statements, or offering examples that affirm the message. 6. Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., sunshine girl, heavy as a ton of bricks. ) 7. Prepare and deliver presentations that follow a process of organization and use a variety of sources. 8. Prepare and deliver brief oral presentations/reports on historical investigations, problem/solution or cause/effect. Advanced #1 1. Demonstrate understanding figurative language and idiomatic expressions by responding to and using such expression appropriately. 2. Identify strategies used by the media to present information for a variety of purposes (e.g., to inform, entertain or persuade). 3. Negotiate and initiate social conversation by questioning, restating, soliciting information and paraphrasing. 4. Use consistently appropriate ways of speaking and writing that vary based on purpose, audience and subject matter. 5. Prepare and deliver presentations/reports across content areas that include purpose, point of view, introduction, coherent transitions and appropriate conclusions. 6. Speak clearly and comprehensively using, Standard English grammatical forms, sounds, intonation, pitch and modulation. (Revised: April 2010) Page 2

10 B. READING Word analysis Phonemic Awareness Intermediate #2 1. Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content area. Early Advanced #2 1. Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas (e. g., remove, extend 2. Distinguish between cognates and false cognates in literature and texts in content areas. Advanced #2 1. Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas (e.g.; remove, extend) 2. Apply knowledge of cognates and false cognates to derive meaning from literature and texts in content areas. C. Reading Fluency and Systematic vocabulary Development- Decoding & Word Recognition, Vocabulary & Concept Development Intermediate #3 1. Use a standard dictionary to derive meanings of unknown vocabulary. 2. Identify variations of the same word that are found in a text and know with some accuracy how affixes change the meaning of these words. 3. Demonstrate sufficient knowledge of English syntax to interpret the meaning of idioms, analogies and metaphors. 4. Demonstrate internalization of English grammar, usage and word choice by recognizing and correcting some errors when speaking or reading aloud. * 5. Use decoding skills and knowledge of vocabulary, both academic and social, to read independently. 6. Apply knowledge of text connectors to make inferences. Early Advanced #3 1. Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words. 2. Recognize words that sometimes have multiple meanings and apply this knowledge to understand written texts. 3. Use knowledge of affixes, roots and increased vocabulary to interpret meaning of words in literature and texts in content areas. 4. Use a standard dictionary to determine meaning of unknown words (e.g., idioms and words with multiple meanings) 5. Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading. 6. Use idioms, analogies and metaphors in literature and text in content areas. 7. Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression. Advanced #3 1. Use words appropriately that sometimes have multiple meaning and apply this knowledge consistently to literature and texts in content areas. 2. Apply knowledge of academic and social vocabulary to achieve independent reading. 3. Use common idioms and some analogies and metaphors (e.g.; shine like a star ; Let the cat out of the bag ) 4. Use a standard dictionary to determine meaning of unknown words. (Revised: April 2010) Page 3

11 C. Reading Comprehension- Comprehension, Analysis of Grade Appropriate Texts & Expository Critique. Intermediate #4 1. Use detailed sentences to orally identify two to three examples of how clarity of text is affected by repetition of key ideas and syntax. 2. Present a brief report, which verifies and clarifies facts presented in two to three forms of expository text. 3. Read and use detailed sentences to orally identify that main ideas and use them to make predictions about informational materials, literary text and text in content areas. 4. Understanding and orally explain most multi-step directions for simple mechanical devices and for simple applications. 5. Listen to an excerpt from a brief political speech and give an oral critique of the author s evidence using simple sentences. 6. Read and orally identify the structure and format of workplace documents (e.g.; graphics and headers) and give one brief example of how authors use the feature to achieve their purpose. 7. Read and use simple sentences to orally identify the features of rhetorical devices of simple Early Advanced #4 1. Apply knowledge of language to achieve meaning/comprehension from information materials, literary text, and text in content areas. 2. Analyze the structure and format of workplace documents and how the authors use the features to achieve their purpose. 3. Prepare an oral and written report, which evaluates the credibility of an author s argument or defense of a claim (include bibliography). 4. Read and analyze how clarity is affected by patterns of organization, repetition of key ideas, syntax and word choice. 5. Analyze the features and rhetorical devices of at least two types of public documents (e.g., warranties, contracts, manuals, magazines and textbooks). Advanced #4 1. Apply knowledge of language to achieve meaning/comprehension from informational materials, literary text and text in content areas. 2. Analyze the features and rhetorical devices of different types of public documents and how the authors use these features and devices. 3. Analyze how clarity is affected by patterns of organization, hierarchical structures, repetition of key ideas, syntax and word choice in text across content areas. 4. Prepare an oral and written report, which evaluates the credibility of an author s argument or defense of a claim by critiquing the relationship between generalizations and evidence. Prepare a bibliography for the report. 5. Prepare a brief research or synthesizing paper in which content areas and ideas are analyzed from several sources to present a coherent argument or conclusion, including proper format and bibliography. (Revised: April 2010) Page 4

12 D. WRITING Strategies and Applications Penmanship, Organization, & Focus, Research, Revision & Evaluation Intermediate #5 1. Narrate a sequence of events and communicate their significance to the audience. 2. Write brief expository compositions and reports of information that a.) include a thesis and some supporting details b.) provide information from primary sources and c.) organize and record information on charts and graphs. 3. Recognize elements of characterization in a piece of writing and apply them when writing. 4. Write responses to selected literature that exhibit understanding of the text using detailed sentences and transitions. 5. Recognize structured ideas and arguments and their supporting examples in persuasive writing. 6. Write job applications and resumes that are clear and provide all needed information. 7. Use complex sentences to write brief fictional biographies and short stories that include a sequence of events and provide supporting details. 8. Use basic strategies of note taking, outlining and the writing process to structure drafts of simple essays with consistent use of standards grammatical forms (some rules may not be evident). 9. Investigate and research a topic in a content area and develop a brief essay or report that includes source citations. Early Advanced #5 1. Identify various elements of discourse in writing (e.g., purpose, speaker, audience, form). 2. Develop a clear thesis and support it using the rhetorical devices of analogies, quotations and facts. 3. Write persuasive compositions that structure ideas and arguments in a logical way with consistent use of standard grammatical forms. 4. Use appropriate language variations and genres in writing for language arts and other content areas. 5. Write job applications and resumes that are clear and purposeful and address the intended audience appropriately. 6. Write reflective compositions that explore the significance of events. 7. Write detailed fictional biographies or autobiographies. 8. Use strategies of note taking, outlining and summarizing to structure drafts of clear, coherent and focused essays with consistent use of standard grammatical forms. 9. Write expository compositions and reports of information that convey information from primary and secondary sources and use some technical terms. Use appropriate tone and voice based on purpose, audience and subject matter. Advanced #5 1. Write persuasive and expository compositions that include a clear thesis, describe organized points of support and address counter-arguments. 2. Produce writing that establishes a controlling impression or thesis. 3. Structure ideas and arguments within a given context giving supporting and relevant examples. 4. Write job applications and resumes that modify tone to fit purpose and audience and follow the conventional format for the type of document. 5. Produce writing using various elements of discourse (e.g., purpose, speaker, audience, form), narrative, expository, persuasive, informational and/or descriptive writing. 6. Use a variety of rhetorical devices to support assertions (e.g., appeal to logic through reasoning, personal anecdote, case study, and analogy). 7. Use strategies of note taking, outlining and summarizing to structure drafts of clear, coherent and focused essays using standard grammatical forms 8. Write expository compositions, including analytical essays and research reports for language arts and other content areas that provide evidence in support of a thesis and related claims (Revised: April 2010) Page 5

13 9. Clarify and defend positions with relevant evidence, including facts, expert opinion, quotations and/or expressions of commonly accepted beliefs and logical reasoning. E. WRITING Conventions Capitalization, Punctuation, Sentence Structure, Grammar, Spelling Intermediate #6 1. Revise writing for appropriate word choice and organization with variation in grammatical forms and spelling. 2. Use, edit and correct basic grammatical structures and conventions of writing. Advanced #6 1. Revise writing for appropriate word choice and organization, consistent point of view and transition, which approximate standard grammatical forms, and spelling. 2. Create coherent paragraphs through effective transitions and parallel constructions. 3. Edit writing for conventions of writing to approximate standard grammatical forms. F. READING Literacy Response and Analysis Narrative Analysis of Grade Level Appropriate Texts and Literacy Criticism, Intermediate #7 1. Use expanded vocabulary, descriptive words and paraphrasing for oral and written responses to texts. 2. Read and use detailed sentences to orally respond to factual comprehension questions taken from three forms of literature. 3. Read and use detailed sentences to orally describe the sequences of events in literary texts. 4. Apply knowledge of language to analyze and derive meaning/comprehension from literary texts. 5. Use detailed sentences to orally compare and contrasts a similar theme of topic across three genres. 6. Read and use detailed sentences to orally explain the literary elements of theme, plot, setting and characters. 7. Read and use detailed sentences to orally describe what a character is like by what he/she does in a narration, dialogue or drama. 8. Use detailed sentences to orally identify at least two ways in which poets use personification, figures of speech and sounds. Early Advanced #7 1. Identify several literary elements and techniques (e.g., figurative language, imagery and symbolism). 2. Read and identify ways in which poets use personification, figures of speech, imagery and sounds. 3. Identify the function of dialogue, scene design and asides in dramatic literature. 4. Compare and contrast orally and in writing a similar theme or topic across several genres using more detailed sentences. 5. Identify recognized works of American literature and their genre in order to contrast major periods, themes and trends. 6. Identify recognized works of world literature and their genre in order to contrast major periods, themes and trends. 7. Identify characteristics of sub-gender (e.g., satire, pastoral, allegory) that are used in various genres. 8. Identify techniques, which have specific rhetorical or aesthetic purposes in literary texts (e.g., irony, tone mood, sound of language.) (Revised: April 2010) Page 6

14 Advanced #7 1. Describe the function of dialogue, scene design, asides and soliloquies in dramatic literature. 2. Explain the significance of several literary elements and techniques (e.g., figurative language, imagery, allegory and symbolism). 3. Compare and contrast a similar theme or topic across genre and explain how the genre shapes the themes or topics 4. Analyze the interaction between character and subordinate characters in literary texts (e.g., motivations and reactions). 5. Analyze recognized works of American literature and their genre in order to contrast major periods and trends. 6. Relate literary works and authors to major themes and issues of their eras. IV. Assessment Student progress toward mastery of the content will be measured by: 1. Informal Assessments Including: 1.1 Quizzes 1.2 Observation 1.3 Oral presentation 1.3 Daily assignments including homework 2. Formal Assessments Including: 1.1 Written reports 1.2 Exams 1.3 Performance tests 1.4 Projects (Revised: April 2010) Page 7